Pub Date : 2023-02-07DOI: 10.1177/10483950221150052a
C. Westby
Ruggeri, A., Lombrozo, T., Griffiths, T. L., & Xu, F. (2016). Sources of developmental change in the efficiency of information search. Developmental Psychology, 52(12), 2159–2173. https://doi.org/10.1037/ dev0000240 Ruggeri, A., Sim, Z. L., & Xu, F. (2017). “Why is Toma late to school again?” Preschoolers identify the most informative questions. Developmental Psychology, 53(9), 1620–1632. https://doi. org/10.1037/dev0000340
{"title":"Improving Students’ Inferencing","authors":"C. Westby","doi":"10.1177/10483950221150052a","DOIUrl":"https://doi.org/10.1177/10483950221150052a","url":null,"abstract":"Ruggeri, A., Lombrozo, T., Griffiths, T. L., & Xu, F. (2016). Sources of developmental change in the efficiency of information search. Developmental Psychology, 52(12), 2159–2173. https://doi.org/10.1037/ dev0000240 Ruggeri, A., Sim, Z. L., & Xu, F. (2017). “Why is Toma late to school again?” Preschoolers identify the most informative questions. Developmental Psychology, 53(9), 1620–1632. https://doi. org/10.1037/dev0000340","PeriodicalId":39491,"journal":{"name":"Word of Mouth","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47220264","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-07DOI: 10.1177/10483950221150052c
C. Westby
children with ASD exhibited the most difficulty on the Quantity 2 and Politeness items and the best performance on Quantity 1 and Relation items. They did, however, have proportionally more difficulty on the Quality items than the TD children; their performance on the Quality items was similar to their performance on the Quantity 2 and Politeness items. The authors concluded that it is likely that children with ASD exhibit a delay in understanding the Gricean maxims, not a disorder.
{"title":"Let’s Know! Language/Literacy Program","authors":"C. Westby","doi":"10.1177/10483950221150052c","DOIUrl":"https://doi.org/10.1177/10483950221150052c","url":null,"abstract":"children with ASD exhibited the most difficulty on the Quantity 2 and Politeness items and the best performance on Quantity 1 and Relation items. They did, however, have proportionally more difficulty on the Quality items than the TD children; their performance on the Quality items was similar to their performance on the Quantity 2 and Politeness items. The authors concluded that it is likely that children with ASD exhibit a delay in understanding the Gricean maxims, not a disorder.","PeriodicalId":39491,"journal":{"name":"Word of Mouth","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47509665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-07DOI: 10.1177/10483950221150052g
{"title":"What’s Fair","authors":"","doi":"10.1177/10483950221150052g","DOIUrl":"https://doi.org/10.1177/10483950221150052g","url":null,"abstract":"","PeriodicalId":39491,"journal":{"name":"Word of Mouth","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136292373","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-07DOI: 10.1177/10483950221150052d
C. Westby
Most of the materials for the Let’s Know! curriculum are available on the website. The books/texts necessary for the narrative lessons are readily available for purchase on book websites, and the majority of the stories used in the narrative lessons are also available on YouTube. Therefore, teachers and speech-language pathologists could readily implement the narrative lessons in their entirety. The texts used for the expository lessons are not readily available. The content of these lessons, however, is content that is commonly part of the curriculum for elementary school students, so it is likely that relevant texts could be found in classroom or library materials. Table 1 displays some of the objectives for the second grade fiction unit and Table 2 displays some of objectives for the third grade animal expository unit.
{"title":"Using Grice’s Maxims in Discourse Assessment","authors":"C. Westby","doi":"10.1177/10483950221150052d","DOIUrl":"https://doi.org/10.1177/10483950221150052d","url":null,"abstract":"Most of the materials for the Let’s Know! curriculum are available on the website. The books/texts necessary for the narrative lessons are readily available for purchase on book websites, and the majority of the stories used in the narrative lessons are also available on YouTube. Therefore, teachers and speech-language pathologists could readily implement the narrative lessons in their entirety. The texts used for the expository lessons are not readily available. The content of these lessons, however, is content that is commonly part of the curriculum for elementary school students, so it is likely that relevant texts could be found in classroom or library materials. Table 1 displays some of the objectives for the second grade fiction unit and Table 2 displays some of objectives for the third grade animal expository unit.","PeriodicalId":39491,"journal":{"name":"Word of Mouth","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45098918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-07DOI: 10.1177/10483950221150052f
{"title":"Long-Term Effects of Poverty on the Brain","authors":"","doi":"10.1177/10483950221150052f","DOIUrl":"https://doi.org/10.1177/10483950221150052f","url":null,"abstract":"","PeriodicalId":39491,"journal":{"name":"Word of Mouth","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46150286","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-13DOI: 10.1177/10483950221136353c
C. Westby, Elizabeth Biersgreen
risk (i.e., low, medium, high) and stressor domain (i.e., resettlement, acculturation, isolation, trauma). Interactive components accompany didactic content to support learning and knowledge transfer in assessment and treatment planning that is relevant for all providers supporting mental health, well-being, and education. The RICST includes (a) an overview of the Four Core Stressors framework; (b) stressor-specific educational content and sample guiding questions; (c) scaffolding to assess refugee/immigrant youth on a spectrum of low–moderate–high risk for each stressor; (d) specific intervention suggestions and strategies for the provided risk assessment (e.g., interventions for youth rated moderate-risk for traumatic stress); and (e) user feedback and usability questions at the end. Table 1 shows the four core stressors framework with stressorspecific educational content and sample guiding questions to explore each stressor. Following educational content and guiding questions related to each stressor, service providers are given a risk assessment table that provides specific examples for how youth who are low, moderate, and high risk within a given stressor may present. Anchors for each level of risk relate to whether a given stressor interferes with youth functioning at school, at home, and in social situations and/or how a stressor detracts from the safety of the youth’s social environment. A low-risk rating indicates a high level of functioning and/or a safe social environment, medium risk indicates diminished functioning and/or a distressed social environment, and high risk indicates severe impairment in functioning and/or a threatening social environment. Service providers are then prompted to select the level of risk for that particular stressor: low, moderate, or high risk. Use of the RICST can facilitate SLPs’ ability to understand a child’s demonstrated function and make decisions regarding the types of services needed. After selecting a risk rating, service providers are presented with intervention strategies specific to the stressor and the risk rating. Intervention strategies commonly encourage collaboration with other services, schools, community members, and/or cultural brokers. The results of the RICST can be printed to share with team members. No assessment of any child should be done in isolation, but this is especially true for immigrant/refugee children. The SLPs need to see the “big picture” of the child’s life.
{"title":"A Multiliteracy Language Intervention for Refugee Children","authors":"C. Westby, Elizabeth Biersgreen","doi":"10.1177/10483950221136353c","DOIUrl":"https://doi.org/10.1177/10483950221136353c","url":null,"abstract":"risk (i.e., low, medium, high) and stressor domain (i.e., resettlement, acculturation, isolation, trauma). Interactive components accompany didactic content to support learning and knowledge transfer in assessment and treatment planning that is relevant for all providers supporting mental health, well-being, and education. The RICST includes (a) an overview of the Four Core Stressors framework; (b) stressor-specific educational content and sample guiding questions; (c) scaffolding to assess refugee/immigrant youth on a spectrum of low–moderate–high risk for each stressor; (d) specific intervention suggestions and strategies for the provided risk assessment (e.g., interventions for youth rated moderate-risk for traumatic stress); and (e) user feedback and usability questions at the end. Table 1 shows the four core stressors framework with stressorspecific educational content and sample guiding questions to explore each stressor. Following educational content and guiding questions related to each stressor, service providers are given a risk assessment table that provides specific examples for how youth who are low, moderate, and high risk within a given stressor may present. Anchors for each level of risk relate to whether a given stressor interferes with youth functioning at school, at home, and in social situations and/or how a stressor detracts from the safety of the youth’s social environment. A low-risk rating indicates a high level of functioning and/or a safe social environment, medium risk indicates diminished functioning and/or a distressed social environment, and high risk indicates severe impairment in functioning and/or a threatening social environment. Service providers are then prompted to select the level of risk for that particular stressor: low, moderate, or high risk. Use of the RICST can facilitate SLPs’ ability to understand a child’s demonstrated function and make decisions regarding the types of services needed. After selecting a risk rating, service providers are presented with intervention strategies specific to the stressor and the risk rating. Intervention strategies commonly encourage collaboration with other services, schools, community members, and/or cultural brokers. The results of the RICST can be printed to share with team members. No assessment of any child should be done in isolation, but this is especially true for immigrant/refugee children. The SLPs need to see the “big picture” of the child’s life.","PeriodicalId":39491,"journal":{"name":"Word of Mouth","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42947467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-13DOI: 10.1177/10483950221136353a
C. Westby
children’s attention toward this aspect and, consequently, may have helped them discover the mental motivations for the characters’ behaviors. The deeper understanding of the plot leads children to tell a longer and more elaborate narrative and use clearer and more specific linguistic devices to mark causality links. Children who improve their narratives after the SCI may have the underlying cognitive and linguistic competencies necessary to tell a causal and mind-oriented narrative but, without the facilitating support such as SCI, they may have difficulties in focusing on and integrating all the different aspects involved in the narrative task. The SCI orientation can easily be incorporated into narrative intervention conducted by speech-language pathologists and reading comprehension activities led by teachers.
{"title":"Learning to Ask Questions","authors":"C. Westby","doi":"10.1177/10483950221136353a","DOIUrl":"https://doi.org/10.1177/10483950221136353a","url":null,"abstract":"children’s attention toward this aspect and, consequently, may have helped them discover the mental motivations for the characters’ behaviors. The deeper understanding of the plot leads children to tell a longer and more elaborate narrative and use clearer and more specific linguistic devices to mark causality links. Children who improve their narratives after the SCI may have the underlying cognitive and linguistic competencies necessary to tell a causal and mind-oriented narrative but, without the facilitating support such as SCI, they may have difficulties in focusing on and integrating all the different aspects involved in the narrative task. The SCI orientation can easily be incorporated into narrative intervention conducted by speech-language pathologists and reading comprehension activities led by teachers.","PeriodicalId":39491,"journal":{"name":"Word of Mouth","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47555682","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-13DOI: 10.1177/10483950221136353
C. Westby
Children’s skills in telling narratives are positively related to language (e.g., Cooper et al., 1992; Mallan, 1991), to reading and writing skills (e.g., Dickinson & Tabors, 2002; Reese et al., 2010), and to children’s overall school performance (Snow et al., 1998). Moreover, quality of narratives told at 5 years of age (Griffin et al., 2004), or retold at 6 years of age (Reese et al., 2010), has been shown to contribute to reading fluency and comprehension at 8 years of age. Although children are capable of explaining events and behavior in their everyday interactions (Hickling & Wellman, 2001; Veneziano, 2001) and may succeed in first order false belief tasks at 4 to 5 years (Wellman et al., 2001), explicit reference to mental or epistemic states in self-constructed narratives is rarely observed before 6 to 7 years (Peterson & Slaughter, 2006). Until 6 to 7 years of age, children provide few explanations and evaluations of events, and it is not until 8 to 9 years that the majority of children express these elements (e.g., Berman, 2004, 2009; Berman & Slobin, 1994). From the age of 8 to 9 years, children begin to spontaneously refer to the characters’ internal states to explain their behaviors and the story events (Bamberg, 1994), and it is even later that they express false beliefs that require the characters’ beliefs to be clearly differentiated from the state of the world or to talk about the different points of view of the characters about the same event (KielarTurska, 1999; Küntay & Nakamura, 2004; Veneziano & Hudelot, 2009). Given the centrality of narrative skills in children’s development, many studies have focused on promoting children’s narrative skills using different methodologies, settings, and durations of the intervention. In this study, the authors used an intervention they titled short conversational intervention (SCI). The SCI was chosen because, besides being short and simple to administer, it has three features likely to promote the inferential content of children’s narratives. First, the SCI focuses children’s attention on the causal structure of the story, stimulating them to go beyond the perceptual details present in the pictures. Second, by A newsletter dedicated to speech & language in school-age children
儿童讲述故事的技能与语言（例如，Cooper等人，1992；Mallan，1991）、阅读和写作技能（例如，Dickinson&Tabors，2002；Reese等人，2010）以及儿童的整体学校表现呈正相关（Snow等人，1998）。此外，在5岁时讲述的故事（Griffin等人，2004年）或在6岁时复述的故事（Reese等人，2010年）的质量已被证明有助于8岁时的阅读流畅性和理解力。尽管儿童能够解释日常互动中的事件和行为（Hickling&Wellman，2001；Veneziano，2001），并可能在4至5岁时成功完成一阶错误信念任务（Wellman et al.，2001）。但在6至7岁之前，很少观察到自构叙事中对心理或认识状态的明确提及（Peterson&Slaughter，2006）。直到6至7岁，儿童对事件的解释和评估很少，直到8至9岁，大多数儿童才表达这些元素（例如，Berman，2004年、2009年；Berman&Slobin，1994年）。从8岁到9岁，孩子们开始自发地参考角色的内部状态来解释他们的行为和故事事件（Bamberg，1994），甚至在后来，他们表达了错误的信念，要求角色的信念与世界状态明确区分开来，或者谈论角色对同一事件的不同观点（KielarTurska，1999；Küntay和Nakamura，2004年；Veneziano和Hudelot，2009年）。鉴于叙事技能在儿童发展中的中心地位，许多研究都集中在使用不同的干预方法、环境和持续时间来提高儿童的叙事技能。在这项研究中，作者使用了一种名为“简短会话干预”（SCI）的干预措施。之所以选择SCI，是因为它除了简短和易于管理之外，还有三个特点可能促进儿童叙事的推理内容。首先，SCI将儿童的注意力集中在故事的因果结构上，激励他们超越图片中的感知细节。第二，通过一份致力于学龄儿童言语和语言的时事通讯
{"title":"Promoting Explanations in Narratives","authors":"C. Westby","doi":"10.1177/10483950221136353","DOIUrl":"https://doi.org/10.1177/10483950221136353","url":null,"abstract":"Children’s skills in telling narratives are positively related to language (e.g., Cooper et al., 1992; Mallan, 1991), to reading and writing skills (e.g., Dickinson & Tabors, 2002; Reese et al., 2010), and to children’s overall school performance (Snow et al., 1998). Moreover, quality of narratives told at 5 years of age (Griffin et al., 2004), or retold at 6 years of age (Reese et al., 2010), has been shown to contribute to reading fluency and comprehension at 8 years of age. Although children are capable of explaining events and behavior in their everyday interactions (Hickling & Wellman, 2001; Veneziano, 2001) and may succeed in first order false belief tasks at 4 to 5 years (Wellman et al., 2001), explicit reference to mental or epistemic states in self-constructed narratives is rarely observed before 6 to 7 years (Peterson & Slaughter, 2006). Until 6 to 7 years of age, children provide few explanations and evaluations of events, and it is not until 8 to 9 years that the majority of children express these elements (e.g., Berman, 2004, 2009; Berman & Slobin, 1994). From the age of 8 to 9 years, children begin to spontaneously refer to the characters’ internal states to explain their behaviors and the story events (Bamberg, 1994), and it is even later that they express false beliefs that require the characters’ beliefs to be clearly differentiated from the state of the world or to talk about the different points of view of the characters about the same event (KielarTurska, 1999; Küntay & Nakamura, 2004; Veneziano & Hudelot, 2009). Given the centrality of narrative skills in children’s development, many studies have focused on promoting children’s narrative skills using different methodologies, settings, and durations of the intervention. In this study, the authors used an intervention they titled short conversational intervention (SCI). The SCI was chosen because, besides being short and simple to administer, it has three features likely to promote the inferential content of children’s narratives. First, the SCI focuses children’s attention on the causal structure of the story, stimulating them to go beyond the perceptual details present in the pictures. Second, by A newsletter dedicated to speech & language in school-age children","PeriodicalId":39491,"journal":{"name":"Word of Mouth","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49458615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-13DOI: 10.1177/10483950221136353d
Danzak, R. L. (2011). Defining identities through multiliteracies: EL teens narrate their immigration experiences as graphic stories. Journal of Adolescent & Adult Literacy, 55(3), 187–196. Emert, T. (2014). “Hear a story, tell a story, teach a story”: Digital narratives and refugee middle schoolers. Voices From the Middle, 21(4), 33–38. Gee, J. P. (1996). Social linguistics and literacies: Ideology in discourses. Taylor & Francis. Hepple, E., Sockhill, M., Tan, A., & Alford, J. (2014). Multiliteracies pedagogy: Creating claymations with adolescent, post-beginner English language learners. Journal of Adolescent & Adult Literacy, 8(3), 219–229. Kress, G. (2003). Literacy in the new media age. London: Routledge. New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66, 60–92. Rajendram, S. (2015). Potentials of the multiliteracies pedagogy for teaching English language learners (ELLs): A review of the literature. Critical Intersections in Education, 3, 1–18.
{"title":"Language Dominance and Proficiency in 5-year old Bilinguals","authors":"","doi":"10.1177/10483950221136353d","DOIUrl":"https://doi.org/10.1177/10483950221136353d","url":null,"abstract":"Danzak, R. L. (2011). Defining identities through multiliteracies: EL teens narrate their immigration experiences as graphic stories. Journal of Adolescent & Adult Literacy, 55(3), 187–196. Emert, T. (2014). “Hear a story, tell a story, teach a story”: Digital narratives and refugee middle schoolers. Voices From the Middle, 21(4), 33–38. Gee, J. P. (1996). Social linguistics and literacies: Ideology in discourses. Taylor & Francis. Hepple, E., Sockhill, M., Tan, A., & Alford, J. (2014). Multiliteracies pedagogy: Creating claymations with adolescent, post-beginner English language learners. Journal of Adolescent & Adult Literacy, 8(3), 219–229. Kress, G. (2003). Literacy in the new media age. London: Routledge. New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66, 60–92. Rajendram, S. (2015). Potentials of the multiliteracies pedagogy for teaching English language learners (ELLs): A review of the literature. Critical Intersections in Education, 3, 1–18.","PeriodicalId":39491,"journal":{"name":"Word of Mouth","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48925139","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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