Patricia L Cleave
Biographic Data
| ID | 8976805 |
|---|---|
| NAME | Patricia L Cleave |
| GIVEN NAMES | Patricia L |
| FAMILY NAME | Cleave |
| SIGNATURE | CLEAVE P L |
| AFFILIATIONS | Dalhousie University |
| ORCID | 0000-0001-7674-1743 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1995 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 1 |
Contributions of code-based and oral language skills to Arabic and English reading comprehension in Arabic-English bilinguals in the elementary school years
Situated within the Simple View of Reading, this study examined the code-related (word reading) and oral language (receptive vocabulary, narrative comprehension, narrative production) skills that contribute to English and Arabic reading comprehension in two groups of Arabic-English bilingual children (7–9 and 10–12 years) living in an English majority environment. Further, the study examined the contribution of oral narrative production to readin…
Mothers' talk to children with Down Syndrome, language impairment, or typical development about familiar and unfamiliar nouns and verbs
This study investigated how forty-six mothers modified their talk about familiar and unfamiliar nouns and verbs when interacting with their children with Down Syndrome (DS), language impairment (LI), or typical development (TD). Children (MLUs
Effects of familiarity on mothers' talk about nouns and verbs
Modifications mothers make when talking to young English-speaking children between the ages of 1;8 and 3;0 (average age=2;4) about words perceived to be familiar versus unfamiliar were investigated. Nineteen mothers and their children participated in two toy play tasks; one designed to elicit talk about familiar and unfamiliar animals and the other designed to elicit talk about familiar and unfamiliar actions. It was found that mothers' talk invo…
A Comparison of Phonological Awareness Skills in Early French Immersion and English Children
The Local Norms Project of Nova Scotia
This paper provides a brief rationale and describes a collaborative process for collecting local normative data that has been developed and successfully implemented in Nova Scotia, Canada. The described process, which involves collaboration between university personnel (professors and students) and public school speech-language pathologists (SLPs), provides a time- and cost-efficient framework for collecting local norms
Specific Language Impairment as a Period of Extended Optional Infinitive
English-speaking children with specific language impairment (SLI) are known to have particular difficulty with the acquisition of grammatical morphemes that carry tense and agreement features, such as the past tense -ed and third-person singular present - s . In this study, an Extended Optional Infinitive (EOI) account of SLI is evaluated. In this account, - ed, -s, BE , and DO are regarded as finiteness markers. This model predicts that finitene…
Specific Language Impairment as a Period of Extended Optional Infinitive
English-speaking children with specific language impairment (SLI) are known to have particular difficulty with the acquisition of grammatical morphemes that carry tense and agreement features, such as the past tense -ed and third-person singular present - s . In this study, an Extended Optional Infinitive (EOI) account of SLI is evaluated. In this account, - ed, -s, BE , and DO are regarded as finiteness markers. This model predicts that finitene…
The Local Norms Project of Nova Scotia
This paper provides a brief rationale and describes a collaborative process for collecting local normative data that has been developed and successfully implemented in Nova Scotia, Canada. The described process, which involves collaboration between university personnel (professors and students) and public school speech-language pathologists (SLPs), provides a time- and cost-efficient framework for collecting local norms
A Comparison of Phonological Awareness Skills in Early French Immersion and English Children
Effects of familiarity on mothers' talk about nouns and verbs
Modifications mothers make when talking to young English-speaking children between the ages of 1;8 and 3;0 (average age=2;4) about words perceived to be familiar versus unfamiliar were investigated. Nineteen mothers and their children participated in two toy play tasks; one designed to elicit talk about familiar and unfamiliar animals and the other designed to elicit talk about familiar and unfamiliar actions. It was found that mothers' talk invo…
Mothers' talk to children with Down Syndrome, language impairment, or typical development about familiar and unfamiliar nouns and verbs
This study investigated how forty-six mothers modified their talk about familiar and unfamiliar nouns and verbs when interacting with their children with Down Syndrome (DS), language impairment (LI), or typical development (TD). Children (MLUs
Contributions of code-based and oral language skills to Arabic and English reading comprehension in Arabic-English bilinguals in the elementary school years
Situated within the Simple View of Reading, this study examined the code-related (word reading) and oral language (receptive vocabulary, narrative comprehension, narrative production) skills that contribute to English and Arabic reading comprehension in two groups of Arabic-English bilingual children (7–9 and 10–12 years) living in an English majority environment. Further, the study examined the contribution of oral narrative production to readin…
Language Development and Disorders (5 works) · Linguistics (5 works) · Psychology (5 works) · Reading and Literacy Development (3 works) · Cognition (2 works) · Developmental psychology (2 works) · Noun (2 works) · Syntax, Semantics, Linguistic Variation (2 works) · Verb (2 works) · Aeronautics (1 works)