Date of Award

1-1-2010

Language

English

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College/School/Department

Department of Literacy Teaching and Learning

Program

Reading

Content Description

1 online resource (xix, 180 pages) : illustrations (some color)

Dissertation/Thesis Chair

Donna M. Scanlon

Committee Members

Rose-Marie Weber, Cheryl L Dozier, Martha A. Boose

Keywords

Assessment, Grammar, Grammar Development, Grammar Knowledge, Language, Speech-Language Pathology, English language, Language arts

Subject Categories

Higher Education | Language and Literacy Education

Abstract

The focus of the study was an interest in discerning the relationship between grammar knowledge and its application for evaluating grammar development at different academic and professional stages. A 3-part questionnaire was completed by first and last semester Communication Sciences and Disorders (CSD) graduate students, and practicing speech-language pathologists (SLPs). The first section gathered data related to educational background, perceptions related to grammar knowledge, and recall of undergraduate instruction on grammar topics. A Grammar Test (GT), which reviewed typically developing grammar elements and sentence structures, and a Language Sample Analysis (LSA) comprised the latter two sections. With this data, the participants' grammar knowledge and its application in a language sample analysis were addressed.

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