Dissertations / Theses on the topic 'Speech development of children'
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1
Holm, Alison. "Speech development and disorder in bilingual children." Thesis, University of Newcastle Upon Tyne, 1998. http://hdl.handle.net/10443/183.
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Speech-language pathologists have no clear guidelines on how to assess, diagnose or treat bilingual children with speech disorders. This thesis addresses this issue. The phonological development of 91 Cantonese-English and Punjabi-English bilingual children is described. Two Cantonese-English bilingual children's phonological development over the year they were first exposed to English is also presented. The bilingual children's phonological systems were clearly differentiated. The bilingual children's speech also included many phonological processes that would be considered atypical for a monolingual child. The use of these processes is argued to be characteristic of normal bilingual development. The longitudinal data showed that the atypical error patterns were transient and directly related to the introduction of the second language. Some `atypical' error patterns could be plausibly explained by referring to the nature of the two phonological systems. Other atypical processes could be explained by language-specific differences in normal developmental or adult variation patterns. This thesis argues that the differences evident in the bilingual children's phonological patterns are due to `hypothesis testing' resulting in underspecified realisation rules. There was no indication that bilingual children process phonological input and output differently to monolingual children. However, they differentiate the cognitive-linguistic information they abstract from the two languages, and they use separate phonological realisation rules for each language. This thesis argues that bilingual children use the same phonological processing mechanism for both languages, however they are able to filter each language through the appropriate language-specific phonological information. Case studies of 21 children with disordered speech and treatment case studies of 2 children are also presented. The disordered speech data supports current psycholinguistic models of speech processing the hypothesised levels of breakdown fit with the error profiles evident. The bilingual children with speech disorder validate Dodd's (1995) classification system: four different types of disorder were evident. The results of the two treatment case studies presented suggest that unless intervention targets the underlying deficit the effect of intervention will be language-specific. The investigation into bilingual children with disordered speech indicates that speechlanguage pathologists need to assess both languages of a bilingual child to determine the language-specific patterns and the type of disorder and that it is important to compare bilingual children to their bilingual normally developing peers, not to monolingual developmental data.
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Nicol, Anthony. "Speech-enabled application development for young children." Thesis, University of Central Lancashire, 2005. http://clok.uclan.ac.uk/19077/.
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There are several activities in the educational development of young children which require them to speak aloud to a parent or teacher. High pupil-teacher ratios and modem lifestyles limit the time available for one-to-one interaction so the benefits of enabling a computer to assist in this area are significant. There are several large international research projects attempting to implement customised systems with the aim of becoming automated reading tutors within the next few years. This thesis considers a different approach; it tests the feasibility of using commercial speech recognition technology with young children. Commercial technology has the advantage of being available now and it has matured enough for standards to have been developed which enable a speech application to easily use alternative recognition technologies if required. Recognition accuracy needs to be measurable; to simplify and disambiguate the measurement of recognition accuracy, a new metric has been developed. Improvements in recognition accuracy have been found through experimentation. The experiments need a large amount of speech data from children. To facilitate this, a set of tools has been developed to collect a speech corpus from three different regions of the country then automatically measure the recognition effectiveness under different test conditions. Speech recognition is one of several input modes which support a multimodal interface; for it to be effective, the interface with which it is integrated also needs to be effective, so this thesis additionally studies the area of Child-Computer Interaction; one of the outcomes of this study is a set of interface design guidelines which have been developed through the implementation and evaluation of several multimedia applications. Several user evaluation methods have been used to test the applications with young children in the classroom and their effectiveness is discussed. The thesis integrates the speech recognition and Child-Computer Interaction studies to produce a speech-enabled application using the developed interface design guidelines and proposed speech interface design guidelines. The application was evaluated in the classroom with very encouraging results. The thesis concludes that commercial speech recognition can be used effectively with young children if the limitations, optimisations and guidelines developed during this project are considered.
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Hockley, Neil Spencer. "The development of audiovisual speech perception." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22526.
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The developmental process of audiovisual speech perception was examined in this experiment using the McGurk paradigm (McGurk & MacDonald, 1976), in which a visual recording of a person saying a particular syllable is synchronized with the auditory presentation of another syllable. Previous studies have shown that audiovisual speech perception in adults and older children is very influenced by the visual speech information but children under five are influenced by the auditory input almost exclusively (McGurk & MacDonald, 1976; Massaro, 1984; and Massaro, Thompson, Barron, & Laren, 1986). In this investigation 46 children aged between 4:7 and 12:4, and 15 adults were presented with conflicting audiovisual syllables made according to the McGurk paradigm. The results indicated that the influence of auditory information decreased with age, while the influence of visual information increased with age. In addition, an adult-like response pattern was observed in only half of the children in the oldest child subject group (10-12 years old) suggesting that the integration of auditory and visual speech information continues to develop beyond the age of twelve.
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Hide, Megan Jayne. "Treatment effects on cluster development in the speech of 4-year-old children with speech disorder." Thesis, University of Canterbury. Communication Disorders, 2007. http://hdl.handle.net/10092/1447.
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Purpose: This study examined the effectiveness of two differing interventions to improve the consonant cluster production in six children aged 4-5 years with concomitant speech sound disorder and expressive language difficulty. Method: Participants were selected for the study based on a high incidence of consonant clusters errors in their speech production. All participants had at least 75% of their cluster production attempts in error in their initial speech sample. The participants were randomly assigned to receive 24 hours of either a phonological awareness intervention with integrated speech targets (Gillon & Moriarty, 2005), or a morphosyntax intervention which alternated therapy sessions for language and speech targets (Haskill, Tyler, & Tolbert, 2001) Each intervention was administered in two blocks of 6 weeks separated by a 6-week therapy break. Hour-long small group intervention sessions were attended twice weekly by all participants. Consonant cluster productions were assessed using speech probes and standardised speech assessments. These were administered pre-intervention, post-intervention, and at follow-up 3 months post-intervention. These measures were compared to identify any improvement in (a) word-initial cluster accuracy as a result of /s/ clusters being targeted in the phonological awareness intervention;(b) word-final cluster accuracy as a result of word-final morphemes being targeted in the morphosyntax intervention; and (c) cluster element accuracy as a result of improved production of the phonemes as singletons. Results: The data supported the hypotheses that targeting word-initial clusters in the phonological awareness intervention would lead to improvements in accuracy for target /s/ clusters, non-target /s/ clusters and singleton fricatives. Improvements in production of /s/ clusters, singleton fricatives, and untreated consonant + liquid clusters were significant for all participants in this intervention type. The improvement for word initial /s/ clusters was greater than for the treatment group who received morphosyntax intervention. The data was less convincing for the hypothesis that word-final cluster production would improve following intervention for word-final morphemes in the morphosyntax intervention. Although there was improvement in word-final production for two of the participants in this group, there were similar or greater improvements seen for the children who received phonological awareness intervention in which word-final clusters were not targeted. The data supported the final hypothesis that improved production of singletons following speech intervention for these phonemes would result in improved accuracy for the phonemes when attempted in the context of clusters. All participants had improved accuracy of cluster elements that had been singleton targets during intervention. Conclusion: The data showed that the Phonological Awareness intervention led to significant improvement in production of the target /s/ clusters, and generalised to increased accuracy for production of singleton fricatives, non-target /s/ clusters, and untreated consonant + liquid clusters. The Morphosyntax intervention resulted in less consistent improvement in production for target word-final clusters. In this programme, word-final clusters were implicitly treated through language intervention for word-final morphemes. The data indicates that improvement in consonant cluster production is facilitated when using explicit teaching methods to introduce and practice consonant clusters during intervention with children with speech sound disorder.
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Nathan, Elizabeth. "The development of speech processing skills in children with and without speech difficulties." Thesis, University College London (University of London), 2001. http://discovery.ucl.ac.uk/1349803/.
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Children with developmental speech disorder of no known aetiology constitute a heterogeneous group, both in their presenting difficulties, which can include additional language and speech perception difficulties, and in the developmental course of the disorder. This thesis examines this heterogeneity from a developmental and psycholinguistic perspective. Using a longitudinal design, speech processing and language skills are explored over three years in a group of children with speech difficulties (n=47) and an age- and nonverbal IQ-matched longitudinal control group (n=47), mean age 4;06 - 6;07. Other measures were of developmental history, family history, psychosocial status and therapy input. Key areas of investigation were: the proportion of children whose speech later resolves; uncovering the 'resolving' and 'persisting' profile; the role of input processing in speech development, in particular, the role of accent variability; and the occurrence of dissociable speech processing patterns on matched word/nonword repetition and on speech input tasks. Group characteristics were examined through an analysis of patterns of dissociation on tasks across the group and an examination of patterns of association on speech and language measures (in comparison to the control group) in order to establish the developmental relationships between different aspects of speech processing. Thus concurrent and longitudinal relationships were examined using descriptive statistics, prospective and retrospective subgroup analyses and multiple regression analyses. A 'persisting' speech profile was identified as a pervasive speech processing and language difficulty and/or more severe speech output problems. A 'resolved' profile was confined to early, moderate, specific speech difficulties. Apart from nonword repetition, there was no evidence that speech outcome was related to different rates of speech or language development. Using evidence from normal and atypical development, an interactive view of speech development is outlined. Despite the need to understand development as interactive, speech output performance is argued to be the main factor mediating and constraining change between the ages of 4-6 in children with speech difficulties. An emerging discrepancy between word and nonword repetition, with nonword repetition not improving at similar rates to word repetition in some children with persisting speech difficulties, is cited as additional evidence that speech output, in particular, motor programming deficit, is the core characteristic of a persisting speech disorder.
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Adams, Anne-Marie. "Phonological working memory and speech production in young children." Thesis, University of Bristol, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.283918.
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Geronikou, E. "Speech processing and morphological development in Greek-speaking children." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/15856/.
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There is currently little knowledge about the development of morphology in relation to phonology and the speech processing system (speech input, speech output, and lexical representations). In this thesis a psycholinguistic approach was used to investigate the development of phonological and morphological skills in Greek speaking preschool age children. The central hypothesis is that the successful acquisition of phonological and morphological characteristics of a spoken language depends on the accuracy and efficiency of speech processing skills. This has been explored through a longitudinal normative study of speech and language development and two intervention single case studies of children with speech difficulties. Two groups of typically developing children aged 3;0-3;5 and 4;6-5;0 years respectively were assessed longitudinally at three assessment points six months apart. At each point published language assessments and experimental tasks were used. A number of morphological phenomena e.g. tense, possessive pronouns, irregular plural, were taken as the basis for experimental stimuli that reflected the morphological and phonological properties of interest. These stimuli were used in tasks of speech perception and word and nonword repetition, items being matched across tasks. The two intervention studies focused on the impact of training the production of phonological targets on the accuracy of morphological productions, and vice versa, as well as the effect of this training on broader speech and language processing skills. Significant processing similarities were found between phonological and morphological items, as were relationships between the two domains. Both intervention case studies indicated that as a result of targeting the accurate production of morphemes, generalization to the accurate production of phonological characteristics may occur; one case also supported the reverse effect. Overall, these results suggest that the morphological characteristics of spoken language are an integral part of lexical representations, a finding which has interesting implications for speech and language therapy practice.
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Youngdahl, Carla L. "The Development of Auditory “Spectral Attention Bands” in Children." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1437576113.
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Grobler, Isabella Johanna. "Speech motor development of Afrikaans speaking children aged four to seven years." Diss., Pretoria : [s.n.], 2000. http://upetd.up.ac.za/thesis/available/etd-01112007-154045.
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Proctor-Williams, Kerry. "First Words to Stories: Language Intervention for Preschool Children." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/1844.
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Baker, Alison Marie. "Language Profiles And Development Of Children With Childhood Apraxia Of Speech." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1584791531745808.
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Vance, Margaret Anne. "Speech processing and short term memory in children with normal and atypical speech and language development." Thesis, University College London (University of London), 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.271647.
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Broome, Kate. "Describing speech abilities and trajectories of speech development in a heterogeneous group of children with autism." Thesis, The University of Sydney, 2022. https://hdl.handle.net/2123/27652.
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Children diagnosed with autism spectrum disorder (ASD) form a heterogeneous population. While the variation in language and social communication abilities are well documented, little is known about the speech of children on the spectrum. The small body of research to date reports three main findings: 1) differences in the prelinguistic speech of young children with ASD relative to typically developing children, 2) the presence of a small subgroup of minimally verbal children with a significant speech sound disorder (SSD), and 3) high rates of mild speech difficulties in older highly verbal children with ASD. The speech capacity and development of children across the entire autism spectrum remains largely undescribed. This thesis aimed to provide detailed descriptive speech data for a heterogeneous group of children with ASD, to explore the possibility of subgroups based on this speech data, and to examine the trajectories of speech development in these children. To address these aims, four main projects are reported in this thesis.
Firstly, a systematic review was completed to provide a summary of speech assessment practices used in research with children with ASD. A systematic search of eight databases was used to find peer-reviewed research articles published between 1990 and 2014. The systematic review identified 21 articles that met the inclusion criteria. Assessment methods included connected speech samples, single-word naming tasks, speech imitation tasks, and analysis of the production of words and sentences. Given the large variation in participant characteristics and reporting standards in the studies included in the systematic review, it was difficult to draw comparisons. As part of the systematic review, a narrative review was completed to ascertain the core components of an evidence-based paediatric speech assessment which, together with the results of the systematic review, provide clinical and research guidelines for best practice. The results of this systematic review were used to guide assessment selection in the subsequent longitudinal study.
The second project is a cross-sectional study reporting the results from the first data point of the longitudinal study and is included as a published paper. This study aimed to provide detailed descriptive baseline speech data and then use this data to explore whether subgroups exist within a heterogeneous cohort based on speech ability. Despite growing interest in the area of speech and autism, large gaps remain in the literature. There is limited information regarding the speech ability of young children with ASD across a range of functional levels, and few studies have reported detailed description of the speech skills of children with ASD. This study included 23 children aged 2;0-6;11 years with a diagnosis of ASD. Independent and relational speech analyses are reported from single-word naming tasks and spontaneous speech samples. Hierarchical cluster analysis identified three descriptive speech subgroups: A) children with high receptive and expressive vocabularies, high nonverbal communication, and high speech ability (n = 10), B) children with very low expressive vocabularies and low speech ability, but higher receptive vocabularies and nonverbal communication (n=3), and C) children with low vocabularies, low nonverbal communication, and low speech development (n=10). This is the first study to provide detailed descriptive speech data of a heterogeneous cohort of children with ASD and to use these data to explore the possibility of subgroups. Clustering suggests a small number of children may present with a unique communication profile which warrants further exploration.
The third project presents the data from the longitudinal study for 22 of the same children described in the second project. This is the first longitudinal study detailing the speech development of children with ASD. The aims of this study were: 1) to describe changes in participant’s speech capacity over 12 months, 2) examine the stability of cluster membership over 12 months, and 3) describe what variables may explain changes in speech capacity over time. Four clusters emerged from clustering. Cluster membership remained stable for Cluster A and Cluster B children from Time 1 to Time 2. The Cluster C children from Time 1 had varied trajectories of speech development. One child made significant gains and joined Cluster A at Time 2 (n=11). Three children remained at the prelinguistic stage of language development and made very little speech gains over 12 months. These three children formed Time 2 Cluster C (n=3). Five children made gains across all areas of communication and formed Time 2 Cluster D (n=5). Findings of this study suggest that a child’s consonant repertoire and receptive vocabulary at Time 1 may be important variables to predict cluster membership at Time 2.
Chapter 5 provides further detail regarding the three Cluster B children. These children presented with a consistent and unique communication profile of high receptive vocabularies and use of nonverbal communication, in the presence of low speech and low expressive vocabularies. This profile suggests a co-occurring speech sound disorder (SSD). The challenge of differentially diagnosing an SSD in minimally verbal children is discussed.
Finally, an update of the original systematic review is presented in Chapter 6 to summarise the current state of evidence for the speech assessment of children with ASD. This update includes the results of a systematic search of the same eight databases using the same search terms, to find peer-reviewed research articles published between January 2015 and August 2021. Twenty-seven articles met inclusion criteria. There has been a significant increase in studies, particularly those investigating the speech of minimally verbal children with ASD. This research has seen a rise in studies using speech imitation tasks to assess the speech of less verbal children. Further, a number of studies adopted multiple assessment measures to describe the speech of children with ASD, in keeping with best practice speech guidelines. Together with the results from the longitudinal study, future research and clinical speech assessment guidelines are discussed.
Collectively, the results from the four studies in this thesis highlight the value of describing the speech capacity of children with ASD across the heterogeneous spectrum. Children at all linguistic levels can complete a speech assessment, although some specific modifications for children with ASD should be considered. For example, we recommend including echolalia in a child’s speech sample, collecting speech samples whenever the child is most vocal - which may not be when interacting with others in play, and considering the whole communication profile of the child when interpreting their speech ability. Regarding the last point, many children with ASD have co-occurring language and social communication difficulties, and therefore, a score below normal limits on formal standardised assessments or poor speech ability during sampling, does not necessarily indicate a speech sound disorder. Some children may have low levels of speech, language and nonverbal communication. The results from the systematic reviews and longitudinal study suggest that a strengths-based speech assessment, focused on what the child can do, provides important descriptive information for differential diagnosis, baseline data collection, and intervention planning.
Results from the longitudinal study suggest descriptive speech subgroups exist within the heterogeneous population of children with ASD. These subgroups emerged from the data even when the number or type of subgroups were not selected a priori. Children with low language, nonverbal communication, and speech at Time 1 had varied communication trajectories. Some children who initially presented as low verbal made significant gains and were verbal by Time 2. Further, a small subgroup of children with ASD present with a unique communication profile, with high levels of receptive vocabulary and nonverbal communication in the presence of very low expressive vocabulary and speech ability. These children do not develop speech along the same trajectory as children with comparable receptive vocabularies. Over 12 months, the speech capacity of children in this subgroup did not increase, despite improvements in receptive vocabulary and nonverbal communication. This profile suggests a co-occurring SSD, although more data is required to differentially diagnose a motor speech impairment from a phonological disorder. The combination of a child’s receptive vocabulary and consonant repertoire may predict the trajectory of speech development. Further research is required to explore these findings.
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Clayborne, Katherine. "Perceptions of How Infant-Directed Speech Influences Language Development in Children." Thesis, Southern Illinois University at Edwardsville, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10127216.
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The present study was proposed to find out if there was a relationship between perceptions of exposure to infant-directed speech to children and their language development. This study contained 123 participants composed of undergraduate students. They were all asked to fill out the Language Development Questionnaire to measure their perceptions of the language skills of a child presented in a video. No significant relationship was found between use or non-use of infant directed speech and rating of language skills. Findings suggest that individuals may not necessarily perceive language skills as more inadequate due to a child’s exposure to infant-directed speech.
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MacSweeney, Mairead Finola. "The development of short-term memory in deaf children." Thesis, University College London (University of London), 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313653.
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Lewis, Kelley, Kelly King, Melanie O'Brien, Kerry Proctor-Williams, and Danielle Py. "An Analysis of How Quickly and Efficaciously Children with Specific Language Impairments Learn Verbs Compared to Children with Typical Language Development." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/1856.
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Speech-language pathologists are challenged with providing children with treatment that results in the greatest amount of improvement in the least amount of time. To aid in this challenge, we examined how quickly and efficaciously seven children with a specific language impairment (SLI) learned verbs compared to seven children with typical language (TL) development. Each child was taught the meaning and use of six nonsense verbs. Nonsense verbs were used to ensure that the target verbs had never been heard by any of the participants before the experiment and allowed us to control verb exposure. Each participant received up to four training sessions of 30-minutes each. During these sessions, the examiner utilized naturalistic conversational techniques and play activities with carefully selected sets of toys that corresponded to the meaning of the target words. The training sessions were ended when children demonstrated 100% accuracy in their understanding of the verbs and 50% accuracy in their production during a probe task. All sessions were audio-recorded and the experimenters and childs utterances were reliably coded. Analysis revealed that the two groups received the same input from the experimenter in terms of the number and type of exposures to the verbs. We examined the childrens nonsense verb productions for their rate and quality. Rate of verb acquisition was measured by counting: 1) the number of sessions required before the criteria for learning was met; 2) the number of exposures before childs first spontaneous production of each target verb; and 3) the number of exposures before childs first elicited production of each target verb. Quality of verb acquisition was measured by counting: 1) the number of alternative real verbs substituted for a nonsense verb and 2) the accuracy of transitive target verb usage. Although the results were not statistically significant for any of the measures tested, there was a trend for children with SLI to learn the target nonsense verbs more slowly but just as
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McGahey, Holly Jannice. "Early Speech and Language Development: A Comparison of Typically Developing Children to Children with Cleft Palate." [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-0429104-112749/unrestricted/McGahey051804f.pdf.
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Thesis (M.S.)--East Tennessee State University, 2004.Title from electronic submission form. ETSU ETD database URN: etd-0429104-112749. Includes bibliographical references. Also available via Internet at the UMI web site.
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Leung, Kam-po Kenneth, and 梁錦波. "Development of the Cantonese hearing in noise test for children (CHINT-C)." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B29152112.
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Moe, Joanna E. "The development of children's spoken and written explanations." Thesis, University of Bristol, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.329912.
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McNeill, Brigid. "Advancing spoken and written language development in children with childhood apraxia of speech." Thesis, University of Canterbury. Communication Disorders, 2007. http://hdl.handle.net/10092/1462.
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Children with childhood apraxia of speech (CAS) are likely to experience severe and persistent spoken and written language disorder. There is a scarcity of intervention research, however, investigating techniques to improve the speech and literacy outcomes of this population. The series of 5 experiments reported in this thesis investigated phonological awareness and early reading development in children with CAS and trialled a new intervention designed to advance the spoken and written language development of those affected. In the first experiment (presented in Chapter 2), a comparison of 12 children with CAS, 12 children with inconsistent speech disorder (ISD), and 12 children with typical speech-language development (TD) revealed that children with CAS may be particularly susceptible to phonological awareness and reading deficits. There was no difference in the articulatory consistency and speech severity of the CAS and ISD groups, and no difference in the receptive vocabulary of the CAS, ISD, and TD groups. The children with CAS exhibited poorer phonological awareness scores than the comparison groups and had a greater percentage of participants performing below the expected range for their age on letter knowledge, real word decoding, and phonological awareness normative measures. The children with CAS and ISD performed inferiorly than the children with TD on a receptive phonological representation task. The results showed that the children with CAS had a representational component to their disorder that needed to be addressed in intervention. In the second experiment (presented in Chapter 3), a follow-up pilot study was conducted to examine the long-term effects of a previously conducted intensive integrated phonological awareness programme (7 hours of intervention over 3 weeks) on 2 children with CAS. The children aged 7;3 and 8;3 at follow-up assessment had previously responded positively to the intervention. Results showed that the children were able to maintain their high accuracy in targeted speech repeated measures over the follow-up period. One child was also able to maintain her high accuracy in phonological awareness repeated measures. The children performed superiorly on a standardised phonological awareness measure at follow-up than at pre-intervention. Non-word reading ability showed a sharp increase during the intervention period, while minimal gains were made in this measure over the follow-up period. The findings suggested that an integrated intervention was a potential therapeutic approach for children with CAS. In the third experiment (presented in Chapter 4), the effectiveness of an integrated phonological awareness programme was evaluated for the 12 children (identified in the first experiment) aged 4 to 7 years with CAS. A controlled multiple single-subject design with repeated measures was employed to analyse change in trained and untrained speech and phoneme segmentation targets. A comparative group design was used to evaluate the phonological awareness, reading, and spelling development of the children with CAS compared to their peers with TD over the intervention. The children participated in two 6- week intervention blocks (2-sessions per week) separated by a 6-week withdrawal block. Seven children with CAS made significant gains in their production of trained and untrained speech words with 7 of these children demonstrating transfer of skills to connected speech for at least one target. Ten children showed significant gains in phoneme awareness, and 8 of these children demonstrated transfer of skills to novel phoneme awareness tasks. As a group, the children with CAS demonstrated accelerated development over the intervention period in letter knowledge, phonological awareness, word decoding, and spelling ability compared to their peers with typical development. In the fourth experiment (presented in Chapter 5), the speech, phonological awareness, reading, and spelling skills of children with CAS and TD were re-evaluated 6- months following completion of the intervention programme. A measure of reading accuracy and reading comprehension in a text reading task was administered to the children with CAS. There was no difference in the performance of the children with CAS in post-intervention and follow-up assessments. The children with CAS and children with TD presented with similar relative change in phonological awareness, reading, and decoding measures over the follow-up period. The connected reading performance of children with CAS mirrored their phonological awareness and decoding skills. The findings demonstrated that children with CAS were able to maintain gains achieved during the intervention but may need further support to promote sustained development in written language. In the fifth experiment (presented in Chapter 6), the long-term effects of the integrated phonological awareness programme for identical twin boys who participated in the research intervention at pre-school were examined. The study examined Theo and Jamie's spoken language, phonological awareness, reading, and spelling development during their first year of schooling. The results pointed to the benefit of providing phonological awareness within a preventative framework for children with CAS. Theo and Jamie experienced continued growth in speech and phonological awareness skills. They exhibited age-appropriate reading and spelling development during their first year of formal literacy instruction. It was concluded from this series of experiments that children with CAS are particularly vulnerable to phonological awareness and early reading difficulty, and that an integrated phonological awareness intervention is an effective means of developing speech, phonological awareness, reading, and spelling skills in most children with CAS. The intervention appears to target processes underlying spoken and written language development in this population. The results are discussed within a phonological representation deficit hypothesis of CAS and clinical implications of the findings are highlighted.
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Ryu, Joanne J. "SPEECH AND LANGUAGE DEVELOPMENT OF BILINGUAL DEAF AND HARD OF HEARING CHILDREN." Scholarly Commons, 2021. https://scholarlycommons.pacific.edu/uop_etds/3754.
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Due to gaps in literature exploring communication outcomes in Deaf and Hard of Hearing (DHH) children with access to more than one spoken language, limited agreement on optimal language use for DHH children, and an ongoing cultural and linguistic loss in this population, the aim of this pilot study was to further the literature and comprehensively explore the impact of oral bilingualism in DHH children. Participants were self-selected and recruited primarily through relevant social media. Speech and language development in children were observed and quantified at two time points (at the time of enrollment into the study and subsequently after 3-4 months of initial assessment), through administration of standardized questionnaires and twenty minutes of conversational play language samples between the parent and child. Specific language constructs such as the mean length utterance, number of total words, number of different words, and rate of spoken words per minute were analyzed. Speech production skills were assessed by identifying the sounds the child was able to produce during the conversational play sample to compare to monolingual norms. The data from the five case studies presented in this paper indicated that DHH children with access to more than one language were able to develop language skills on par with their typical hearing peers when factors such as early acoustic access, linguistically rich environment, and active parent advocacy were present.
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Caldwell, Meghan Elizabeth. "Development of Psychometrically Equivalent Speech Audiometry Materials for Testing Children in Mongolian." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd3139.pdf.
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Zhu, Hua. "Phonological development and disorder of Putonghua (modern standard Chinese)-speaking children." Thesis, University of Newcastle Upon Tyne, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312002.
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Schwarz, Iris-Corinna. "Speech perception, phonological sensitivity, and articulation in early vocabulary development." Thesis, View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/20360.
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Speech perception, articulation, and word learning are three major tiers of language development in young children, integrating perceptual and productive language abilities. Infant speech perception precedes speech production and is the basis for native language learning. By investigating the relationship between the attention to phonological detail in speech and word learning, the degree of phonological detail in the lexical representations can be inferred. This relationship can be described by two models: the vocabulary-driven and phonology-driven model. The vocabulary-driven model proposes that the structure of the lexicon influences attention to phonological detail in speech perception, and this model is consistent with the Lexical Restructuring Model. On the other hand the phonology-driven model proposes that vocabulary increases as a result of increased attention to phonological detail in speech. To infer the phonological specifications of lexical representations of words in 2½- to 3-year-olds, the variables vocabulary, phonological sensitivity, language specific speech perception and articulation accuracy were tested in a longitudinal study with 60 participants. For these variables, new measures were developed, adapted, and tested. It was found that phonological sensitivity at 30 months predicted vocabulary at 33 months, but not the opposite. This supports the prediction of the phonology-driven model. However, in an augmented version of the vocabulary-driven model that included all variables, articulation at 30 months was found to predict phonological sensitivity at 33 months. These results are discussed in the light of the Lexical Restructuring Model, and the interaction of speech perception, articulation skills, and lexical representations, and suggestions for future research are offered.
APPENDICES ON CD-ROM CAN BE VIEWED AT UWS LIBRARY
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Kim, Minjung. "Phonetic and phonological development of word-initial Korean obstruents in young Korean children /." Thesis, Connect to this title online; UW restricted, 2008. http://hdl.handle.net/1773/8260.
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Pugh, Jenna L. "Relationship Between a Measure of Social and Emotional Development and Early Communication Development in Young Children with Cleft Palate." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1199.
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This study was an examination of responses to a standardized assessment of social-emotional behaviors and correlation with speech and language development in young children with cleft palate and/or lip. Twenty-eight participants aged 14-35 months with nonsyndromic cleft palate and or lip were included in this study. The Infant-Toddler Social and Emotional Assessment (ITSEA) was used to identify emerging social and emotional behaviors. Descriptive analysis of ITSEA results was completed. Pearson correlation coefficient and effect size estimates were calculated between ITSEA domain raw scores and measures of speech and language development. A small proportion of participants (14%) showed ITSEA scores beyond the test cut-off scores across all domains ; 43% demonstrated concerns at the subdomain level. Correlational analysis indicated significant relationships between Externalizing, Dysregulation, and Competence Domains and speech accuracy and language measures. Interpretation of the outcomes suggests that early social emotional behaviors are emerging simultaneously with speech and language skills during early communicative development.
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Schwarz, Iris-Corinna. "Speech perception, phonological sensitivity, and articulation in early vocabulary development." View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/20360.
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Thesis (Ph.D.) -- University of Western Sydney, 2007.A thesis submitted for the degree of Doctor of Philosophy, University of Western Sydney, College of Arts, School of Psychology, May 2007. Title from title screen. Includes bibliographical references. Thesis minus appendices also available online at: http://handle.uws.edu.au:8081/1959.7/20360.
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Gibbon, Fiona E. "Lingual articulation in children with developmental speech disorders." Thesis, University of Bedfordshire, 1998. http://hdl.handle.net/10547/581284.
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This thesis presents thirteen research papers published between 1987-97, and a summary and discussion of their contribution to the field of developmental speech disorders. The publications collectively constitute a body of work with two overarching themes. The first is methodological: all the publications report articulatory data relating to tongue movements recorded using the instrumental technique of electropalatography (EPG). The second is the clinical orientation of the research: the EPG data are interpreted throughout for the purpose of informing the theory and practice of speech pathology. The majority of the publications are original, experimental studies of lingual articulation in children with developmental speech disorders. At the same time the publications cover a broad range of theoretical and clinical issues relating to lingual articulation including: articulation in normal speakers, the clinical applications of EPG, data analysis procedures, articulation in second language learners, and the effect of oral surgery on articulation. The contribution of the publications to the field of developmental speech disorders of unknown origin, also known as phonological impairment or functional articulation disorder, is summarised and discussed. In total, EPG data from fourteen children are reported. The collective results from the publications do not support the cognitive/linguistic explanation of developmental speech disorders. Instead, the EPG findings are marshalled to build the case that specific deficits in speech motor control can account for many of the diverse speech error characteristics identified by perceptual analysis in previous studies. Some of the children studied had speech motor deficits that were relatively discrete, involving, for example, an apparently isolated difficulty with tongue tiplblade groove formation for sibilant targets. Articulatory difficulties of the 'discrete' or specific type are consistent with traditional views of functional lingual articulation in developmental speech disorders articulation disorder. EPG studies of tongue control in normal adults provided insights into a different type of speech motor control deficit observed in the speech of many of the children studied. Unlike the children with discrete articulatory difficulties, others produced abnormal EPG patterns for a wide range of lingual targets. These abnormal gestures were characterised by broad, undifferentiated tongue-palate contact, accompanied by variable approach and release phases. These 'widespread', undifferentiated gestures are interpreted as constituting a previously undescribed form of speech motor deficit, resulting from a difficulty in controlling the tongue tip/blade system independently of the tongue body. Undifferentiated gestures were found to result in variable percepts depending on the target and the timing of the particular gesture, and may manifest as perceptually acceptable productions, phonological substitutions or phonetic distortions. It is suggested that discrete and widespread speech motor deficits reflect different stages along a developmental or severity continuum, rather than distinct subgroups with different underlying deficits. The children studied all manifested speech motor control deficits of varying degrees along this continuum. It is argued that it is the unique anatomical properties of the tongue, combined with the high level of spatial and temporal accuracy required for tongue tiplblade and tongue body co-ordination, that put lingual control specifically at risk in young children. The EPG findings question the validity of assumptions made about the presence/absence of speech motor control deficits, when such assumptions are based entirely on non-instrumental assessment procedures. A novel account of the sequence of acquisition of alveolar stop articulation in children with normal speech development is proposed, based on the EPG data from the children with developmental speech disorders. It is suggested that broad, undifferentiated gestures may occur in young normal children, and that adult-like lingual control develops gradually through the processes of differentiation and integration. Finally, the EPG fmdings are discussed in relation to two recent theoretical frameworks, that of psycho linguistic models and a dynamic systems approach to speech acquisition.
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Derman, Zelda. "The development of an Afrikaans speech assessment procedure for hearing impaired children, and its use in comparing phoneme development under two curricular approaches." Thesis, University of Cape Town, 1988. http://hdl.handle.net/11427/23200.
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Chan, Cousin. "Consonant-vowel co-occurrence in early speech development of normal Cantonese-speaking children." Click to view the E-thesis via HKUTO, 2001. http://sunzi.lib.hku.hk/hkuto/record/B36207822.
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Thesis (B.Sc)--University of Hong Kong, 2001."A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 4, 2001." Also available in print.
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Waller, Jakia L. "SPEECH AND LANGUAGE DEVELOPMENT IN CHILDREN WHO EXPERIENCE MULTIPLE OUT OF HOME PLACEMENTS." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1029869019.
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Scherer, Nancy J., A. P. Kaiser, J. Frey, and Sarah Boyce. "Early Speech & Language Development in Internationally Adopted Children with Repaired Cleft Palate." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1538.
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McLeod, Sharynne, Sarah Verdon, and Caroline Bowen. "International Aspirations for Speech-Language Pathologists’ Practice with Multilingual Children with Speech Sound Disorders: Development of a Position Paper." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1997.
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A major challenge for the speech-language pathology profession in many cultures is to address the mismatch between the “linguistic homogeneity of the speech-language pathology profession and the linguistic diversity of its clientele” (Caesar & Kohler, 2007, p. 198). This paper outlines the development of the Multilingual Children with Speech Sound Disorders: Position Paper created to guide speech-language pathologists’ (SLPs’) facilitation of multilingual children's speech. An international expert panel was assembled comprising 57 researchers (SLPs, linguists, phoneticians, and speech scientists) with knowledge about multilingual children's speech, or children with speech sound disorders. Combined, they had worked in 33 countries and used 26 languages in professional practice. Fourteen panel members met for a one-day workshop to identify key points for inclusion in the position paper. Subsequently, 42 additional panel members participated online to contribute to drafts of the position paper. A thematic analysis was undertaken of the major areas of discussion using two data sources: (a) face-to-face workshop transcript (133 pages) and (b) online discussion artifacts (104 pages). Finally, a moderator with international expertise in working with children with speech sound disorders facilitated the incorporation of the panel's recommendations. The following themes were identified: definitions, scope, framework, evidence, challenges, practices, and consideration of a multilingual audience. The resulting position paper contains guidelines for providing services to multilingual children with speech sound disorders (http://www.csu.edu.au/research/multilingual-speech/position-paper). The paper is structured using the International Classification of Functioning, Disability and Health: Children and Youth Version (World Health Organization, 2007) and incorporates recommendations for (a) children and families, (b) SLPs’ assessment and intervention, (c) SLPs’ professional practice, and (d) SLPs’ collaboration with other professionals. Learning outcomes: Readers will 1. recognize that multilingual children with speech sound disorders have both similar and different needs to monolingual children when working with speech-language pathologists. 2. Describe the challenges for speech-language pathologists who work with multilingual children. 3. Recall the importance of cultural competence for speech-language pathologists. 4. Identify methods for international collaboration and consultation. 5. Recognize the importance of engaging with families and people within their local communities for supporting multilingual children in context.
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Kennedy, Stephanie Phillipa. "Freedom for speech : outdoor play and its potential for young children's conceptual, linguistic and communicative development." Thesis, n.p, 2001. http://dart.open.ac.uk/abstracts/page.php?thesisid=107.
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Jones, Beth Ann. "Temperament Differences in Children with a History of Slow Expressive Language Development and Their Peers with Normal Language Development." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5281.
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Language is the way in which individuals are able to express ideas, feelings, needs, expectations, and form relationships with others in their surrounding environment. A disruption in language development may negatively impact a child's social development. Research shows that children with language delays or disorders tend to have increased social and behavioral difficulties (Cantwell & Baker, 1977; Caulfield, Fischel, DeBaryshe, & Whitehurst, 1989). However, research has not examined temperament differences in young children with language delays or disorders. The question this study sought to answer was: Is there a significant difference in the dimensions of temperament between children with a history of slow expressive language development and their peers with normal language development? The subjects in this study ranged in age from 64 to 74 months. They included 33 children with a history of slow expressive language development (SELD) and 27 children with normal language development. The temperamental characteristics of each of the subjects was assessed by ratings provided by their parents, utilizing the Parent Temperament Questionnaire for Children (Thomas, Chess, & Korn, 1977), a questionnaire to assess the way a child behaves during everyday situations. The question was analyzed by calculating the means and standard deviations for the nine temperament dimensions for· the two groups. To determine if there were significant differences among the two groups, two tailed t-tests were computed at the .05 level of significance. The Parent Temperament Questionnaire for Children (Thomas et al., 1977) showed the children with a history of slow expressive language development to have significantly different scores in the dimensions of approach-withdrawal and intensity of reaction than the subjects with normal language development at 5 years of age.
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Kellogg, Loretta Marcia. "Temperament and Language Development in First Grade Children." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5283.
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Many young children develop language over a broad range of ages yet present as having normal language development. When language development lags behind what is considered a normal time line, it is important to consider the various factors that may contribute to the delay in development. The purpose of the current study was to examine various aspects of temperament among three groups of children with varying language histories. The specific question to be answered was, do significant differences occur on parent and clinician questionnaires of temperament among three groups of first grade children demonstrating varying levels of language development: those with normal language (NL), those with a history of expressive language delay (HELD), and those with chronic expressive language delay (ELD)? Subjects for this study included 23 subjects in the NL group, 22 subjects in the HELD group, and 6 subjects in the ELD group. The groups were compared utilizing the Temperament Assessment Battery for Children (TABC) on six variables of temperament on Parent Forms and five variables of temperament on Clinician Forms. The data were analyzed to see if significant differences existed among the language diagnostic groups. On the Parent Forms, a trend towards low approach/withdrawal characteristics was observed between the NL and ELD groups. On the Clinician Forms, a significant difference was observed on the variable, approach/withdrawal, between the NL group and HELD group. Both parametric and non-parametric analyses were in agreement on this finding. The suggestion that low approach/withdrawal tendencies exist within late talking children may be the long term result of interaction between expressive language delayed children and the communication environment. These results must be viewed tentatively because the sample groups were of unequal numbers. If all diagnostic groups had been of equivalent size, the results may have been yielded stronger significance.
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Tse, Ka-wing Karen. "Intelligibility and acceptability in Cantonese-speaking children with cleft palate test development /." Click to view the E-thesis via HKU Scholors Hub, 2005. http://lookup.lib.hku.hk/lookup/bib/B38279344.
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Thesis (B.Sc)--University of Hong Kong, 2005."A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, June 30, 2005." Also available in print.
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Kirkby, Laura, Mallory Dingess, Jamesa Ewing, Whitney Salvers, and Kerry Proctor-Williams. "Development of Metalinguistic Awareness: Evidence from Children’s Overt Productions." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/1831.
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This study examined whether metalinguistic frequency increases or utterance type changes with age in children with typical language. Overt metalinguistic productions of 32 children, 3;0-5;7, were collected during recast intervention. Overall, the data showed changes in frequency and proportion of types with age.
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Pierro, Melissa A. "Vocabulary Comprehension in Children with Autism." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/862.
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An open question in autism research is how to assess language abilities in this population. We investigated language development in monolingual and bilingual children with varying degrees of autism, ages 3 to 9, with the aim of better understanding vocabulary comprehension. Two different methodologies were used: the Receptive One-Word Picture Vocabulary Test (ROWPVT) and eye-tracker technique.
We examined whether the eye-tracker could help in the assessment of these children because it does not require the child to point during the test. Four typically developing control children, 14 monolingual English children with moderate/mild autism, and 4 children (2 monolingual English, 2 bilingual Spanish/English) with severe autism were tested and the results of the ROWPVT test were compared to the eye-tracker results. Interestingly, bilingual children with severe autism had better results using eye-tracker than the traditional ROWPVT test. These results suggest that these children know more vocabulary than traditional test measures indicate.
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Gergits, Elizabeth K. "The application of visual phonics and phonological awareness interventions to address emergent literacy development in speech-language impaired preschoolers /." View online, 2010. http://repository.eiu.edu/theses/docs/32211131524724.pdf.
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Baker, Elise, A. Lynn Williams, Sharynne McLeod, and Rebecca McCauley. "Elements of Phonological Interventions for Children With Speech Sound Disorders: The Development of a Taxonomy." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5556.
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Purpose Our aim was to develop a taxonomy of elements comprising phonological interventions for children with speech sound disorders. Method We conducted a content analysis of 15 empirically supported phonological interventions to identify and describe intervention elements. Measures of element concentration, flexibility, and distinctiveness were used to compare and contrast interventions. Results Seventy-two intervention elements were identified using a content analysis of intervention descriptions then arranged to form the Phonological Intervention Taxonomy: a hierarchical framework comprising 4 domains, 15 categories, and 9 subcategories. Across interventions, mean element concentration (number of required or optional elements) was 45, with a range of 27 to 59 elements. Mean flexibility of interventions (percentage of elements considered optional out of all elements included in the intervention) was 44%, with a range of 29% to 62%. Distinctiveness of interventions (percentage of an intervention's rare elements and omitted common elements out of all elements included in the intervention [both optional and required]) ranged from 0% to 30%. Conclusions An understanding of the elements that comprise interventions and a taxonomy that describes their structural relationships can provide insight into similarities and differences between interventions, help in the identification of elements that drive treatment effects, and facilitate faithful implementation or intervention modification. Research is needed to distil active elements and identify strategies that best facilitate replication and implementation.
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Paladino, JoDe Berk Laura E. "Private speech in children with autism developmental course and functional utility /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1276398691&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1181312973&clientId=43838.
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Thesis (Ph. D.)--Illinois State University, 2006.Title from title page screen, viewed on June 8, 2007. Dissertation Committee: Laura E. Berk (chair), Karla Doepke, Stacey Jones Bock, Dawn McBride. Includes bibliographical references (leaves 168-175) and abstract. Also available in print.
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Zhou, Jing. "Pragmatic development of mandarin-speaking children from 14 months to 32 months." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23294322.
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Moffatt, Caroline Prater. "Language and Memory Development in the Three and Four Year Old." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/4628.
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Although there is agreement in the literature that memory is required for language, there is disagreement as to whether certain memory abilities are prerequisite for language. There has been a significant amount of research in the field of memory development as it relates to language; however, little research has been done in the area of memory and language development in the preschool aged child. This study examined two aspects of auditory memory and language development in the preschool child: (a) the auditory memory abilities of delayed language children versus normal language children, and (b) determining if there is a relationship between auditory memory and language development. The subjects used in this study included 14 ''normal talkers" and 14 children with "slow expressive language development'' (SELD), as determined by the Language Development Survey (Rescorla, 1989) given when the subjects were between 24-34 months of age. When the subjects were 3 years-old they were given the verbal and digit imitation section of the Preschool Language Scale (PLS) as a measure of auditory short-term memory. The results were compared with the Test of Auditory Comprehension of Language-Revised (TACL-R), the Developmental Sentence Scoring (DSS) and the Northwestern Syntax Screening Test (NSST-E) all given at age three. A further comparison was made with the PLS and the Test of Language Development-Primary (TOLD-P) and the DSSJ given at age 4. The Spearman rank correlational statistic was used to determine if a significant relationship existed between memory and language development as seen on the PLS (age 3) and the other language measures given at ages 3 and 4. This study showed that SELD children performed more poorly on verbal and digit memory tasks than their normally speaking peers. Correlational analysis revealed that the PLS-Digit and the PLS-Sentence memory recall tasks were significantly correlated with the DSS given at the same point in time for the normal group, and between the PLS-Sentence and the NSST-E given at the same time for the SELD group. This suggests that a relationship exists between memory and expressive language at the same point in development. Because the relationship exists at the same time, and not across-ages, these findings seem to support the theory that language and memory are related in development, but memory skills at one time do not predict language skills at another. As language and memory seem to be related at the same point in time, testing auditory short-term memory skills in children with language delays will not add new information above what is learned in language testing itself. Further research in this area might investigate whether, as some literature suggests (Kail, 1990), teaching memory strategies to young children with language delays may improve language learning.
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Maphalala, Zinhle. "Phonological development of first language isiXhosa-speaking children aged 3;0-6;0 years a descriptive cross-sectional study." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/2925.
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Scherer, Nancy J., A. Lynn Williams, and Kerry Proctor-Williams. "Early and Later Vocalization Skills in Children with and Without Cleft Palate." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/1774.
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Summary
Objective
The purpose of this study was to describe the early vocalization skills in children with cleft lip and palate (CLP) at 6 and 12 months of age and compare these early vocalization measures to later speech and vocabulary development at 30 months of age.
Methods
The participants in the study included 13 children without cleft lip or palate (NCLP) who were typically developing and 13 children with CLP matched for age, gender and socioeconomic status. Standardized measures of cognition, language, hearing, and prelinguistic vocalization measures were administered at 6 and 12 months and speech production, and vocabulary measures were collected at 30 months of age.
Results
Group differences were observed in both receptive and expressive language development at 12 and 30 months of age. Group differences were observed in the frequency of babbling and Mean Babbling Level at 12 months and speech sound accuracy and vocabulary production at 30 months of age. Significant correlation coefficients were observed between babbling frequency at 6 months and consonant inventory size, vocabulary at 30 months for the children with clefts and PCC-R for noncleft children.
Conclusions
This study documented that young children with clefts have persistent vocalization and vocabulary deficits well beyond palate closure. Measures of babbling frequency, Mean Babbling Level and consonant inventories provide clinically effective means of identifying these early deficits. Additionally, these measures may provide a tool for monitoring the effects of early intervention programs that promote facilitation of sound and vocabulary development.
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Acker, Twanette. "The patterns of development in generated narratives of a group of typically developing South African children aged 5 to 9 years." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20048.
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Thesis (M Speech Path)--Stellenbosch University, 2012.ENGLISH ABSTRACT: Narrative skills have found to be a predictor of academic success with clear correlations to later reading and writing abilities in children. The quality of narratives and the language disorders displayed in specific clinical populations has also been correlated, making narratives a useful diagnostic tool. To be able to know what is atypical, one has to know what is normal. Normative based assessment materials are very limited in South Africa. Commercially available assessments are often inappropriate because of the complex nature of narratives and the influence of socio-economic, linguistic and cultural factors. There is therefore a need not only to develop appropriate assessment materials but also to obtain normative data for use in the South African context. The main research question this study attempted to answer is: What are the patterns of narrative development in normally developing children? A total of 62 typically developing children from schools in a middle class residential area was selected. Three different age groups were identified: Grade R (5 to 6 years), Grade 1 (6 to 7 years) and Grade 3 (8 years 6 months to 9 years 6 months) based on their different exposure to literate language. It was assumed that they would display distinct patterns of narrative development, with an increase in the complexity of narrative features with age. A wordless picture book, regarded as appropriate for the South African context, was developed and used to elicit a narrative from each participant. Narratives were analysed using a comprehensive narrative assessment protocol. Assessment areas included macrostructure, microstructure, use of literate language and the use of abstraction. Results were compared in terms of group differences and developmental trajectories. The assessment protocol showed similar story lengths in all age groups, suggesting that when the developed wordless picture book was used as elicitation stimulus, any significant differences between groups could be of diagnostic value. Results showed clear developmental trajectories in terms of macrostructural measures. The group differences between Grade R and Grade 1 in terms of microstructural measures were not significant. There was, however, a significant increase in terms of syntactic complexity and lexical diversity from Grade R to Grade 3. No significant development was observed in terms of the use of literate language features across the year groups and a group effect was offered as a possible explanation. In contrast to concrete statements, children as young as 5 years old used mainly abstractions in their generated narratives.
AFRIKAANSE OPSOMMING: Narratiefvaardighede is nie net ‘n voorvereiste vir akademiese sukses nie, maar korreleer ook met lees- en skryfvaardighede in kinders. Weens die korrelasie tussen die kwaliteit van narratiewe en die taal van kinders met spesifieke taalgestremdhede, het narratiewe ook diagnostiese waarde. Om te weet wat atipies is, moet ‘n mens weet wat normaal is. Normatiewe evaluasiemateriaal is baie beperk in Suid-Afrika. Die evaluasies wat kommersieël beskikbaar is, is dikwels ontoepaslik weens die kompleksiteit van narratiewe en die invloed van sosioekonomiese, linguistiese en kulturele faktore. Dit is daarom belangrik om geskikte evaluasie materiaal te ontwikkel en normatiewe data te bepaal vir gebruik in die Suid-Afrikaanse konteks. Met hierdie studie is daar gepoog om die volgende navorsingsvraag te beantwoord: Hoe ontwikkel narratiewe in normaal ontwikkelende kinders? ‘n Totaal van 62 tipies-ontwikkelende kinders is geselekteer uit hoofstroomskole in ‘n middelklas residensiële omgewing. Drie verskillende ouderdomsgroepe is geteiken op grond van hulle blootstelling aan geletterdheidstaal: Graad R (5 – 6 jaar), Graad 1 (6 – 7 jaar) en Graad 3 (8 jaar 6 maande – 9 jaar 6 maande). Daar is aangeneem dat die groepe baie spesifieke patrone in narratiefontwikkeling sou toon, met ‘n toename in die kompleksiteit van narratiewe met toename in ouderdom. ‘n Woordlose prenteboek, wat beskou is as toepaslik binne die Suid-Afrikaanse konteks, is ontwikkel en gebruik om ‘n narratief van elke deelnemer te ontlok. Narratiewe is ontleed met behulp van ‘n omvattende evaluasieprotokol. Areas vir ontleding het makrostruktuur, mikrostruktuur, gebruik van geletterdheidstaal en die gebruik van abstraksie ingesluit. Resultate is vergelyk ten opsigte van groepsverskille en ontwikkelingspatrone. Die storielengte van die verkillende ouderdomsgroepe het ooreengestem en suggereer dat wanneer die woordlose prenteboek as ontlokkingstimulus gebruik word, enige beduidende verskille tussen groepe van diagnostiese waarde is. Die resultate het duidelike ontwikkelingspatrone getoon ten opsigte van makrostrukturele meetings. Groepsverskille tussen Graad R en Graad 1 was onbeduidend ten opsigte van mikrostrukturele metings. Daar was egter ‘n beduidende toename ten opsigte van sintaktiese kompleksiteit en leksikale diversiteit van Graad R tot Graad 3. Geen beduidende ontwikkeling is waargeneem ten opsigte van die gebruik van geletterdheidstaal oor die jaargroepe nie en ‘n groepseffek is as moontlike verduideliking gegee. Kinders so jonk as 5 jaar oud het hoofsaaklik abstrakte taal teenoor konkrete taal in hul narratiewe gebruik. Kliniese implikasies vir spraak- en taalterapeute is bespreek.
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Carroll, Lianne. "Language development and its relationship to theory of mind in children with high-functioning autism." Thesis, Queen Margaret University, 2007. https://eresearch.qmu.ac.uk/handle/20.500.12289/7435.
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Impairments in language, prosodic and theory of mind (ToM) ability in individuals with high-functioning autism (HFA) have been widely reported. However, this PhD study is the first to investigate changes in receptive and expressive prosody skills over time. This is also the first study to report on the relationship between prosody and ToM, independent of language ability. Additionally, this study presents a new adaptation of a ToM assessment, on which prosodic and verbal input are carefully controlled. Language, prosody and ToM skills in 24 children aged 9 to 16 years with HFA were assessed approximately 2 1/2 years after participation in a study of language and prosody conducted at Queen Margaret University College (McCann, Peppe, Gibbon, O'Hare and Rutherford, 2006). The current study reports the skills and abilities of the children with HFA in the follow-up, using a battery of speech and language assessments, as well as assessments of expressive and receptive prosody and ToM abilities. The majority of the children with HFA continue to show expressive and receptive language impairments, with expressive language ability continuing to be the most impaired language skill, mirroring results at Time point 1. Children with HFA are developing language along the same, but delayed, developmental trajectory as children with typical development. Strong growth was noted on prosodic ability within structured tasks, as measured by the total score on the prosody assessment, as compared to verbal-age matched typically developing children. The statistical gap that was present between groups in the earlier study no longer remains. However, children with HFA continue to perform worse on the understanding and use of contrastive stress. Children who showed atypical sounding expressive prosody in conversational speech in the earlier study continue to do so in the follow-up. Children with HFA are developing early ToM abilities with the same developmental progress as typically developing children, but at a chronological age approximately seven years behind. However, children with HFA struggle with second-order ToM tasks. Results show that language, prosody and ToM abilities are highly correlated. Prosody and ToM show a relationship independent of language ability. Implications of these findings to theoretical understanding, future research, as well as to speech and language assessment and intervention are presented.
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Johnson, Nancy Ann. "Gender Differences in the Language Development of Late-talking Toddlers at Age 3." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5253.
Full textAbstract:
Language is a major part of a child's early developmental growth. Research examining early language shows a wide variation in the rate of language acquisition and its pattern of development. These variations also exist when language development is delayed. The purpose of this study was to investigate the possibility of a relationship between gender and language delay by looking for significant differences in the language skills of 3-year-old boys and girls who were identified as late-talkers (LTs) at the age of 2. Data used for analysis in this study were retrieved from data collected earlier as part of the Portland Language Development Project (PLDP) and a concurring study of late-talking girls. Subjects for this study were drawn from these larger cohorts. The files of all prospective subjects were examined for an expressive vocabulary of less than 50 words at 20-34 months, and for participation in the follow-up evaluation at age 3. Final selection of subjects for this study included 23 boys and 16 girls. Scores from five previously administered assessment measures were compiled for analysis, including the Developmental Sentence Score (DSS), the Expressive OneWord Picture Vocabulary Test (EOWPVT), the Goldman-Fristoe Test of Articulation (GFTA), the Test of Auditory Comprehension of Language-Revised {TACL-R), and the Peabody Picture Vocabulary Test-Revised. These measures were administered as part of the PLOP and the study of late-talking girls. Mean scores for the boys and the girls were computed for each assessment measure. A two-tailed t-test was used to analyze the differences between these mean scores. The results revealed a significant difference, beyond the .05 level of confidence, between the boys' and girls' scores for the EOWPVT. Although no other significant differences were found, it was noted that the boys' scores were consistently higher than the girls' scores on all measures. It was also noted that, on 4 out of 5 assessment measures, a higher percentage of girls did not respond or could not complete the test due to inability to attend. The fifth measure, the PPVT-R, was completed by all subjects.
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Kinsella, Angela. "Developmental limb apraxia in deaf children : an objective assessment." Master's thesis, University of Cape Town, 2001. http://hdl.handle.net/11427/2923.
Full textAbstract:
Bibliography: leaves 99-104.This study determines the presence of developmental limb apraxia in deaf signing children and in an oral hearing-impaired child who presents with oral apraxia. The VICON 370 Motion Analysis System was adapted to objecitvely assess the presence of this disorder and to illustrate differences in patterns of movement between the experimental and control subjects.The execution of motor performance of praxic functioning was analysed on a continuum of complexity across signs, gestures and meaningless movement sequence. Qualitative measures of kinematic abnormalities, spatial parapraxias, temporal qualities, quantitative elbow joint angles, resultant tractories of elbow position and wrist joint centre were obtained.