Pub Date : 2024-09-15DOI: 10.1177/15257401241275900
Ruthie E. Knight, Michaela J. Ritter, Diane F. Loeb
The purpose of this narrative review was to examine the linguistic and classroom strategies used by young adults with dyslexia. Studies investigating evidence about university students’ use of strategies were compiled from four databases, including Academic Search Complete, APA PyscINFO, Education Research Complete, and Medline. Among the 117 articles identified, 15 studies were ultimately reviewed. The articles were summarized concerning the participant demographics, sample size, design of the study, methods, and the primary outcomes. The findings suggest that adults acquire strategies to help cope with their reading challenges to improve overall academic performance. Building a compensatory reading system using intact language abilities allows adults with dyslexia to perform at the same level as skilled readers. The importance of recognizing the emotional characteristics that may accompany a lifelong condition like dyslexia is emphasized, suggesting collaboration with healthcare professionals for comprehensive guidance.
{"title":"Strategies Used by University Students With Dyslexia: A Narrative Review","authors":"Ruthie E. Knight, Michaela J. Ritter, Diane F. Loeb","doi":"10.1177/15257401241275900","DOIUrl":"https://doi.org/10.1177/15257401241275900","url":null,"abstract":"The purpose of this narrative review was to examine the linguistic and classroom strategies used by young adults with dyslexia. Studies investigating evidence about university students’ use of strategies were compiled from four databases, including Academic Search Complete, APA PyscINFO, Education Research Complete, and Medline. Among the 117 articles identified, 15 studies were ultimately reviewed. The articles were summarized concerning the participant demographics, sample size, design of the study, methods, and the primary outcomes. The findings suggest that adults acquire strategies to help cope with their reading challenges to improve overall academic performance. Building a compensatory reading system using intact language abilities allows adults with dyslexia to perform at the same level as skilled readers. The importance of recognizing the emotional characteristics that may accompany a lifelong condition like dyslexia is emphasized, suggesting collaboration with healthcare professionals for comprehensive guidance.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"213 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2024-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142257293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-10DOI: 10.1177/15257401241271417
Georgios P. Georgiou, Constantina Panteli, Elena Theodorou
This study investigates the speech rate of Cypriot Greek-speaking children with developmental language disorder (DLD) as well as the effect of age and gender. The participants were 16 children with DLD aged 4 years 11 months to 8 years 1 month and 22 children with typical language development (TLD) aged 4 years 5 months to 8 years 7 months. Both groups were divided into younger and older groups. All children participated in a storytelling task, and measurements were conducted based on syllables and words per second. The results indicated significant differences between children with DLD and children with TLD in the speech rate, but no differences between younger and older and male and female children of both groups. The stagnancy of speech rate across different age groups demonstrates that children with DLD follow similar developmental trajectories as children with TLD and that speech rate is not affected by gender. Speech rate could be considered as a marker for identifying DLD in Cypriot Greek-speaking children.
{"title":"Speech Rate of Children With Developmental Language Disorder in a Narrative Context","authors":"Georgios P. Georgiou, Constantina Panteli, Elena Theodorou","doi":"10.1177/15257401241271417","DOIUrl":"https://doi.org/10.1177/15257401241271417","url":null,"abstract":"This study investigates the speech rate of Cypriot Greek-speaking children with developmental language disorder (DLD) as well as the effect of age and gender. The participants were 16 children with DLD aged 4 years 11 months to 8 years 1 month and 22 children with typical language development (TLD) aged 4 years 5 months to 8 years 7 months. Both groups were divided into younger and older groups. All children participated in a storytelling task, and measurements were conducted based on syllables and words per second. The results indicated significant differences between children with DLD and children with TLD in the speech rate, but no differences between younger and older and male and female children of both groups. The stagnancy of speech rate across different age groups demonstrates that children with DLD follow similar developmental trajectories as children with TLD and that speech rate is not affected by gender. Speech rate could be considered as a marker for identifying DLD in Cypriot Greek-speaking children.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"11 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142184696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-25DOI: 10.1177/15257401241263321
Mazin T. Alqhazo, Dianne F. Newbury, Ayat B. Rashaid
This study aims to compare the concentrations of thiamine and histamine in the samples of 41 normal fluent speakers and 43 children who stutter. Blood samples were collected for the determination of thiamine and histamine using high-performance liquid chromatography coupled to ultraviolet detector (HPLC-UV). The results revealed a significantly lower level of thiamine in the stuttering group ( M = 29.9, SD = 15.6) compared with the control group ( M = 38, SD = 19.3, p = .02), and a significantly higher level of histamine in the stuttering group ( M = 20.5, SD = 6.5) compared with the control group ( M = 9.4, SD = 7.5, p ≤ .00). The results also indicated a significant negative correlation between severity scores and the level of histamine. The findings of the current study may provide further supporting information about the relationship between childhood-onset stuttering and some biological markers such as thiamine and histamine.
{"title":"Plasma Levels of Thiamine and Histamine in Childhood-Onset Stuttering","authors":"Mazin T. Alqhazo, Dianne F. Newbury, Ayat B. Rashaid","doi":"10.1177/15257401241263321","DOIUrl":"https://doi.org/10.1177/15257401241263321","url":null,"abstract":"This study aims to compare the concentrations of thiamine and histamine in the samples of 41 normal fluent speakers and 43 children who stutter. Blood samples were collected for the determination of thiamine and histamine using high-performance liquid chromatography coupled to ultraviolet detector (HPLC-UV). The results revealed a significantly lower level of thiamine in the stuttering group ( M = 29.9, SD = 15.6) compared with the control group ( M = 38, SD = 19.3, p = .02), and a significantly higher level of histamine in the stuttering group ( M = 20.5, SD = 6.5) compared with the control group ( M = 9.4, SD = 7.5, p ≤ .00). The results also indicated a significant negative correlation between severity scores and the level of histamine. The findings of the current study may provide further supporting information about the relationship between childhood-onset stuttering and some biological markers such as thiamine and histamine.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"41 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141784343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
School speech-language pathologists (SLPs; n = 233), via survey, provided the following business-as-usual (BAU) augmentative and alternative communication (AAC) practices: (a) service delivery models, (b) treatment intensity, (c) the number of aided models provided, and (d) caseload size and knowledge. In addition to descriptive analyses, logistic regressions determined if caseload predicted the most frequently used BAU practices. Group pull-out with two, 30-minute sessions per week was used most frequently. Most SLPs provided fewer than 20 aided models per 15-minute period. Logistic regressions revealed that SLPs with larger caseloads did not utilize the group pull-out model as frequently as SLPs with smaller caseloads. As caseload size increased, SLPs were more likely to use classroom-based services. Finally, only SLPs with large caseloads were considered high-frequency modelers. Overall, this survey provides clinicians with a starting point to enhance clinical decisions until additional BAU quantitative research is conducted with children who use AAC systems.
{"title":"AAC Business as Usual: Clinical Practice of School-Based Speech-Language Pathologists","authors":"Kris L. Brock, Erica LaBranch, Alycia Cummings, Diane Ogiela, Cathy Binger","doi":"10.1177/15257401241248605","DOIUrl":"https://doi.org/10.1177/15257401241248605","url":null,"abstract":"School speech-language pathologists (SLPs; n = 233), via survey, provided the following business-as-usual (BAU) augmentative and alternative communication (AAC) practices: (a) service delivery models, (b) treatment intensity, (c) the number of aided models provided, and (d) caseload size and knowledge. In addition to descriptive analyses, logistic regressions determined if caseload predicted the most frequently used BAU practices. Group pull-out with two, 30-minute sessions per week was used most frequently. Most SLPs provided fewer than 20 aided models per 15-minute period. Logistic regressions revealed that SLPs with larger caseloads did not utilize the group pull-out model as frequently as SLPs with smaller caseloads. As caseload size increased, SLPs were more likely to use classroom-based services. Finally, only SLPs with large caseloads were considered high-frequency modelers. Overall, this survey provides clinicians with a starting point to enhance clinical decisions until additional BAU quantitative research is conducted with children who use AAC systems.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"17 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140886042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-12DOI: 10.1177/15257401241246207
Basem S. Marie, Laila K. Qanawati, Deema A. Zabalawi, Aya M. Ali, Fadi J. Najem
This study aims to identify the phonological error patterns of normally developing children who speak colloquial Jordanian Arabic dialect and to provide normative data for the age of suppression for each phonological error pattern. One hundred fifty-four normally developing children (68 females and 86 males) ranging from 3 to 6.5 years were recruited from nurseries and kindergartens in the cities of Amman and Salt to participate in the present study. Data collection was performed in a quiet room (Ambient noise <30 dB A) using Amayreh’s articulation test. Two speech-language pathologists (SLPs) scored the responses of each participant independently. The phonological error pattern is considered present if it is produced in five different words by the child in single-word productions and present in 10% of the children in any age group. Some phonological error patterns were not evident in normally developing Jordanian Arabic–speaking children (e.g., cluster reduction, affrication, and deaffrication). Most phonological error patterns disappeared at the age of 5.5 to 6 years. Fronting was the only pattern that existed after the age of 6. Linguistic and dialectical features can vastly affect these patterns and their suppression. Therefore, obtaining normative data for different Arabic dialects is needed and has important clinical implications for diagnosing phonological disorders, treatment planning, and assigning intervention targets.
{"title":"Development of Phonological Error Patterns in Arabic-Speaking Children in Jordan","authors":"Basem S. Marie, Laila K. Qanawati, Deema A. Zabalawi, Aya M. Ali, Fadi J. Najem","doi":"10.1177/15257401241246207","DOIUrl":"https://doi.org/10.1177/15257401241246207","url":null,"abstract":"This study aims to identify the phonological error patterns of normally developing children who speak colloquial Jordanian Arabic dialect and to provide normative data for the age of suppression for each phonological error pattern. One hundred fifty-four normally developing children (68 females and 86 males) ranging from 3 to 6.5 years were recruited from nurseries and kindergartens in the cities of Amman and Salt to participate in the present study. Data collection was performed in a quiet room (Ambient noise <30 dB A) using Amayreh’s articulation test. Two speech-language pathologists (SLPs) scored the responses of each participant independently. The phonological error pattern is considered present if it is produced in five different words by the child in single-word productions and present in 10% of the children in any age group. Some phonological error patterns were not evident in normally developing Jordanian Arabic–speaking children (e.g., cluster reduction, affrication, and deaffrication). Most phonological error patterns disappeared at the age of 5.5 to 6 years. Fronting was the only pattern that existed after the age of 6. Linguistic and dialectical features can vastly affect these patterns and their suppression. Therefore, obtaining normative data for different Arabic dialects is needed and has important clinical implications for diagnosing phonological disorders, treatment planning, and assigning intervention targets.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"15 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2024-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140593319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-21DOI: 10.1177/15257401231216904
Sophie E. Knox, Ashley Brien, Tiffany L. Hutchins
Episodic memory (EM) is the content of our personal narratives and is foundational to social communication. Research has repeatedly demonstrated EM challenges in individuals with autism. Meanwhile, it is well documented that a caregiver conversational style known as elaborative reminiscing facilitates EM development in children without autism. This study evaluated the efficacy and social validity of a novel elaborative reminiscing caregiver-mediated intervention to support EM in an 8-year-old girl with autism. Using a mixed-methods approach, we first examined qualitative and quantitative data to evaluate social validity. The caregiver’s subjective impressions of the goals, procedures, and outcomes suggested that the parent training had a high degree of social validity. Second, we evaluated child performance on standard assessments of EM. EM performance measures demonstrated improvements in EM following intervention, suggesting that the caregiver’s subjective impressions of efficacy were rooted in genuine advancements in her child’s EM abilities.
{"title":"The Social Validity of a Novel Caregiver Intervention to Support Episodic Memory in Autism: A Single-Case Study","authors":"Sophie E. Knox, Ashley Brien, Tiffany L. Hutchins","doi":"10.1177/15257401231216904","DOIUrl":"https://doi.org/10.1177/15257401231216904","url":null,"abstract":"Episodic memory (EM) is the content of our personal narratives and is foundational to social communication. Research has repeatedly demonstrated EM challenges in individuals with autism. Meanwhile, it is well documented that a caregiver conversational style known as elaborative reminiscing facilitates EM development in children without autism. This study evaluated the efficacy and social validity of a novel elaborative reminiscing caregiver-mediated intervention to support EM in an 8-year-old girl with autism. Using a mixed-methods approach, we first examined qualitative and quantitative data to evaluate social validity. The caregiver’s subjective impressions of the goals, procedures, and outcomes suggested that the parent training had a high degree of social validity. Second, we evaluated child performance on standard assessments of EM. EM performance measures demonstrated improvements in EM following intervention, suggesting that the caregiver’s subjective impressions of efficacy were rooted in genuine advancements in her child’s EM abilities.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"29 16","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138950283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-15DOI: 10.1177/15257401231219231
Rachel D. Young, Alexandra Da Fonte, Miriam C. Boesch, Hanneh S. Shiheiber, Gillian C. Neff
Special education teachers have students in their classrooms with a variety of needs, and it is their responsibility to meet these needs for all students. Research shows special education teachers oftentimes enter the field with limited knowledge and skills to serve students with complex communication needs. The lack of background in augmentative and alternative communication practices is detrimental, as communication skills are fundamental for students’ independence. To better understand the needs of special education teachers, a survey was conducted to identify recommendations from the experts, in-service special education teachers, to incoming educators on augmentative and alternative practices. Results show that certain participant demographics impacted the recommendations offered to incoming special education teachers. Practical implications for incoming special education teachers, school administrators, and teacher preparation programs are discussed, along with suggestion for future research directions.
{"title":"Lighting the Path for Incoming Special Education Teachers: Advice From Special Educators on AAC Practices","authors":"Rachel D. Young, Alexandra Da Fonte, Miriam C. Boesch, Hanneh S. Shiheiber, Gillian C. Neff","doi":"10.1177/15257401231219231","DOIUrl":"https://doi.org/10.1177/15257401231219231","url":null,"abstract":"Special education teachers have students in their classrooms with a variety of needs, and it is their responsibility to meet these needs for all students. Research shows special education teachers oftentimes enter the field with limited knowledge and skills to serve students with complex communication needs. The lack of background in augmentative and alternative communication practices is detrimental, as communication skills are fundamental for students’ independence. To better understand the needs of special education teachers, a survey was conducted to identify recommendations from the experts, in-service special education teachers, to incoming educators on augmentative and alternative practices. Results show that certain participant demographics impacted the recommendations offered to incoming special education teachers. Practical implications for incoming special education teachers, school administrators, and teacher preparation programs are discussed, along with suggestion for future research directions.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"72 5","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138999763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-11DOI: 10.1177/15257401231203634
Kristen R. Secora, Tara C. Moore
Theory of mind (ToM) involves understanding others’ thoughts and feelings and is related to language abilities. Individuals with communication disorders are at risk of ToM difficulties; however, little is known about speech-language pathologists’ (SLPs’) knowledge, perceptions, and educational preparation related to ToM. SLPs ( N = 95) completed an online survey in which they described their understanding of ToM and answered questions about their educational preparation related to ToM. A thematic analysis of SLPs’ definitions of ToM revealed nine themes represented in participants’ responses including perspective-taking and interpersonal and intrapersonal cognitive and affective ToM. Most SLPs’ definitions included more than one code indicating a multifaceted understanding of ToM; however, most SLPs reported little formal education related to ToM. Although language ability plays a critical role in the development of ToM and SLPs are language specialists, these results suggest that SLPs receive little formal education on these topics. Clinical implications are discussed.
{"title":"Speech-Language Pathologists’ Knowledge and Education Related to Theory of Mind: Survey-Based Research","authors":"Kristen R. Secora, Tara C. Moore","doi":"10.1177/15257401231203634","DOIUrl":"https://doi.org/10.1177/15257401231203634","url":null,"abstract":"Theory of mind (ToM) involves understanding others’ thoughts and feelings and is related to language abilities. Individuals with communication disorders are at risk of ToM difficulties; however, little is known about speech-language pathologists’ (SLPs’) knowledge, perceptions, and educational preparation related to ToM. SLPs ( N = 95) completed an online survey in which they described their understanding of ToM and answered questions about their educational preparation related to ToM. A thematic analysis of SLPs’ definitions of ToM revealed nine themes represented in participants’ responses including perspective-taking and interpersonal and intrapersonal cognitive and affective ToM. Most SLPs’ definitions included more than one code indicating a multifaceted understanding of ToM; however, most SLPs reported little formal education related to ToM. Although language ability plays a critical role in the development of ToM and SLPs are language specialists, these results suggest that SLPs receive little formal education on these topics. Clinical implications are discussed.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"254 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136211846","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-10DOI: 10.1177/15257401231185306
Hanady A. Bani Hani, Aya B. Aljazi, Rana A. Alkhamra, H. Alomari
This study explored how speech-language pathologists (SLPs) in Jordan perceived and implemented telepractice at the beginning of the COVID-19 pandemic, from April to June 2020. Eighty-five SLPs who provided telepractice and 57 SLPs, who did not, completed an online survey sharing their perceptions related to the delivery and barriers of telepractice. The results showed a significant increase of telepractice use in response to the pandemic. However, the SLPs identified several barriers to telepractice, including environmental distractions at the client’s end, limited computer knowledge, technological issues, internet connectivity problems, and platform availability. There was general agreement among the SLPs regarding the need for professional training and governmental guidelines to regulate the use of telepractice. The study’s findings demonstrate how SLPs in Jordan adapted to the sudden shift toward telepractice, and identify potential implementation obstacles, which could assist in establishing telepractice as a reliable model for speech-language therapy services in the future.
{"title":"Speech-Language Pathologists’ Perception of Telepractice at the Start of the COVID-19 Pandemic in Jordan","authors":"Hanady A. Bani Hani, Aya B. Aljazi, Rana A. Alkhamra, H. Alomari","doi":"10.1177/15257401231185306","DOIUrl":"https://doi.org/10.1177/15257401231185306","url":null,"abstract":"This study explored how speech-language pathologists (SLPs) in Jordan perceived and implemented telepractice at the beginning of the COVID-19 pandemic, from April to June 2020. Eighty-five SLPs who provided telepractice and 57 SLPs, who did not, completed an online survey sharing their perceptions related to the delivery and barriers of telepractice. The results showed a significant increase of telepractice use in response to the pandemic. However, the SLPs identified several barriers to telepractice, including environmental distractions at the client’s end, limited computer knowledge, technological issues, internet connectivity problems, and platform availability. There was general agreement among the SLPs regarding the need for professional training and governmental guidelines to regulate the use of telepractice. The study’s findings demonstrate how SLPs in Jordan adapted to the sudden shift toward telepractice, and identify potential implementation obstacles, which could assist in establishing telepractice as a reliable model for speech-language therapy services in the future.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42199979","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-07DOI: 10.1177/15257401231186949
K. Petinou, C. Giannikas, Theodora Papastefanou, Lia Hadjigeorgiou, Ioanna Stamelou
Young children are known to make significant progress in learning their native language during the first 4 years of their life. Nonetheless, delays or differences in patterns of language acquisition can be cautiously determined and be sensitive indicators of developmental issues. The current paper displays an investigation that examines plural suffixation skills in preschool bilectal Cypriot-Greek (CG)-speaking children with developmental language disorder (DLD) as compared with their age-matched typically developing peers. Predictions have been made based on the Interpretability Hypothesis (IH) theoretical context postulating that grammatical features (inflections for Tense and Case Features) will be differentially affected in DLD depending on the phonological saliency inherent to specific inflection typology. Developmental language disorder diagnosis was based on exclusionary criteria and on clinical markers based on the language samples analyzed for grammatical errors, including the omission of articles in obligatory contexts, clitic misplacement, incorrect suffixation of plural targets, agreement errors, omission of negation, and reduced Mean Length of Utterance in Words (MLUw). A non-real-word experimental paradigm was used to test subject performance of plural suffixation. Findings revealed that plural suffixation difficulty was not an all-or-none phenomenon. Both erroneous and correct responses were identified during both experimental tasks. In addition, errors were observed in both groups of preschool children; nonetheless, the proportion of errors was recorded to be higher in the DLD group.
{"title":"Plural Suffixation Skills in Developmental Language Disorders: A Preliminary Investigation From Bilectal Cypriot-Greek-Speaking Children With DLD","authors":"K. Petinou, C. Giannikas, Theodora Papastefanou, Lia Hadjigeorgiou, Ioanna Stamelou","doi":"10.1177/15257401231186949","DOIUrl":"https://doi.org/10.1177/15257401231186949","url":null,"abstract":"Young children are known to make significant progress in learning their native language during the first 4 years of their life. Nonetheless, delays or differences in patterns of language acquisition can be cautiously determined and be sensitive indicators of developmental issues. The current paper displays an investigation that examines plural suffixation skills in preschool bilectal Cypriot-Greek (CG)-speaking children with developmental language disorder (DLD) as compared with their age-matched typically developing peers. Predictions have been made based on the Interpretability Hypothesis (IH) theoretical context postulating that grammatical features (inflections for Tense and Case Features) will be differentially affected in DLD depending on the phonological saliency inherent to specific inflection typology. Developmental language disorder diagnosis was based on exclusionary criteria and on clinical markers based on the language samples analyzed for grammatical errors, including the omission of articles in obligatory contexts, clitic misplacement, incorrect suffixation of plural targets, agreement errors, omission of negation, and reduced Mean Length of Utterance in Words (MLUw). A non-real-word experimental paradigm was used to test subject performance of plural suffixation. Findings revealed that plural suffixation difficulty was not an all-or-none phenomenon. Both erroneous and correct responses were identified during both experimental tasks. In addition, errors were observed in both groups of preschool children; nonetheless, the proportion of errors was recorded to be higher in the DLD group.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46438813","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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