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Skip to Search Results- 18Adoption
- 4Language development
- 3Language skills
- 2Alberta education
- 2Children
- 2Children adopted from China (CAC)
- 6Pollock, Karen
- 2Hedley, Kristen
- 2Schneider, Phyllis
- 2Skoczylas, Melissa
- 1Basit, Eisha
- 1Brosinsky, Larissa H
- 8Rehabilitation Medicine, Faculty of
- 8Rehabilitation Medicine, Faculty of/Speech Pathology and Audiology
- 6Graduate and Postdoctoral Studies (GPS), Faculty of
- 6Graduate and Postdoctoral Studies (GPS), Faculty of/Theses and Dissertations
- 2Communications and Technology Graduate Program
- 2Communications and Technology Graduate Program/Capping Projects (Communications and Technology)
- 1Dr. Anna Farmer - Department of Agricultural, Food and Nutritional Science
- 1Dr. Diana Mager - Department of Agricultural, Food and Nutritional Science
- 1Dr. Veronica Smith
- 1Lessard, Sean (Secondary Education)
- 1Luckert, Martin (Department of Resource Economics and Environmental Sociology)
- 1Merali, Noorfarah (Educational Psychology)
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2016-04-29
Clarke, Jessica, Pollock, Karen, Shurb-Beach, Amber
Children adopted from China (CAC) undergo a unique form of language acquisition, which may put them at risk for later language difficulties. Twenty-nine North American children, adopted from China prior to two years of age, were assessed at three time points in order to identify early predictors...
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Language Development in School-age Children Adopted from Haiti: A Longitudinal Study
2011-07-20
Perry, Ashley, Bylsma, Karen, Yam, Casey
The language development of children adopted internationally is a topic of growing interest, however, most studies have investigated children adopted from China or Eastern Europe. This project is a follow-up study that explored the language development of school-age children who were adopted from...
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2015-07-29
Perez-Leon, Pollock, Karen, Mullen, Chloe
Children adopted from China (CAC) have a unique path of language development, as they are cast abruptly into a new ambient language, typically with limited or no ongoing exposure to their birth language. They often face additional risks of speech and language delays due to a history of...
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2014-08-11
Clover, Jennifer, Pollock, Karen, Goerz, Naomi
This study investigates the language, academic and social skills of 36 school-aged children and adolescents who were adopted from China as infants and toddlers. All participants were part of previous studies by Pollock (2005), Pollock &Yan (2009) and Pollock, Fleming & Gerke (2011). Standardized...
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Lexical tone processing by monolingual and bilingual speakers of tone and non-tone languages
DownloadFall 2012
This study tests early Chinese-English bilinguals’ perception of Thai lexical tone. Lexical tone is a feature that is used contrastively in Chinese but not in English. Chinese-learning infants exhibit native-like treatment of Thai tonal contours, while English learners exhibit non-native...
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Lifting the Voices of Adopted Teens and Emerging Adults in LGBTQ+ Families: A Narrative Inquiry
DownloadFall 2023
One in five Canadians are touched by adoption in their life, encompassing over 162,000 people in the city of Edmonton, and over seven million people across Canada (Adoption Council of Canada, n.d.). The “adopted family” has become very diverse over the past few decades, with many lesbian, gay,...
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Longitudinal Survey of Language Acquisition in Children Adopted from Ethiopia & India
2011-01-13
Basit, Eisha, McLaren, Britney, Pollock, Karen
Language in adopted Ethiopian and Indian children
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2011
Gagnon, M.P., Grimshaw, J., Legare, F., Labarthe, J., Roch, R., Estabrooks, C.A., Ghandour, E.K., Ouimet, M.
Background: Knowledge translation (KT) is an imperative in order to implement research-based and contextualized practices that can answer the numerous challenges of complex health problems. The Chronic Care Model (CCM) provides a conceptual framework to guide the implementation process in chronic...
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Student Experiences of a Diversity-Positive Chapter Book: An Interpretive Phenomenological Analysis Using an Arts-Informed Analysis
DownloadSpring 2022
This study aimed to understand the lived experience of school-aged children engaging with a diversity-positive chapter book in a classroom setting. Participants were 9 third-grade students and 26 sixth-grade students and their respective teachers in a Canadian urban school. An interpretive...