Anne Van Kleeck
Biographic Data
| ID | 734833 |
|---|---|
| NAME | Anne Van Kleeck |
| GIVEN NAMES | Anne |
| FAMILY NAME | Van Kleeck |
| SIGNATURE | VAN KLEECK A |
| AFFILIATIONS | The University of Texas at Dallas |
| VERIFIED | No |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 26 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1981 |
| LATEST PUBLICATION YEAR | 2017 |
| H-INDEX | 3 |
Do acting out verbs with dolls and comparison learning between scenes boost toddlers’ verb comprehension
To better understand how toddlers integrate multiple learning strategies to acquire verbs, we compared sensorimotor recruitment and comparison learning because both strategies are thought to boost children's access to scene-level information. For sensorimotor recruitment, we tested having toddlers use dolls as agents and compared this strategy with having toddlers observe another person enact verbs with dolls. For comparison learning, we compared…
Talk During Book Sharing Between Parents and Preschool Children: A Comparison Between Storybook and Expository Book Conditions
The purpose of the current study was to explore parent and child extratextual utterances during storybook and expository book sharing. Sixty‐two parents and their three‐ to four‐year‐old children from middle‐income families participated in the study. Dyads were videotaped on two occasions reading unfamiliar storybooks and expository books. Parent and child extratextual utterances were coded for their content, and parent utterances were coded for …
Patterns of parents' extratextual interactions during book sharing with preschool children: A cluster analysis study
S Ninety‐six middle‐income parent‐child dyads were videotaped as they shared an unfamiliar book together. Parents' extratextual utterances were coded for content and entered into a cluster analysis in order to identify patterns in the variability in interaction style. Four clusters were revealed: (a) two small clusters of parents who provided many extratextual utterances during book sharing, but who differed with regard to the types of utterances…
The Relationship Between Middle-Class Parents’ Book-Sharing Discussion and Their Preschoolers’ Abstract Language Development
Thirty-five mothers and fathers were videotaped in their homes as they read a familiar and unfamiliar book to their preschoolers aged between 3;6 and 4;1. Parental discussions about the text were coded for four levels of abstraction and correlated with children’s gains one year later on a formal test of the same four levels of language abstraction (the Preschool Language Assessment Instrument). Parental input at three of the four levels of abstra…
Children's Language
The Cloze Test as an Alternative Measure of Language Proficiency of Children Considered for Exit from Bilingual Education Programs
The validity of a traditional language proficiency test, Language Assessment Scales, and an integrated test, the cloze text, in measuring academic language proficiency was assessed. The Language Assessment Scales and two written cloze passages were administered to 28 Mexican-American third graders enrolled in bilingual education classes and compared to their performance on the California Test of Basic Skills. Results indicate that correlations be…
Linguistic complexity and performance
This article reports an experimental investigation of the influence of linguistic factors on linguistic performance. The factors studied were interpretive complexity and surface length; they were expected to affect performance differentially, depending on the demands of the task. The stimulus sentences were three temporal adverbial structures wherein sentences high in interpretive complexity were low in surface length and vice versa. The experime…
A methodological study of illocutionary coding in adult-child interaction
Steps to Language: Toward a Theory of Native Language Acquisition
Does reticence mean just talking less? Qualitative differences in the language of talkative and reticent preschoolers
Instructional Communication Research and Theory: Communication Development and Instructional Communication — An Overview
(1981). Instructional Communication Research and Theory: Communication Development and Instructional Communication — An Overview. Annals of the International Communication Association: Vol. 5, Communication Yearbook 5, pp. 685-715
Patterns of parents' extratextual interactions during book sharing with preschool children: A cluster analysis study
S Ninety‐six middle‐income parent‐child dyads were videotaped as they shared an unfamiliar book together. Parents' extratextual utterances were coded for content and entered into a cluster analysis in order to identify patterns in the variability in interaction style. Four clusters were revealed: (a) two small clusters of parents who provided many extratextual utterances during book sharing, but who differed with regard to the types of utterances…
Talk During Book Sharing Between Parents and Preschool Children: A Comparison Between Storybook and Expository Book Conditions
The purpose of the current study was to explore parent and child extratextual utterances during storybook and expository book sharing. Sixty‐two parents and their three‐ to four‐year‐old children from middle‐income families participated in the study. Dyads were videotaped on two occasions reading unfamiliar storybooks and expository books. Parent and child extratextual utterances were coded for their content, and parent utterances were coded for …
Does reticence mean just talking less? Qualitative differences in the language of talkative and reticent preschoolers
The Cloze Test as an Alternative Measure of Language Proficiency of Children Considered for Exit from Bilingual Education Programs
The validity of a traditional language proficiency test, Language Assessment Scales, and an integrated test, the cloze text, in measuring academic language proficiency was assessed. The Language Assessment Scales and two written cloze passages were administered to 28 Mexican-American third graders enrolled in bilingual education classes and compared to their performance on the California Test of Basic Skills. Results indicate that correlations be…
A methodological study of illocutionary coding in adult-child interaction
Instructional Communication Research and Theory: Communication Development and Instructional Communication — An Overview
(1981). Instructional Communication Research and Theory: Communication Development and Instructional Communication — An Overview. Annals of the International Communication Association: Vol. 5, Communication Yearbook 5, pp. 685-715
Does reticence mean just talking less? Qualitative differences in the language of talkative and reticent preschoolers
Steps to Language: Toward a Theory of Native Language Acquisition
A methodological study of illocutionary coding in adult-child interaction
Linguistic complexity and performance
This article reports an experimental investigation of the influence of linguistic factors on linguistic performance. The factors studied were interpretive complexity and surface length; they were expected to affect performance differentially, depending on the demands of the task. The stimulus sentences were three temporal adverbial structures wherein sentences high in interpretive complexity were low in surface length and vice versa. The experime…
The Cloze Test as an Alternative Measure of Language Proficiency of Children Considered for Exit from Bilingual Education Programs
The validity of a traditional language proficiency test, Language Assessment Scales, and an integrated test, the cloze text, in measuring academic language proficiency was assessed. The Language Assessment Scales and two written cloze passages were administered to 28 Mexican-American third graders enrolled in bilingual education classes and compared to their performance on the California Test of Basic Skills. Results indicate that correlations be…
Children's Language
The Relationship Between Middle-Class Parents’ Book-Sharing Discussion and Their Preschoolers’ Abstract Language Development
Thirty-five mothers and fathers were videotaped in their homes as they read a familiar and unfamiliar book to their preschoolers aged between 3;6 and 4;1. Parental discussions about the text were coded for four levels of abstraction and correlated with children’s gains one year later on a formal test of the same four levels of language abstraction (the Preschool Language Assessment Instrument). Parental input at three of the four levels of abstra…
Patterns of parents' extratextual interactions during book sharing with preschool children: A cluster analysis study
S Ninety‐six middle‐income parent‐child dyads were videotaped as they shared an unfamiliar book together. Parents' extratextual utterances were coded for content and entered into a cluster analysis in order to identify patterns in the variability in interaction style. Four clusters were revealed: (a) two small clusters of parents who provided many extratextual utterances during book sharing, but who differed with regard to the types of utterances…
Talk During Book Sharing Between Parents and Preschool Children: A Comparison Between Storybook and Expository Book Conditions
The purpose of the current study was to explore parent and child extratextual utterances during storybook and expository book sharing. Sixty‐two parents and their three‐ to four‐year‐old children from middle‐income families participated in the study. Dyads were videotaped on two occasions reading unfamiliar storybooks and expository books. Parent and child extratextual utterances were coded for their content, and parent utterances were coded for …
Do acting out verbs with dolls and comparison learning between scenes boost toddlers’ verb comprehension
To better understand how toddlers integrate multiple learning strategies to acquire verbs, we compared sensorimotor recruitment and comparison learning because both strategies are thought to boost children's access to scene-level information. For sensorimotor recruitment, we tested having toddlers use dolls as agents and compared this strategy with having toddlers observe another person enact verbs with dolls. For comparison learning, we compared…
Psychology (11 works) · Linguistics (9 works) · Computer Science (6 works) · Developmental psychology (5 works) · Cognitive psychology (4 works) · Language acquisition (4 works) · Language Development and Disorders (4 works) · Mathematics education (4 works) · Philosophy (4 works) · Reading and Literacy Development (4 works)