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KEMP, NENAGH, JULIANNE SCOTT, B. MAY BERNHARDT, CAROLYN E. JOHNSON, LINDA S. SIEGEL, and JANET F. WERKER. "Minimal pair word learning and vocabulary size: Links with later language skills." Applied Psycholinguistics 38, no. 2 (July 1, 2016): 289–314. http://dx.doi.org/10.1017/s0142716416000199.
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ABSTRACTThere is increasing interest in the link between early linguistic skills and later language development. In a longitudinal study, we investigated infants’ (a) ability to use speech sound categories to guide word learning in the habituation-based minimal pair switch task, and (b) early productive vocabulary, related to their concurrent and later language task performance. The participants at Phase 1 were 64 infants aged 16–24 months (25 with familial risk of language/speech impairment), followed up at 27 months (Phase 2) and at 3 years (Phase 3). Phase 1 productive vocabulary was correlated with Phase 2 productive vocabulary, and with concurrent and later (Phase 3) tests of language production and comprehension scores (standardized tool), and phonology. Phase 1 switch task performance was correlated with concurrent productive vocabulary and language production scores, but not by Phase 3. However, a combination of early low vocabulary score and a preference for looking at an already-habituated word–object combination in the switch task may show some promise as an identifier for early speech–language intervention. We discuss how these relations can help us better understand the foundations of word learning.
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Meaux, Ashley Bourque, Julie A. Wolter, and Ginger G. Collins. "Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement." Language, Speech, and Hearing Services in Schools 51, no. 3 (July 15, 2020): 509–13. http://dx.doi.org/10.1044/2020_lshss-20-00064.
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Purpose This article introduces the Language, Speech, and Hearing Services in Schools Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement. The goal of this forum is to relate the influence morphological awareness (MA) has on overall language and literacy development with morphology acting as the “binding agent” between orthography, phonology, and semantics ( Perfetti, 2007 ) in assessment and intervention for school-aged children. Method This introduction provides a foundation for MA development and explores the influence MA has over the course of school-aged language and literacy development. Through summaries of the 11 articles in this forum, school-based speech-language pathologists will be able to convey the importance of MA to promote successful educational outcomes for kindergarten to adolescent students. The forum explores researcher-developed assessments used to help identify MA skill level in first- through eighth-grade students at risk for literacy failure to support instructional needs. The forum also provides school-based speech-language pathologists with details to design and implement MA interventions to support academic success for school-aged students with varying speech-language needs (e.g., dual language emersion, vocabulary development, reading comprehension) using various service delivery models (e.g., small group, classroom-based, intensive summer camps). Conclusion MA is effective in facilitating language and literacy development and as such can be an ideally focused on using multilinguistic approaches for assessment and intervention. The articles in this issue highlight the importance in assessment measures and intervention approaches that focus on students' MA to improve overall academic success in children of all ages and abilities.
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Pinault, Georges-Jean. "Exploring the language layer of the dānastuti genre." Lingua Posnaniensis 61, no. 2 (December 1, 2019): 83–105. http://dx.doi.org/10.2478/linpo-2019-0016.
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Abstract The linguistic variedness of the ancient Vedic texts is a well-known fact. This can be observed within the Ṛgveda itself, the most ancient collection of hymns, and if one compares the language of the Ṛgveda with that of the Atharvaveda. Glimpses of Vedic dialects can be detected in several passages and words, although the poetic language displays a high degree of convention and normalisation. Among the hymns of the Rigveda few specific features can be attributed to the different families of bards, even though one can surmise that they belonged to different regions of the Vedic world. It is also likely that some families or so-called “branches” were linguistically mixed. The hymns resort to different genres of discourse. The dānastuti, lit. ‘praise of the gift’, marks a distinct part of the poetic competence. The passages in question, which are often limited to a single stanza, although others are more developed, making up a substantial part of the poem, are devoted to praise of the generosity of the patron, who is expected to reward the poet appropriately for his work. A comprehensive survey of these parts of the hymns of the Rigveda was made in the dissertation of Manilal Patel (1929), a student of Karl F. Geldner. This meritorious book describes mostly cultural, historical and ritual features. On the other hand, the familiar, and in cases crude or mischievous, tone of these pieces has been noted by several commentators of the Rigveda. It would be too simple, however, to consider that these parts faithfully reflect everyday speech. The paper aims to explore the linguistic traits of the dānastutis which contrast with the standard layer of the Ṛgvedic language at all levels: phonology, morphology, syntax, vocabulary. On the level of stylistics and poetics, it will be shown that the phraseology of the dānastutis relies on sophisticated devices derived from the standard phraseology which was used otherwise for the praise of the gods and goddesses in the core of the hymns.
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Calet, Nuria, María Flores, Gracia Jiménez-Fernández, and Sylvia Defior. "Habilidades fonológicas suprasegmentales y desarrollo lector en niños de educación primaria." Anales de Psicología 32, no. 1 (December 25, 2015): 72. http://dx.doi.org/10.6018/analesps.32.1.216221.
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Recent literature research has shown the influence of suprasegmental phonology (the awareness of prosodic features such as stress, timing, and intonation) on literacy acquisition. However, the majority of these studies have been carried out in English. Moreover, the lexical level has been the most explored component. The current study analyzes the relationship between suprasegmental phonology skills and reading development in 92 Spanish primary-school children of 5thgrade. Vocabulary, phonological awareness, suprasegmental skills (lexical- and metrical-stress sensitivity, and non-linguistic rhythm) along with reading aloud and reading comprehension were assessed. Results suggest that suprasegmental phonology predicts a significative amount of variance in reading once phonological awareness and vocabulary were controlled. Furthermore, the components of suprasegmental skills (lexical- and metrical-stress sensitivity, and non-linguistic rhythm) have different relationships with reading skills.
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Duff, Dawna. "The Effect of Vocabulary Intervention on Text Comprehension: Who Benefits?" Language, Speech, and Hearing Services in Schools 50, no. 4 (October 10, 2019): 562–78. http://dx.doi.org/10.1044/2019_lshss-voia-18-0001.
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Purpose Vocabulary intervention can improve comprehension of texts containing taught words, but it is unclear if all middle school readers get this benefit. This study tests 2 hypotheses about variables that predict response to vocabulary treatment on text comprehension: gains in vocabulary knowledge due to treatment and pretreatment reading comprehension scores. Method Students in Grade 6 ( N = 23) completed a 5-session intervention based on robust vocabulary instruction (RVI). Knowledge of the semantics of taught words was measured pre- and posttreatment. Participants then read 2 matched texts, 1 containing taught words (treated) and 1 not (untreated). Treated texts and taught word lists were counterbalanced across participants. The difference between text comprehension scores in treated and untreated conditions was taken as a measure of the effect of RVI on text comprehension. Results RVI resulted in significant gains in knowledge of taught words ( d RM = 2.26) and text comprehension ( d RM = 0.31). The extent of gains in vocabulary knowledge after vocabulary treatment did not predict the effect of RVI on comprehension of texts. However, untreated reading comprehension scores moderated the effect of the vocabulary treatment on text comprehension: Lower reading comprehension was associated with greater gains in text comprehension. Readers with comprehension scores below the mean experienced large gains in comprehension, but those with average/above average reading comprehension scores did not. Conclusion Vocabulary instruction had a larger effect on text comprehension for readers in Grade 6 who had lower untreated reading comprehension scores. In contrast, the amount that children learned about taught vocabulary did not predict the effect of vocabulary instruction on text comprehension. This has implications for the identification of 6th-grade students who would benefit from classroom instruction or clinical intervention targeting vocabulary knowledge.
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Munro, Natalie, Elise Baker, Sarah Masso, Lynn Carson, Taiying Lee, Anita M. Y. Wong, and Stephanie F. Stokes. "Vocabulary Acquisition and Usage for Late Talkers Treatment: Effect on Expressive Vocabulary and Phonology." Journal of Speech, Language, and Hearing Research 64, no. 7 (July 16, 2021): 2682–97. http://dx.doi.org/10.1044/2021_jslhr-20-00680.
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Purpose This study examined the effect of Vocabulary Acquisition and Usage for Late Talkers (VAULT) treatment on toddlers' expressive vocabulary and phonology. Parent acceptability of VAULT treatment was also considered. Method We used a nonconcurrent multiple baseline single case experimental design with three late talking toddlers aged 21–25 months. The treatment was delivered twice weekly in 30-min sessions for 8 weeks by a rotating team of four speech-language pathologists. Toddlers heard three of their 10 strategically selected target words a minimum of 64 times in play activities each session. Expressive vocabulary and phonology was assessed pre–post, with parent interviews conducted posttreatment. Results All toddlers increased production of target words and expressive vocabulary. Ambient expressive vocabulary size increased by an average of 16 words per week (range of 73–169 words learned over the treatment period). On a 20-item, single-word speech assessment, the toddlers' phonetic inventories increased on average from three to seven consonants, and five to eight vowels. Two toddlers used protowords pretreatment, which were replaced by recognizable attempts at words posttreatment. Parents reported the treatment was acceptable for the child and their family with future consideration of parent-based delivery of the treatment in the home. Conclusions The results of this treatment provide further evidence of a model of intervention informed by the principles of implicit learning, and the interconnectedness of phonological and lexical learning. Investigation is required to establish the efficacy and feasibility of VAULT in clinical contexts. Supplemental Material https://doi.org/10.23641/asha.14714733
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Bernhardt, Barbara, and Carol Stoel-Gammon. "Nonlinear Phonology." Journal of Speech, Language, and Hearing Research 37, no. 1 (February 1994): 123–43. http://dx.doi.org/10.1044/jshr.3701.123.
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The purpose of this tutorial is to introduce a recent advance in phonological theory, “nonlinear phonology,” which differs fundamentally from previous theories by focusing on the hierarchical nature of relationships among phonological units. We first introduce the basic concepts and assumptions of nonlinear phonological theory and then demonstrate clinical applications of the theory for assessment and intervention. Data from a child with a severe phonological disorder are used to illustrate aspects of nonlinear theory. The data are first analyzed in terms of phonological processes in order to provide the readers with a familiar starting point for comprehension and comparison. The nonlinear frameworks are shown to provide a deeper analysis of the child’s phonological system than the phonological process analyses and to lead to a more clearly defined intervention plan.
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Skebo, Crysten M., Barbara A. Lewis, Lisa A. Freebairn, Jessica Tag, Allison Avrich Ciesla, and Catherine M. Stein. "Reading Skills of Students With Speech Sound Disorders at Three Stages of Literacy Development." Language, Speech, and Hearing Services in Schools 44, no. 4 (October 2013): 360–73. http://dx.doi.org/10.1044/0161-1461(2013/12-0015).
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PurposeThe relationship between phonological awareness, overall language, vocabulary, and nonlinguistic cognitive skills to decoding and reading comprehension was examined for students at 3 stages of literacy development (i.e., early elementary school, middle school, and high school). Students with histories of speech sound disorders (SSD) with and without language impairment (LI) were compared to students without histories of SSD or LI (typical language; TL).MethodIn a cross-sectional design, students ages 7;0 (years;months) to 17;9 completed tests that measured reading, language, and nonlinguistic cognitive skills.ResultsFor the TL group, phonological awareness predicted decoding at early elementary school, and overall language predicted reading comprehension at early elementary school and both decoding and reading comprehension at middle school and high school. For the SSD-only group, vocabulary predicted both decoding and reading comprehension at early elementary school, and overall language predicted both decoding and reading comprehension at middle school and decoding at high school. For the SSD and LI group, overall language predicted decoding at all 3 literacy stages and reading comprehension at early elementary school and middle school, and vocabulary predicted reading comprehension at high school.ConclusionAlthough similar skills contribute to reading across the age span, the relative importance of these skills changes with children's literacy stages.
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Goodwin, Amanda P., Yaacov Petscher, and Jamie Tock. "Morphological Supports: Investigating Differences in How Morphological Knowledge Supports Reading Comprehension for Middle School Students With Limited Reading Vocabulary." Language, Speech, and Hearing Services in Schools 51, no. 3 (July 15, 2020): 589–602. http://dx.doi.org/10.1044/2020_lshss-19-00031.
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Purpose The current study takes a practical and theoretically grounded look at assessment of morphological knowledge and its potential to deepen understanding of how morphological knowledge supports reading comprehension for students with limited reading vocabulary. Specifically, we explore how different morphological skills support reading comprehension for students with typical reading vocabulary development compared to students with limited reading vocabulary. Method A sample of 1,140 fifth through eighth graders were assessed via a gamified, computer-adaptive measure of language that contained a morphological knowledge assessment. Links to standardized reading comprehension were explored with a focus on determining differences for the 184 students in the sample who showed limited reading vocabulary knowledge. Specifically, multiple regression analyses were used to test for the relation between morphology skills and standardized reading comprehension, as well as the moderator effect of reading vocabulary on the relation between morphological knowledge and standardized reading comprehension. Results Findings indicate that the four instructionally malleable morphological skills identified by the assessment differentially supported reading comprehension. These skills were (a) Morphological Awareness, (b) Syntactic Morphological Knowledge, (c) Semantic Morphological Knowledge, and (d) Phonological/Orthographic Morphological Knowledge. Significant interactions for students with limited reading vocabulary were shown in how the skills of Syntactic Morphological Knowledge, Semantic Morphological Knowledge, and Phonological/Orthographic Morphological Knowledge supported standardized Reading Comprehension. Conclusions Given the challenges students with limited reading vocabulary have with semantic information, Syntactic Morphological Knowledge and Phonological/Orthographic Morphological Knowledge were particularly supportive, suggesting the compensatory role of these morphological skills. In contrast, Semantic Morphological Knowledge had a negative relationship with Reading Comprehension for students with limited reading vocabulary. Implications for theory, research, and practice are discussed.
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Gray, Shelley, and Hui-Chun Yang. "Selecting Vocabulary Words to Teach." Perspectives on Language Learning and Education 22, no. 4 (November 2015): 123–30. http://dx.doi.org/10.1044/lle22.4.123.
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Although speech-language pathologists may understand the importance of vocabulary for oral language, listening, and reading comprehension and the need for vocabulary instruction, they may not have a clear rationale for selecting specific words to teach. The purpose of this article is to review different strategies for selecting vocabulary words for direct instruction and to discuss the pros and cons of each strategy.
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Contreras-Jordán, Rosa Marianella, and María Rossana Ramírez-Ávila. "The Effect of Classifying Vocabulary into EFL Student’s Reading Comprehension." Research in Education and Learning Innovation Archives, no. 27 (July 15, 2021): 62. http://dx.doi.org/10.7203/realia.27.20731.
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This study examined the effect of classifying vocabulary into parts of speech using Google Drive sheets in order to improve reading comprehension. Participants were 20 EFL stu- dents at a public university in Ecuador whose proficiency level in English was A1 and who were having problems understanding short passages in English. For this action research study, we used quantitative data gathered from pre- and post-surveys, quizzes, and pre- and post-tests. Results from the pre- and post-tests showed that the students improved their word recognition skills by 17% , which enhanced their reading comprehension by 14%. This was corroborated by the p-value =0.000, which shows that the results were due to classifying parts of speech. Additionally, Cohen’s d = 1.02 in the vocabulary section indicates a large impact on learning. However, there was a small effect size (Cohen’s d= 0.39) in reading comprehension. Six quizzes were administered and three of them were compared. These demonstrated a steady improvement in students’ meaning recall and word usage. The results of the survey indicate that the students changed their perspective of learn- ing vocabulary positively after the intervention. The implications of this study can be extended to other EFL teachers in higher education institutions who would like to improve their students’ read- ing comprehension. Future research should evaluate other parts of speech. We also recommend replicating this study with students who have a higher proficiency level in English.
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LI, HONG, VEDRAN DRONJIC, XI CHEN, YIXUN LI, YAHUA CHENG, and XINCHUN WU. "Morphological awareness as a function of semantics, phonology, and orthography and as a predictor of reading comprehension in Chinese." Journal of Child Language 44, no. 5 (November 16, 2016): 1218–47. http://dx.doi.org/10.1017/s0305000916000477.
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AbstractThis study investigates the contributions of semantic, phonological, and orthographic factors to morphological awareness of 413 Chinese-speaking students in Grades 2, 4, and 6, and its relationship with reading comprehension. Participants were orally presented with pairs of bimorphemic compounds and asked to judge whether the first morphemes of the words shared a meaning. Morpheme identity (same or different), whole-word semantic relatedness (high or low), orthography (same or different), and phonology (same or different) were manipulated. By Grade 6, children were able to focus on meaning similarities across morphemes while ignoring the distraction of form, but they remained influenced by whole-word semantic relatedness. Children's ability to overcome the distraction of phonology consistently improved with age, but did not reach ceiling, whereas the parallel ability for orthography reached ceiling at Grade 6. Morphological judgment performance was a significant unique predictor of reading comprehension when character naming and vocabulary knowledge were accounted for.
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Sparks, Richard, Leonore Ganschow, and Alex Thomas. "Role of Intelligence Tests in Speech/Language Referrals." Perceptual and Motor Skills 83, no. 1 (August 1996): 195–204. http://dx.doi.org/10.2466/pms.1996.83.1.195.
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This study examined the relation of the WISC–R Verbal IQ with measures of oral and written language among 190 students referred to a private educational clinic over a 5-yr. period. Correlations of Verbal IQ with scores on measures of oral language, written language, receptive language, reading comprehension, and basic reading skills were calculated for the total sample and by Grades 1–3, 4–7, and 8–11. Standard regression coefficients were used to estimate the proportion of variance explained by these five measures. Significant correlations were found for Verbal IQ with the measures, ranging from .36 (Basic Reading Skills) to .69 (Receptive Vocabulary). Multiple regression indicated that 59% of the variance was explained by the five measures and that three—Oral Language, Receptive Vocabulary, and Reading Comprehension—contributed significantly to Verbal IQ. Correlations across grades showed inconsistent differences by grade for Verbal IQ with language variables. Implications for speech-language referral practices are discussed.
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Lepola, Janne, Anu Kajamies, Eero Laakkonen, and Pekka Niemi. "Vocabulary, metacognitive knowledge and task orientation as predictors of narrative picture book comprehension: from preschool to grade 3." Reading and Writing 33, no. 5 (January 3, 2020): 1351–73. http://dx.doi.org/10.1007/s11145-019-10010-7.
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AbstractThis is a study of early picture book comprehension, its determinants and later development through primary school. More specifically, picture book comprehension was analyzed longitudinally from age 5 to age 9, delineating the unique contributions of vocabulary, metacognitive knowledge and task orientation to the initial level as well as to the growth of comprehension. A total of 90 Finnish-speaking children participated in the study. The children’s narrative picture book comprehension was assessed at age 5, age 6 and age 9. Vocabulary, metacognitive knowledge and task orientation were evaluated at age 5. Latent growth curve modeling showed a pattern of decreasing achievement gaps in narrative picture book comprehension. Vocabulary and metacognitive knowledge uniquely contributed to the concurrent level of narrative picture book comprehension. The results further showed that metacognitive knowledge and task orientation were positive and statistically significant predictors of the growth of picture book comprehension over and above the initial level of narrative picture book comprehension. These findings add to our knowledge about the development of inter-individual differences in narrative picture book comprehension and the roles of vocabulary, metacognitive knowledge and task orientation in it. They also suggest a novel way to assess the narrative comprehension potential among students with compromised working memory or decoding ability.
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Schwanenflugel, Paula J., Steven A. Stahl, and Elisabeth L. McFalls. "Partial Word Knowledge and Vocabulary Growth during Reading Comprehension." Journal of Literacy Research 29, no. 4 (December 1997): 531–53. http://dx.doi.org/10.1080/10862969709547973.
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The experiment investigated the development of vocabulary knowledge in elementary school children as a function of story reading for partially known and unknown words. Fourth graders participated in a vocabulary checklist in which they provided definitions or sentences for words they knew (known words) and checked off words they did not know the meaning of but were familiar with (partially known words). Children then read stories containing some of these words. The remaining words served as a control. Vocabulary growth was small but even for both partially known and unknown words. However, the characteristics of the words being learned themselves (particularly, part of speech and concreteness) were more important in determining this growth than aspects of the texts.
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Chapman, Robin S., Scott E. Schwartz, and Elizabeth Kay-Raining Bird. "Language Skills of Children and Adolescents With Down Syndrome." Journal of Speech, Language, and Hearing Research 34, no. 5 (October 1991): 1106–20. http://dx.doi.org/10.1044/jshr.3405.1106.
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This study investigates the development of vocabulary and syntax comprehension skills cross-sectionally in 48 children and adolescents with Down syndrome (Trisomy 21), aged 5–20 years, in comparison to 48 control children aged 2–6 years matched statistically for nonverbal mental age and mother’s years of education. Age-equivalent scores on vocabulary (PPVT-R) and syntax (TACL-R) comprehension tests differed in the Down syndrome group but not the control group; vocabulary comprehension was relatively more advanced than syntax Ageequivalent scores on nonverbal cognitive subtests of pattern analysis and short-term memory for bead arrangements (Stanford-Binet, 4th ed.) also differed for the Down syndrome group but not the control group, indicating an unusual pattern of nonverbal cognitive function in the Down syndrome group. Stepwise multiple regression analyses showed that chronological age and ean mental age, collectively, accounted for 78% of the variability in vocabulary comprehension and 80% of the variability in syntax comprehension in the Down syndrome group, with total passes on a hearing screening accounting for an additional 4% in each case Implications for research are discussed
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ROWE, MEREDITH L. "Child-directed speech: relation to socioeconomic status, knowledge of child development and child vocabulary skill." Journal of Child Language 35, no. 1 (January 3, 2008): 185–205. http://dx.doi.org/10.1017/s0305000907008343.
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ABSTRACTThis study sought to determine why American parents from different socioeconomic backgrounds communicate in different ways with their children. Forty-seven parent–child dyads were videotaped engaging in naturalistic interactions in the home for ninety minutes at child age 2 ; 6. Transcripts of these interactions provided measures of child-directed speech. Children's vocabulary comprehension skills were measured using the Peabody Picture Vocabulary Test at 2 ; 6 and one year later at 3 ; 6. Results indicate that: (1) child-directed speech with toddlers aged 2 ; 6 predicts child vocabulary skill one year later, controlling for earlier toddler vocabulary skill; (2) child-directed speech relates to socioeconomic status as measured by income and education; and (3) the relation between socioeconomic status and child-directed speech is mediated by parental knowledge of child development. Potential mechanisms through which parental knowledge influences communicative behavior are discussed.
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MARCHMAN, VIRGINIA A., ANNE FERNALD, and NEREYDA HURTADO. "How vocabulary size in two languages relates to efficiency in spoken word recognition by young Spanish–English bilinguals." Journal of Child Language 37, no. 4 (September 3, 2009): 817–40. http://dx.doi.org/10.1017/s0305000909990055.
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ABSTRACTResearch using online comprehension measures with monolingual children shows that speed and accuracy of spoken word recognition are correlated with lexical development. Here we examined speech processing efficiency in relation to vocabulary development in bilingual children learning both Spanish and English (n=26 ; 2 ; 6). Between-language associations were weak: vocabulary size in Spanish was uncorrelated with vocabulary in English, and children's facility in online comprehension in Spanish was unrelated to their facility in English. Instead, efficiency of online processing in one language was significantly related to vocabulary size in that language, after controlling for processing speed and vocabulary size in the other language. These links between efficiency of lexical access and vocabulary knowledge in bilinguals parallel those previously reported for Spanish and English monolinguals, suggesting that children's ability to abstract information from the input in building a working lexicon relates fundamentally to mechanisms underlying the construction of language.
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Stokes, Stephanie F., Elise de Bree, Annemarie Kerkhoff, Mohammad Momenian, and Tania Zamuner. "Phonology, Semantics, and the Comprehension–Expression Gap in Emerging Lexicons." Journal of Speech, Language, and Hearing Research 62, no. 12 (December 18, 2019): 4509–22. http://dx.doi.org/10.1044/2019_jslhr-19-00177.
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Purpose Children come to understand many words by the end of their 1st year of life, and yet, generally by 12 months, only a few words are said. In this study, we investigated which linguistic factors contribute to this comprehension–expression gap the most. Specifically, we asked the following: Are phonological neighborhood density, semantic neighborhood density, and word frequency (WF) significant predictors of the probability that words known (understood) by children would appear in their spoken lexicons? Method Monosyllabic words in the active (understood and said) and passive (understood, not said) lexicons of 201 toddlers were extracted from the Dutch Communicative Development Inventory ( Zink & Lejaegere, 2002 ) parent-completed forms. A generalized linear mixed-effects model was applied to the data. Results Phonological neighborhood density and WF were independently and significantly associated with whether or not a known word would be in children's spoken lexicons, but semantic neighborhood density was not. There were individual differences in the impact of WF on the probability that known words would be said. Conclusion The novel findings reported here have 2 major implications. First, they indicate that the comprehension–expression gap exists partly because the phonological distributional properties of words determine how readily words can be phonologically encoded for word production. Second, there are likely subtle and complex individual differences in how and when the statistical properties of the ambient language impact on children's emerging lexicons that might best be explored via longitudinal sampling of word knowledge and use.
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Nalom, Ana Flávia de Oliveira, Aparecido José Couto Soares, and Maria Silvia Cárnio. "The relevance of receptive vocabulary in reading comprehension." CoDAS 27, no. 4 (August 2015): 333–38. http://dx.doi.org/10.1590/2317-1782/20152015016.
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PURPOSE: To characterize the performance of students from the 5th year of primary school, with and without indicatives of reading and writing disorders, in receptive vocabulary and reading comprehension of sentences and texts, and to verify possible correlations between both.METHODS: This study was approved by the Research Ethics Committee of the institution (no. 098/13). Fifty-two students in the 5th year from primary school, with and without indicatives of reading and writing disorders, and from two public schools participated in this study. After signing the informed consent and having a speech therapy assessment for the application of inclusion criteria, the students were submitted to a specific test for standardized evaluation of receptive vocabulary and reading comprehension. The data were studied using statistical analysis through the Kruskal-Wallis test, analysis of variance techniques, and Spearman's rank correlation coefficient with level of significance to be 0.05. A receiver operating characteristic (ROC) curve (was constructed in which reading comprehension was considered as gold standard.RESULTS: The students without indicatives of reading and writing disorders presented a better performance in all tests. No significant correlation was found between the tests that evaluated reading comprehension in either group. A correlation was found between reading comprehension of texts and receptive vocabulary in the group without indicatives.CONCLUSION: In the absence of indicatives of reading and writing disorders, the presence of a good range of vocabulary highly contributes to a proficient reading comprehension of texts.
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JALIL, SAJLIA BINTE, and SUSAN J. RICKARD LIOW. "How does home language influence early spellings? Phonologically plausible errors of diglossic Malay children." Applied Psycholinguistics 29, no. 4 (October 2008): 535–52. http://dx.doi.org/10.1017/s0142716408080235.
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ABSTRACTDiglossia, or the use of two forms of a language in a single speech community, is widespread. Differences between the nonstandard form, used for everyday conversations, and the standard form, used for formal occasions and writing, often extend to phonology as well as grammar and vocabulary. Most preschoolers from diglossic families are routinely exposed to the colloquial nonstandard form during conversations at home because the social setting determines the form their parents use. If early spellings are speech based, exposure to nonstandard phonology should influence the kinds of errors diglossic children make. We investigated this prediction in Rumi Malay that, unlike English, has unambiguous phonology–orthography mappings. For Study 1, two spelling tests (51 words, 26 nonwords) were dictated withstandard Malaypronunciation. For words, but not nonwords, the diglossic Singaporean children (N= 52, mean age = 6.5 years) made vowel errors that are consistent with thenonstandard Malaypronunciation they use at home. Study 2 confirmed that these errors are rare for equally proficient Malay spellers from Indonesia who speak standard Malay at home. These results are interpreted as strong evidence for the view that beginners' spellings are based on phonological redintegration of their own speech-based representations.
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Lawrence, Joshua Fahey, Aste Mjelve Hagen, Jin Kyoung Hwang, Grace Lin, and Arne Lervåg. "Academic vocabulary and reading comprehension: exploring the relationships across measures of vocabulary knowledge." Reading and Writing 32, no. 2 (May 17, 2018): 285–306. http://dx.doi.org/10.1007/s11145-018-9865-2.
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Petersen, Douglas B., Trina D. Spencer, Alisa Konishi, Tiffany P. Sellars, Matthew E. Foster, and Dana Robertson. "Using Parallel, Narrative-Based Measures to Examine the Relationship Between Listening and Reading Comprehension: A Pilot Study." Language, Speech, and Hearing Services in Schools 51, no. 4 (October 2, 2020): 1097–111. http://dx.doi.org/10.1044/2020_lshss-19-00036.
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Purpose The purpose of this pilot study was to determine whether parallel measures of narrative-based listening comprehension and reading comprehension reflected the same construct and yielded comparable scores from a diverse sample of second- and third-grade students. One hundred ten students participated in this study. Method Three listening and three reading comprehension narrative retells and subsequent responses to story questions and vocabulary questions were collected using the Narrative Language Measures Listening and Reading subtests of the CUBED assessment. Results Results indicated a strong correlation between the listening comprehension and reading comprehension measures. Confirmatory factor analysis indicated that the listening and reading comprehension measures loaded onto one factor. Mean scores were not significantly different between the listening and reading comprehension measures, and the equipercentile analyses indicated that the two measures yielded scores that aligned with similar percentile rankings for a diverse sample of students, suggesting symmetry and equity. Conclusion Oral narrative language retells and responses to story and vocabulary questions could potentially serve as proxy measures for reading comprehension for young students.
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Thal, Donna J., Laureen O'Hanlon, Mary Clemmons, and LaShon Fralin. "Validity of a Parent Report Measure of Vocabulary and Syntax for Preschool Children With Language Impairment." Journal of Speech, Language, and Hearing Research 42, no. 2 (April 1999): 482–96. http://dx.doi.org/10.1044/jslhr.4202.482.
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Previous research has documented the validity of parent report for measuring vocabulary and grammar in typically developing toddlers. In this project, two studies examined the validity of parent report for measuring language in children with specific language delay who are older than the normative group, but who have language levels within the range measured by the instruments. In Study 1, scores on the MacArthur Communicative Development Inventory: Words and Sentences were compared to behavioral measures of production of vocabulary and grammar in 39- to 49-month-old children with language delay. Results indicated moderately high to high concurrent validity correlations in both domains (.67–.86). In Study 2, scores on the MacArthur Communicative Inventory: Words and Gestures were compared to behavioral measures of vocabulary comprehension and production and gesture production in 24- to 32-month-old children with language delay. Results indicated a moderately high concurrent validity correlation for vocabulary production (.66). Parent report of comprehension and gesture scores did not correlate significantly with their behavioral counterparts, but gesture scores were moderately highly correlated with language comprehension (.65).
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Smith, Billy L., Teresa D. Smith, Loria Taylor, and Melissa Hobby. "Relationship between Intelligence and Vocabulary." Perceptual and Motor Skills 100, no. 1 (February 2005): 101–8. http://dx.doi.org/10.2466/pms.100.1.101-108.
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This study explored the correlations of scores on the Wechsler Intelligence Scale for Children–III in screening language problems and scores on the three Comprehensive Receptive and Expressive Vocabulary Test subscales. Participants were 243 students ages 6 to 17 years in Grades K–11 who were identified as learning disabled, learning disabled with speech impairment, mentally retarded, and speech impaired. Analysis indicated strong correlations between the two measures, particularly between the CREVT General Vocabulary and WISC–III Verbal IQ ( r = .80), WISC–III Verbal Comprehension Index ( r = .83), and the Vocabulary subtest ( r = .16). These results held across the grades. Supporting earlier studies of relationships of Verbal IQ and Receptive Vocabulary, correlations were lower between participants in Grades K through 2 than those in higher grades on the WISC–III Verbal IQ and the Receptive Vocabulary subtest. An analysis of the accuracy of the WISC–III for classifying students with language problems indicated improvement in classification over chance. These findings suggest that the WISC–III may be an effective screen for language problems.
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Miolo, Giuliana, Robin S. Chapman, and Heidi A. Sindberg. "Sentence Comprehension in Adolescents With Down Syndrome and Typically Developing Children." Journal of Speech, Language, and Hearing Research 48, no. 1 (February 2005): 172–88. http://dx.doi.org/10.1044/1092-4388(2005/013).
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The authors evaluated the roles of auditory-verbal short-term memory, visual short-term memory, and group membership in predicting language comprehension, as measured by an experimental sentence comprehension task (SCT) and the Test for Auditory Comprehension of Language—Third Edition (TACL-3; E. Carrow-Woolfolk, 1999) in 38 participants: 19 with Down syndrome (DS), age 12 to 21 years, and 19 typically developing (TD) children, age 3 to 5 years, matched on syntax comprehension, as measured by TACL-3 Subtests II and III. Of the 5 dependent measures of comprehension, auditory-verbal short-term memory accounted for significant amounts of variance in 4; group membership, 1 (semantic role assignment); and visual short-term memory, 0. In the group with DS, hearing status predicted variation in Grammatical Morphemes (TACL-3 Subtest II). Using the SCT, the authors also investigated the effects of varying sentence voice and supporting visual context on sentence comprehension. SCT performance was significantly poorer in terms of (a) referent selection and semantic role assignment, for passive (vs. active) sentences in both groups, and (b) semantic role assignment in all sentences for the group with DS (vs. the TD group). Vocabulary strengths in the group with DS were found with the Peabody Picture Vocabulary Test—Third Edition (L. M. Dunn & L. M. Dunn, 1997) but not the TACL-3 Vocabulary subtest.
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Marecka, Marta, Magdalena Wrembel, Agnieszka Otwinowska, Jakub Szewczyk, Natalia Banasik-Jemielniak, and Zofia Wodniecka. "BILINGUAL CHILDREN’S PHONOLOGY SHOWS EVIDENCE OF TRANSFER, BUT NOT DECELERATION IN THEIR L1." Studies in Second Language Acquisition 42, no. 1 (August 6, 2019): 89–114. http://dx.doi.org/10.1017/s0272263119000408.
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AbstractBilingual language development might be characterized by transfer, deceleration, and/or acceleration, the first two being relevant for the language impairment diagnosis. Studies on bilingual children’s productive phonology show evidence of transfer, but little is known about deceleration in this population. Here, we focused on phonological transfer and deceleration in L1 speech of typically developing Polish-English bilingual children of Polish migrants to the United Kingdom (aged 4.7–7). We analyzed L1 speech samples of 30 bilinguals and 2 groups of Polish monolinguals, matched to the bilinguals on age or vocabulary size. We found that bilingual children’ speech (both simultaneous and early sequential) was characterized by transfer, but not by deceleration, suggesting that while phonological deceleration phases out in children above the age of 4.7, transfer does not. We discuss our findings within the PRIMIR model of bilingual phonological acquisition (Curtin et al., 2011) and show their implications for SLT practices.
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Connor, Carol McDonald, and Teresa A. Zwolan. "Examining Multiple Sources of Influence on the Reading Comprehension Skills of Children Who Use Cochlear Implants." Journal of Speech, Language, and Hearing Research 47, no. 3 (June 2004): 509–26. http://dx.doi.org/10.1044/1092-4388(2004/040).
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Children with profound deafness are at risk for serious reading difficulties. Multiple factors affect their development of reading skills, including use of cochlear implants. Further, multiple factors influence the overall success that children experience with their cochlear implants. These factors include the age at which they receive an implant, method of communication, vocabulary skills, preoperative residual hearing, and socioeconomic status. Ninety-one children with prelingual and profound hearing impairments who received cochlear implants at varying ages participated in the study. Structural equation modeling confirmed that multiple factors affected young cochlear implant users' reading comprehension skills and that there were significant associations between the predictors of reading comprehension. Pre-implant vocabulary had an indirect positive effect on reading through postimplant vocabulary, which had a direct positive effect on reading. Overall, children with stronger language skills demonstrated stronger reading outcomes. Age at implantation both directly and indirectly, through postimplant vocabulary, affected reading outcomes, and the total effect was large. Children who were younger when they received their implants tended to have higher reading comprehension scores. Socioeconomic status negatively affected reading. Children who used total communication prior to implantation tended to have stronger pre-implant vocabulary scores, but the total effect of pre-implant communication method on children's reading skills was negligible. Research and educational implications are discussed.
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Baumann, James F. "Intensity in Vocabulary Instruction and Effects on Reading Comprehension." Topics in Language Disorders 29, no. 4 (October 2009): 312–28. http://dx.doi.org/10.1097/tld.0b013e3181c29e22.
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Anderson, John, and Derek Britton. "The orthography and phonology of the Ormulum." English Language and Linguistics 3, no. 2 (November 1999): 299–334. http://dx.doi.org/10.1017/s1360674399000258.
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This paper investigates all aspects of the orthography of the Ormulum in relation to the phonology of the late twelfth-century south Lincolnshire dialect which Orm's spelling system was designed to reflect. We show that Orm's adaptations of what he found in existing orthographic systems provided a set of graphic symbols that was fully capable of representing phonological contrasts in the vocabulary of the dialect and which thus in many respects resembled the inventory that an analysis on phonemic principles might provide. However, Orm's system has more orthographic symbols than an analysis of distinctive oppositions in speech would have required. All of these additions are in some measure attributable to following precedent. In this aspect of his spelling system, as in his innovations, nearly all of which also have parallels within the English orthographic tradition, we discern a spelling reformer who, in due consideration of transparency of the system as perceived by the reader, took pains to depart as little as possible from the familiar.
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Bishop, D. V. M., B. Byers Brown, and J. Robson. "The Relationship Between Phoneme Discrimination, Speech Production, and Language Comprehension in Cerebral-Palsied Individuals." Journal of Speech, Language, and Hearing Research 33, no. 2 (June 1990): 210–19. http://dx.doi.org/10.1044/jshr.3302.210.
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Twenty-four individuals with impaired speech (anarthria or dysarthria) were compared on tests of receptive language to a control group with normal speech. All subjects were cerebral-palsied and groups were matched on age and nonverbal ability. The speech-impaired subjects performed less well than controls on a phoneme discrimination task in which they were required to judge whether pairs of nonwords were the same or different. They were also impaired relative to controls on a receptive vocabulary test, but not in understanding of grammatical structure. One year later, phoneme discrimination skills were reassessed in this sample, using another same-different task, plus a new task in which subjects were required to judge if the name of a picture was spoken correctly or altered by one sound. Speech-impaired subjects performed as well as controls on the word judgment task, indicating that they can discriminate phoneme contrasts adequately. However, the same-different task again resulted in highly significant differences between speech-impaired and control groups. It is concluded that poor performance on the same-different task reflects weak memory for novel phonological strings, rather than impaired phoneme perception. It is proposed that retention of unfamiliar words is facilitated by overt or covert repetition, so individuals who cannot speak fluently have difficulty remembering nonwords. This explanation can account both for the poor performance of speech-impaired subjects on the same-different task, and for their selective deficit in vocabulary acquisition.
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Rvachew, Susan, Alyssa Ohberg, Meghann Grawburg, and Joan Heyding. "Phonological Awareness and Phonemic Perception in 4-Year-Old Children With Delayed Expressive Phonology Skills." American Journal of Speech-Language Pathology 12, no. 4 (November 2003): 463–71. http://dx.doi.org/10.1044/1058-0360(2003/092).
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The purpose of this study was to compare the phonological awareness abilities of 2 groups of 4-year-old children: one with normally developing speech and language skills and the other with moderately or severely delayed expressive phonological skills but age-appropriate receptive vocabulary skills. Each group received tests of articulation, receptive vocabulary, phonemic perception, early literacy, and phonological awareness skills. The groups were matched for receptive language skills, age, socioeconomic status, and emergent literacy knowledge. The children with expressive phonological delays demonstrated significantly poorer phonemic perception and phonological awareness skills than their normally developing peers. The results suggest that preschool children with delayed expressive phonological abilities should be screened for their phonological awareness skills even when their language skills are otherwise normally developing.
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Che Hashim, Nurhazarifah, Nazatul Aini Abd Majid, Haslina Arshad, and Waqas Khalid Obeidy. "User Satisfaction for an Augmented Reality Application to Support Productive Vocabulary Using Speech Recognition." Advances in Multimedia 2018 (June 3, 2018): 1–10. http://dx.doi.org/10.1155/2018/9753979.
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The aim of this paper is to evaluate user satisfaction based on System Usability Scale (SUS) questionnaire on Augmented Reality (AR) application for productive vocabulary using speech recognition. There is still lack of research focus on user satisfaction towards the use of AR-based app using speech recognition for vocabulary learning in early education. The first objective of this paper is to develop an AR application for children using speech recognition to enhance productive vocabulary learning that integrates visual script (orthography) and audio (phonology). The second objective is to evaluate and identify the user satisfaction in enhancing productive vocabulary methods by combining AR technology and speech recognition to the parents and teachers by doing a mixed method testing such as questionnaire and interview. To achieve this, an interview session was conducted with the experts and SUS questionnaire was given to the teachers and parents of the student to evaluate user satisfaction. The results show that the research hypotheses of this study were successfully achieved. It revealed that the teachers and students were satisfied with the application based on SUS score (SUS score > 68). Since the total SUS score is 80.3, which is above average, it shows that they were satisfied with the overall application. Apart from that, the mean of the usability study based on questionnaire also shows that the users have found that this application is usable in terms of learnability study and that this application is easy to use.
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Deliberato, Débora, Margareta Jennische, Judith Oxley, Leila Regina d’Oliveira de Paula Nunes, Cátia Crivelenti de Figueiredo Walter, Munique Massaro, Maria Amélia Almeida, et al. "Vocabulary comprehension and strategies in name construction among children using aided communication." Augmentative and Alternative Communication 34, no. 1 (January 2, 2018): 16–29. http://dx.doi.org/10.1080/07434618.2017.1420691.
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BLESES, DORTHE, HANS BASBØLL, JARRAD LUM, and WERNER VACH. "Phonology and lexicon in a cross-linguistic perspective: the importance of phonetics – a commentary on Stoel-Gammon's ‘Relationships between lexical and phonological development in young children’*." Journal of Child Language 38, no. 1 (October 18, 2010): 61–68. http://dx.doi.org/10.1017/s0305000910000437.
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In her interesting article, Stoel-Gammon (this issue) reviews studies concerning the interactions between lexical and phonological development. While the focus of the review is on vocabulary production from children acquiring American English, she also suggests that cross-linguistic research be undertaken to examine how universal and language-specific properties affect the interaction between lexical and phonological acquisition. In this regard, Stoel-Gammon referred to the study of Bleses et al. (2008) who found differences in receptive vocabulary development across languages, based on norming studies for the Communicative Development Inventories (Fenson, Marchman, Thal, Dale, Reznick & Bates, 2007). Bleses et al. showed that Danish children were slower in the early comprehension of words (and phrases). It was hypothesized that the phonetic structure of Danish may account for the difference in receptive vocabulary skills in this population (Bleses & Basbøll, 2004).
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Language and Reading Research Conso, Hui Jiang, and Jessica Logan. "Improving Reading Comprehension in the Primary Grades: Mediated Effects of a Language-Focused Classroom Intervention." Journal of Speech, Language, and Hearing Research 62, no. 8 (August 15, 2019): 2812–28. http://dx.doi.org/10.1044/2019_jslhr-l-19-0015.
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Purpose This article includes results from a multistate randomized controlled trial designed to investigate the impacts of a language-focused classroom intervention on primary grade students' proximal language skills and distal reading comprehension skills. Method The sample included 938 children from 160 classrooms in 4 geographic regions in the United States; each classroom was randomly assigned to 1 of 2 experimental conditions (2 variations of a language-focused intervention) or business-as-usual control. For this study, the 2 experimental conditions were collapsed, as they represented minor differences in the language-focused intervention. All children completed assessments at multiple time points during the academic year. Proximal measures (curriculum-aligned measures of vocabulary, comprehension monitoring, and understanding narrative and expository text) were administered throughout the school year. Distal measures of reading comprehension were administered at the beginning and the end of the school year. Results Multilevel multivariate regression was conducted with results showing that students receiving the language-focused intervention significantly outperformed those in the control group in comprehension monitoring and vocabulary, with effect sizes ranging from 0.55 to 1.98. A small effect in understanding text (narrative) was found in 3rd grade only. Multilevel path analyses were then conducted to examine if the intervention had a positive impact on reading comprehension through the influence of proximal language outcomes. In all 3 grades, instruction impacted reading comprehension via the mediation of vocabulary, with sizable effects (1.89–2.26); no other indirect pathways were significant. Conclusions This study provides evidence that a language-focused intervention can positively impact students' performance on language measures that are closely aligned with the intervention, with indirect, large effects on distal reading comprehension measures. Theoretically, this study provides causally interpretable support for the language bases of reading comprehension.
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et al., Jalilova Miray Rustambekovna. "Methods Of Teaching English Language Vocabulary To The First-Year Uzbek Students." Psychology and Education Journal 58, no. 1 (January 29, 2021): 18–27. http://dx.doi.org/10.17762/pae.v58i1.651.
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Assimilation is the ability to use or recognize vocabulary fluently in speech. Possession or mastery means knowing the level of skill. Simple cognition refers to the ability to memorize the meaning of a word or to recognize its form. The consequence of knowing is mastery, that is, the use of a unit of language in speech. Vocabulary control is done through direct speech activities, not through special inquiries. When speaking on a topic, reading / listening comprehension creates sufficient conditions to test the student's lexical skills.Despite the fact that the goal of studying a foreign language lexicon was to conduct speech, working on lexical units during the period of acquaintance (Presentation, Presentation) and exercise (training, activation) was the primary task, when going to the stage of application, speech serves as the primary, and lexical as the engine, that is, “building material”. Consequently, it is natural for lexical skills to be included in the composition of speech skills.
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Elleman, Amy M., Eric L. Oslund, Natalie M. Griffin, and Katie E. Myers. "A Review of Middle School Vocabulary Interventions: Five Research-Based Recommendations for Practice." Language, Speech, and Hearing Services in Schools 50, no. 4 (October 10, 2019): 477–92. http://dx.doi.org/10.1044/2019_lshss-voia-18-0145.
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Purpose The purpose of this tutorial is to explain key concepts about vocabulary acquisition and instruction and to translate research from middle school vocabulary interventions into practice recommendations for practitioners. In this tutorial, we consider the relationship between vocabulary and reading comprehension, describe vocabulary acquisition including the development of semantic networks, provide a review of high-quality middle school vocabulary studies, and make recommendations for practice. Method We reviewed the experimental and quasi-experimental literature examining the impact of vocabulary instruction on the vocabulary and reading comprehension development of middle school students. We searched multiple electronic databases (e.g., PsycInfo, ERIC, Scopus, Google Scholar) using combinations of specific search terms (i.e., vocabulary, intervention, instruction, middle school, adolescent ), searched reviews of vocabulary research, and conducted bibliographic searches of included studies. We then extracted information from each included study about the intervention, participants, and outcomes. Results We identified 17 studies meeting our inclusion criteria. The majority of studies were conducted with students from low socioeconomic status backgrounds. Only 1 study focused exclusively on students with learning disabilities, language impairments, or reading disabilities, highlighting the need for more vocabulary experimental research studies with special populations of students in middle school. Conclusion After reviewing the middle school studies, we make 5 recommendations based on the literature: (a) teach vocabulary intentionally, (b) teach independent word-learning strategies (morphological analysis), (c) focus on developing semantic networks, (d) increase opportunities to use new words in discussion and writing, and (e) provide a motivating and language-rich learning environment.
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O'Neill, Hilary, Carol-Anne Murphy, and Shula Chiat. "What Our Hands Tell Us: A Two-Year Follow-Up Investigating Outcomes in Subgroups of Children With Language Delay." Journal of Speech, Language, and Hearing Research 62, no. 2 (February 26, 2019): 356–66. http://dx.doi.org/10.1044/2018_jslhr-l-17-0261.
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Purpose This study followed up children identified with expressive language delay (ELD) or receptive/expressive language delay (R/ELD) at 2 years of age, Time 1 (T1), in order to identify their language profiles at 4–5 years, Time 2 (T2), and explore relationships to T1 language, gesture use, and symbolic comprehension. Method Nineteen of 22 children were seen at follow-up (9 of 10 from R/ELD group, 10 of 12 from ELD group). T1 measures assessed receptive and expressive language, gesture use, and symbolic comprehension. At T2, we assessed receptive and expressive language, sentence repetition, and expressive phonology. Results Outcomes for the R/ELD group were significantly poorer, with all children continuing to have delay in receptive and/or expressive language compared to just 20% of the ELD group. Expressive phonology delay was common in both groups. T1 receptive language showed the most pervasive correlations with T2 language measures, but categorical performance on all three T1 measures correctly predicted language outcomes in 16–17 of the 19 children. Conclusion Findings add to evidence that receptive language is a strong predictor of outcomes. Gesture use and symbolic comprehension are also strong predictors and clinically valuable as part of play-based assessments with implications for theoretical understanding and intervention planning.
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Fitton, Lisa, Kristina Nichole Bustamante, Mary Claire Wofford, Dana Brown, Clariebelle Gabas, Rachel Hoge, and Carla Wood. "Intensifying English Vocabulary Instruction for English Language Learners." Perspectives of the ASHA Special Interest Groups 1, no. 16 (March 31, 2016): 4–14. http://dx.doi.org/10.1044/persp1.sig16.4.
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English vocabulary development is a key component of language and literacy development for English language learners (ELLs) living in the United States. With the increase in the number of speech-language pathologists (SLPs) with ELLs on their caseloads, it has become increasingly important for SLPs to be able to facilitate vocabulary growth in ELLs. To assist SLPs working with ELLs in schools, the present paper provides an overview of strategies to enhance English vocabulary instruction for ELLs, drawing on evidence from research with both monolingual and bilingual students. Strategies included are: leveraging the native language, teaching comprehension monitoring, embedding instruction in reading, building morphological awareness, and collaborating with classroom teachers. Specific, effective vocabulary instruction protocols are also briefly overviewed.
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Barton-Hulsey, Andrea, Jane Wegner, Nancy C. Brady, Betty H. Bunce, and Rose A. Sevcik. "Comparing the Effects of Speech-Generating Device Display Organization on Symbol Comprehension and Use by Three Children With Developmental Delays." American Journal of Speech-Language Pathology 26, no. 2 (May 17, 2017): 227–40. http://dx.doi.org/10.1044/2016_ajslp-15-0166.
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Purpose Three children ages 3;6 to 5;3 with developmental and language delays were provided experience with a traditional grid-based display and a contextually organized visual scene display on a speech-generating device to illustrate considerations for practice and future research in augmentative and alternative communication assessment and intervention. Method Twelve symbols were taught in a grid display and visual scene display using aided input during dramatic play routines. Teaching sessions were 30 minutes a day, 5 days a week for 3 weeks. Symbol comprehension and use was assessed pre and post 3 weeks of experience. Results Comprehension of symbol vocabulary on both displays increased after 3 weeks of experience. Participants 1 and 2 used both displays largely for initiation. Participant 3 had limited expressive use of either display. Conclusions The methods used in this study demonstrate one way to inform individual differences in learning and preference for speech-generating device displays when making clinical decisions regarding augmentative and alternative communication supports for a child and their family. Future research should systematically examine the role of extant comprehension, symbol experience, functional communication needs, and the role of vocabulary type in the learning and use of grid displays versus visual scene displays.
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Majorano, Marinella, Margherita Brondino, Letizia Guerzoni, Alessandra Murri, Rachele Ferrari, Manuela Lavelli, Domenico Cuda, Christine Yoshinaga-Itano, Marika Morelli, and Valentina Persici. "Do Acoustic Environment Characteristics Affect the Lexical Development of Children With Cochlear Implants? A Longitudinal Study Before and After Cochlear Implant Activation." American Journal of Audiology 30, no. 3 (September 10, 2021): 602–15. http://dx.doi.org/10.1044/2021_aja-20-00104.
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Purpose This study investigates the acoustic environment of children with cochlear implants (CIs) and the relationship between exposure to speech, in noise and in quiet, and the children's lexical production up to 1 year after CI activation, while controlling for the effect of early individual differences in receptive vocabulary growth. Method Eighteen children with CIs were observed at 3, 6, and 12 months after CI activation. Children's spontaneous word production during interaction with their mothers (types and tokens) and their expressive and receptive vocabulary size were considered. The characteristics of the acoustic environments in terms of acoustic scenes (speech in noise or in quiet, quiet, noise, music, and other) and of loudness ranges were assessed using data logging of the children's devices. Results Data analysis showed that both the number of tokens and the number of types produced 1 year after CI activation were affected by the children's exposure to speech in quiet with a loudness range between 40 and 69 dB. Expressive vocabulary size and types were affected by the receptive vocabulary knowledge that the children achieved over the first 3 months after CI activation. Conclusions Our data support the role of speech environment and individual differences in early comprehension on lexical production. The importance of exposure to speech with particular characteristics for the lexical development of children with CIs and the implications for clinical practice are discussed.
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Avivi-Reich, Meital, Agnes Jakubczyk, Meredyth Daneman, and Bruce A. Schneider. "How Age, Linguistic Status, and the Nature of the Auditory Scene Alter the Manner in Which Listening Comprehension Is Achieved in Multitalker Conversations." Journal of Speech, Language, and Hearing Research 58, no. 5 (October 2015): 1570–91. http://dx.doi.org/10.1044/2015_jslhr-h-14-0177.
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Purpose We investigated how age and linguistic status affected listeners' ability to follow and comprehend 3-talker conversations, and the extent to which individual differences in language proficiency predict speech comprehension under difficult listening conditions. Method Younger and older L1s as well as young L2s listened to 3-talker conversations, with or without spatial separation between talkers, in either quiet or against moderate or high 12-talker babble background, and were asked to answer questions regarding their contents. Results After compensating for individual differences in speech recognition, no significant differences in conversation comprehension were found among the groups. As expected, conversation comprehension decreased as babble level increased. Individual differences in reading comprehension skill contributed positively to performance in younger EL1s and in young EL2s to a lesser degree but not in older EL1s. Vocabulary knowledge was significantly and positively related to performance only at the intermediate babble level. Conclusion The results indicate that the manner in which spoken language comprehension is achieved is modulated by the listeners' age and linguistic status.
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Deng, Qinli, and Shelley Xiuli Tong. "Linguistic but Not Cognitive Weaknesses in Deaf or Hard-of-Hearing Poor Comprehenders." Journal of Deaf Studies and Deaf Education 26, no. 3 (April 7, 2021): 351–62. http://dx.doi.org/10.1093/deafed/enab006.
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Abstract This study examined the reading comprehension profiles, and the related linguistic and cognitive skills, of 146 Chinese students in Grades 3–9 who are deaf or hard of hearing (d/Dhh). Employing a rigorous regression approach, the current study identified 19 unexpected poor comprehenders, 24 expected average comprehenders, and 16 unexpected good comprehenders. Compared to the expected average and unexpected good comprehenders, the unexpected poor comprehenders performed worse in broad linguistic skills (i.e., Chinese sign language comprehension, vocabulary, and segmental and suprasegmental phonological awareness), but their weaknesses in cognitive skills (i.e., working memory and executive function) were less severe. These findings suggest that weak linguistic skills are possible indicators of reading comprehension difficulties for students who are d/Dhh.
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Larson, Caroline, David Kaplan, Margarita Kaushanskaya, and Susan Ellis Weismer. "Language and Inhibition: Predictive Relationships in Children With Language Impairment Relative to Typically Developing Peers." Journal of Speech, Language, and Hearing Research 63, no. 4 (April 27, 2020): 1115–27. http://dx.doi.org/10.1044/2019_jslhr-19-00210.
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Background This study examined predictive relationships between two indices of language—receptive vocabulary and morphological comprehension—and inhibition in children with specific language impairment (SLI) and typically developing (TD) children. Methods Participants included 30 children with SLI and 41 TD age-matched peers (8–12 years). At two time points separated by 1 year, we assessed receptive vocabulary and morphological comprehension via standardized language measures and inhibition via a Flanker task. We used Bayesian model averaging and Bayesian regression analytical techniques. Results Findings indicated predictive relationships between language indices and inhibition reaction time (RT), but not between language indices and inhibition accuracy. For the SLI group, Year 1 inhibition RT predicted Year 2 morphological comprehension. For the TD group, Year 1 morphological comprehension predicted Year 2 inhibition RT. Conclusions This study provides preliminary evidence of a predictive relationship between language and inhibition, but this relationship differed between children with SLI and those with typical development. Findings suggest that inhibition RT played a larger predictive role in later morphological comprehension in children with SLI relative to the other relationships examined. Targeting inhibition skills as a part of language intervention may improve subsequent morphological comprehension. Supplemental Material https://doi.org/10.23641/asha.12014823
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Vyspinska, Nataliia. "Musicians Outperform Non-Musicians In English Language Vocabulary Uptake And Listening Comprehension Tasks." Revista Romaneasca pentru Educatie Multidimensionala 11, no. 2 (June 3, 2019): 296. http://dx.doi.org/10.18662/rrem/131.
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Numerous possibilities, that have arisen in the result of globalization and cultural integration, require modern specialists, and musicians in particular, to speak English language fluently. Thus, methods of teaching professionally directed foreign language should develop and heed special abilities of learners to meet their academic and professional needs. Foreign language acquisition is influenced by numerous factors such as deciphering and processing of speech sounds, words segmentation, pronunciation, memory, attention, the ability to associate the sound of the word with its meaning. It is considered that musical abilities have positive impact on these factors. The influence of musical training on foreign language acquisition has been in scope of many scholarly works worldwide. It is considered that music expertise facilitates the development of phonological, listening and vocabulary skills in foreign language learning. Moreover, musicians have abilities to detect subtle pitch deviations in music and language, segment continuous speech, as well as superior auditory abilities, which enable them to hear better even in noise. Therefore, we hypothesize, that listening can be an effective tool in teaching English professionally directed lexical competence to future musicians. In this study we analyse theoretical data relevant to the current research and seek to compare performance of musicians and non-musicians in various vocabulary and listening tasks when learning English lexical competence through listening. Our findings prove that musical expertise enhances listening comprehension skills; listening leads to vocabulary uptake and can be an effective source of English professionally directed lexical competence development in musicians.
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Mervis, Carolyn B., and Shelley L. Velleman. "Children With Williams Syndrome: Language, Cognitive, and Behavioral Characteristics and Their Implications for Intervention." Perspectives on Language Learning and Education 18, no. 3 (October 2011): 98–107. http://dx.doi.org/10.1044/lle18.3.98.
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Williams syndrome (WS) is a rare genetic disorder characterized by heart disease, failure to thrive, hearing loss, intellectual or learning disability, speech and language delay, gregariousness, and nonsocial anxiety. The WS psycholinguistic profile is complex, including relative strengths in concrete vocabulary, phonological processing, and verbal short-term memory; and relative weaknesses in relational/conceptual language, reading comprehension, and pragmatics. Many children evidence difficulties with finiteness marking and complex grammatical constructions. Speech-language intervention, support, and advocacy are crucial.
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Jarva, Vesa. "Old Helsinki Slang and language mixing." Journal of Language Contact 1, no. 2 (2008): 52–80. http://dx.doi.org/10.1163/000000008792512547.
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AbstractThe study concerns itself with Old Helsinki Slang (OHS), a peculiar speech variety (spoken approximately between 1890 and 1950), mixing Finnish morpho-syntax and Swedish vocabulary. It is claimed that it resembles intertwined mixed languages. The study focuses on the lexical, phonological, morphological and syntactical features which are most likely contact-based. Besides the vocabulary, the impact of Swedish is clearly seen in phonology, while in morpho-syntax differences from Finnish are minor. In the conclusion, OHS is compared with Media Lengua and Ma'á. Although OHS was never an independent or an established system, it has a particular value as an example of language mixing in an exceptionally well-documented urban environment, even though the process was interrupted, and OHS gradually merged with Finnish.
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Wells, Bill, and Sue Peppé. "Intonation Abilities of Children With Speech and Language Impairments." Journal of Speech, Language, and Hearing Research 46, no. 1 (February 2003): 5–20. http://dx.doi.org/10.1044/1092-4388(2003/001).
Full textAbstract:
Intonation has been little studied in children with speech and language impairments, although deficits in related aspects of prosody have been hypothesized to underlie specific language impairment. In this study a new intonation battery, the Profiling Elements of Prosodic Systems-Child version (PEPS-C), was administered to 18 children with speech and/or language impairments (LI). PEPS-C comprises 16 tasks (8 x 8, Input x Output) tapping phonetic and functional aspects of intonation in four areas: grammar, affect, interaction, and pragmatics. Scores were compared to a chronological age (CA) matched group of 28 children and a group of 18 children matched for language comprehension (LC). Measures of language comprehension, expressive language, nonverbal intelligence, and segmental phonology were also taken. The LI group did not score significantly below the LC group on any PEPS-C task. On 5 of 16 tasks, the LI group scored significantly lower than the CA group. In the LI group, there were just 2 significant correlations between a PEPS-C task and 1 of the nonprosodic measures. The results support the view that intonation is relatively discrete from other levels of speech and language while suggesting some specific areas of possible vulnerability: auditory memory for longer prosodic strings and the use of prosody for pragmatic/interactional purposes.
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Francis, Alexander L., Tessa Bent, Jennifer Schumaker, Jordan Love, and Noah Silbert. "Listener characteristics differentially affect self-reported and physiological measures of effort associated with two challenging listening conditions." Attention, Perception, & Psychophysics 83, no. 4 (January 12, 2021): 1818–41. http://dx.doi.org/10.3758/s13414-020-02195-9.
Full textAbstract:
AbstractListeners vary in their ability to understand speech in adverse conditions. Differences in both cognitive and linguistic capacities play a role, but increasing evidence suggests that such factors may contribute differentially depending on the listening challenge. Here, we used multilevel modeling to evaluate contributions of individual differences in age, hearing thresholds, vocabulary, selective attention, working memory capacity, personality traits, and noise sensitivity to variability in measures of comprehension and listening effort in two listening conditions. A total of 35 participants completed a battery of cognitive and linguistic tests as well as a spoken story comprehension task using (1) native-accented English speech masked by speech-shaped noise and (2) nonnative accented English speech without masking. Masker levels were adjusted individually to ensure each participant would show (close to) equivalent word recognition performance across the two conditions. Dependent measures included comprehension tests results, self-rated effort, and electrodermal, cardiovascular, and facial electromyographic measures associated with listening effort. Results showed varied patterns of responsivity across different dependent measures as well as across listening conditions. In particular, results suggested that working memory capacity may play a greater role in the comprehension of nonnative accented speech than noise-masked speech, while hearing acuity and personality may have a stronger influence on physiological responses affected by demands of understanding speech in noise. Furthermore, electrodermal measures may be more strongly affected by affective response to noise-related interference while cardiovascular responses may be more strongly affected by demands on working memory and lexical access.