Pub Date : 2023-08-03DOI: 10.1177/15257401231190056
Diana L. Abarca, Jacqueline A. Towson, Humberto López Castillo
Adolescent mothers (AMs) often experience limited academic and financial attainment and higher rates of mental health disorders, which may affect their relationships with their children. Although children of AMs are at higher risk for developmental delays, there is no clear evidence of the relationships between mother characteristics and child outcomes. This descriptive study explored AMs’ and their children’s sociodemographic characteristics and language skills, home literacy environment, and the quality of mother–child interactions. Eight AM–child dyads were recruited from local school districts. Data were collected through questionnaires, standardized measures of language, and mother–child interactions. Most AMs demonstrated below-average language skills and most children had language scores that fell within the average range. AMs demonstrated strong affectionate behaviors, and emerging responsive, encouraging, and teaching behaviors when interacting with their children. This study provides unique data on AMs’ language characteristics that have not been clearly published in the literature.
{"title":"Breaking Cyclic Intergenerational Literacy Deficits: Describing Linguistic Interactions Between Adolescent Mothers and Their Young Children","authors":"Diana L. Abarca, Jacqueline A. Towson, Humberto López Castillo","doi":"10.1177/15257401231190056","DOIUrl":"https://doi.org/10.1177/15257401231190056","url":null,"abstract":"Adolescent mothers (AMs) often experience limited academic and financial attainment and higher rates of mental health disorders, which may affect their relationships with their children. Although children of AMs are at higher risk for developmental delays, there is no clear evidence of the relationships between mother characteristics and child outcomes. This descriptive study explored AMs’ and their children’s sociodemographic characteristics and language skills, home literacy environment, and the quality of mother–child interactions. Eight AM–child dyads were recruited from local school districts. Data were collected through questionnaires, standardized measures of language, and mother–child interactions. Most AMs demonstrated below-average language skills and most children had language scores that fell within the average range. AMs demonstrated strong affectionate behaviors, and emerging responsive, encouraging, and teaching behaviors when interacting with their children. This study provides unique data on AMs’ language characteristics that have not been clearly published in the literature.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44958356","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 : 2023-08-01DOI: 10.1177/15257401221120937
Hannah M Hobson, Annabel Lee
The term camouflaging describes behaviors that cover up neurodivergent difficulties. While researched in autism, camouflaging has received no systematic study in other conditions affecting communication, including developmental language disorder (DLD). This study explored camouflaging in DLD, drawing on the experience and expertise of speech and language pathologists and parents of children with DLD. Using a qualitative descriptive design, we interviewed six speech and language pathologists and six parents of children with DLD. The inductive thematic analysis considered three broad topic areas: What camouflaging behaviors do children with DLD do, the impacts of camouflaging, and what factors are associated with camouflaging. Camouflaging took a range of forms, with eight common presentations identified. Camouflaging reportedly delayed recognition of children's language needs and affected interventions. Camouflaging reportedly impacted children's exhaustion, mental health, self-esteem, personality, friendships, and how others view them. Research characterizing camouflaging in DLD could help reduce the underdetection of children's language needs.
{"title":"Camouflaging in Developmental Language Disorder: The Views of Speech and Language Pathologists and Parents.","authors":"Hannah M Hobson, Annabel Lee","doi":"10.1177/15257401221120937","DOIUrl":"https://doi.org/10.1177/15257401221120937","url":null,"abstract":"<p><p>The term <i>camouflaging</i> describes behaviors that cover up neurodivergent difficulties. While researched in autism, camouflaging has received no systematic study in other conditions affecting communication, including developmental language disorder (DLD). This study explored camouflaging in DLD, drawing on the experience and expertise of speech and language pathologists and parents of children with DLD. Using a qualitative descriptive design, we interviewed six speech and language pathologists and six parents of children with DLD. The inductive thematic analysis considered three broad topic areas: What camouflaging behaviors do children with DLD do, the impacts of camouflaging, and what factors are associated with camouflaging. Camouflaging took a range of forms, with eight common presentations identified. Camouflaging reportedly delayed recognition of children's language needs and affected interventions. Camouflaging reportedly impacted children's exhaustion, mental health, self-esteem, personality, friendships, and how others view them. Research characterizing camouflaging in DLD could help reduce the underdetection of children's language needs.</p>","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"44 4","pages":"247-256"},"PeriodicalIF":0.9,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10354791/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10293242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-30DOI: 10.1177/15257401231185526
Sung-Hee Lee
Students with reading disabilities generally know fewer words (breadth) with less in-depth knowledge of those words (depth) than typical students. The present study aims to propose and examine the effects of a “moderately rich vocabulary instruction” in which both breadth and depth of vocabulary are addressed. Nineteen 4th- and 5th-grade students with reading disabilities learned 12 words in the moderate-encounter condition, where students practiced the target words six times in the context of rich vocabulary instructional activities. The results showed that students with reading disabilities remembered more taught word definitions and understood more sentences that contained taught words than those from the control condition. The findings suggest that providing moderately rich vocabulary instruction with a moderate number of rich vocabulary practices can yield good word learning and sentence comprehension containing target words for students with reading difficulties.
{"title":"Effects of Moderately Rich Vocabulary Instruction on Literacy Performances of Students With Reading Disabilities","authors":"Sung-Hee Lee","doi":"10.1177/15257401231185526","DOIUrl":"https://doi.org/10.1177/15257401231185526","url":null,"abstract":"Students with reading disabilities generally know fewer words (breadth) with less in-depth knowledge of those words (depth) than typical students. The present study aims to propose and examine the effects of a “moderately rich vocabulary instruction” in which both breadth and depth of vocabulary are addressed. Nineteen 4th- and 5th-grade students with reading disabilities learned 12 words in the moderate-encounter condition, where students practiced the target words six times in the context of rich vocabulary instructional activities. The results showed that students with reading disabilities remembered more taught word definitions and understood more sentences that contained taught words than those from the control condition. The findings suggest that providing moderately rich vocabulary instruction with a moderate number of rich vocabulary practices can yield good word learning and sentence comprehension containing target words for students with reading difficulties.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47582171","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 : 2023-07-30DOI: 10.1177/15257401231185878
Erin E. Campbell, Deborah Bervinchak, Jean Desjardin, Kristin M. Ceh, K. Lehnert, Deborah Grammer, H. Francis
This study investigated relationships among home reading practices, shared book reading (SBR) behaviors, and child literacy outcomes in young children with cochlear implants. Parents ( N=18) completed a home reading questionnaire and recorded themselves reading books with their children at home. Shared book reading sessions were coded for interactive reading behaviors. Children’s early language skills and literacy skills were also assessed. We explored variability in these behaviors with regard to demographic characteristics and type of book; these exploratory analyses revealed that parents used more literacy teaching techniques when reading the wordless picture book and that parent interaction and engagement and literacy teaching techniques were more frequent with younger children than with older children. While many families frequently used interactive reading behaviors, our analysis did not find significant relationships between the parent behaviors and children’s literacy scores. However, there was an interaction between the amount of reading and cochlear implant experience such that more cochlear implant experience was associated with better reading outcomes only for the group of children who received more reading time. In a sample of young children with cochlear implants, reading time, cochlear implant experience, and child language skills were better predictors of reading outcomes than parents’ frequency of SBR behaviors alone.
{"title":"Home Literacy Practices for Young Children With Cochlear Implants","authors":"Erin E. Campbell, Deborah Bervinchak, Jean Desjardin, Kristin M. Ceh, K. Lehnert, Deborah Grammer, H. Francis","doi":"10.1177/15257401231185878","DOIUrl":"https://doi.org/10.1177/15257401231185878","url":null,"abstract":"This study investigated relationships among home reading practices, shared book reading (SBR) behaviors, and child literacy outcomes in young children with cochlear implants. Parents ( N=18) completed a home reading questionnaire and recorded themselves reading books with their children at home. Shared book reading sessions were coded for interactive reading behaviors. Children’s early language skills and literacy skills were also assessed. We explored variability in these behaviors with regard to demographic characteristics and type of book; these exploratory analyses revealed that parents used more literacy teaching techniques when reading the wordless picture book and that parent interaction and engagement and literacy teaching techniques were more frequent with younger children than with older children. While many families frequently used interactive reading behaviors, our analysis did not find significant relationships between the parent behaviors and children’s literacy scores. However, there was an interaction between the amount of reading and cochlear implant experience such that more cochlear implant experience was associated with better reading outcomes only for the group of children who received more reading time. In a sample of young children with cochlear implants, reading time, cochlear implant experience, and child language skills were better predictors of reading outcomes than parents’ frequency of SBR behaviors alone.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41642191","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 : 2023-07-30DOI: 10.1177/15257401231188130
Kiana Hines, Carla L. Wood, Keisey Fumero
School-aged English Learners (ELs) are faced with the challenging task of acquiring a foreign language while simultaneously reading academically demanding literature. Therefore, the current research aimed to examine the relation between the rate of grammatical tense marking errors made by ELs and their performance on measures of reading comprehension (RC). The sample for the current study included 5th-grade students who were categorized as ELs who were receiving English support services ( n = 103). Samples were collected using i-Ready and writing samples. The samples were used to examine ELs’ RC in relation to tense marking errors in their written responses on the district writing assessment at the end of the school year. The results from the study revealed that there was a moderate negative correlation ( r = −.431, p < .010) between verb tense errors and reading comprehension. Students with high rates of verb tense errors received lower RC scores.
{"title":"“Go,” “Going,” “Goed”: Relation Between Verb Tense Errors and Reading Comprehension Skills in English Learners","authors":"Kiana Hines, Carla L. Wood, Keisey Fumero","doi":"10.1177/15257401231188130","DOIUrl":"https://doi.org/10.1177/15257401231188130","url":null,"abstract":"School-aged English Learners (ELs) are faced with the challenging task of acquiring a foreign language while simultaneously reading academically demanding literature. Therefore, the current research aimed to examine the relation between the rate of grammatical tense marking errors made by ELs and their performance on measures of reading comprehension (RC). The sample for the current study included 5th-grade students who were categorized as ELs who were receiving English support services ( n = 103). Samples were collected using i-Ready and writing samples. The samples were used to examine ELs’ RC in relation to tense marking errors in their written responses on the district writing assessment at the end of the school year. The results from the study revealed that there was a moderate negative correlation ( r = −.431, p < .010) between verb tense errors and reading comprehension. Students with high rates of verb tense errors received lower RC scores.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47965731","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 : 2023-07-24DOI: 10.1177/15257401231187076
Aine M. Mooney Mahan, Allison F. Bean, Amy Miller Sonntag
Communicative competence for people who use augmentative and alternative communication consists of four interrelated domains: linguistic, strategic, social, and operational. Ongoing assessment and progress monitoring within these domains is crucial to (a) providing information to teach targeted skills in a manner contextualized within the curriculum, (b) determining measurable annual individualized education plan goals, and, ultimately, (c) ensuring maximal participation in the school environment. Currently, language sample analysis (LSA) is one of only three assessment techniques that provide information across each domain of communicative competence for children who use augmentative and alternative communication (AAC). As such, LSA is a valuable tool for assessing communication competence in children who use AAC in the school setting. This clinical forum describes information that may be obtained from an LSA as it relates to each domain of communicative competence and educational standards.
{"title":"Language Sample Analysis to Assess Communicative Competence of Children Who Use Augmentative and Alternative Communication","authors":"Aine M. Mooney Mahan, Allison F. Bean, Amy Miller Sonntag","doi":"10.1177/15257401231187076","DOIUrl":"https://doi.org/10.1177/15257401231187076","url":null,"abstract":"Communicative competence for people who use augmentative and alternative communication consists of four interrelated domains: linguistic, strategic, social, and operational. Ongoing assessment and progress monitoring within these domains is crucial to (a) providing information to teach targeted skills in a manner contextualized within the curriculum, (b) determining measurable annual individualized education plan goals, and, ultimately, (c) ensuring maximal participation in the school environment. Currently, language sample analysis (LSA) is one of only three assessment techniques that provide information across each domain of communicative competence for children who use augmentative and alternative communication (AAC). As such, LSA is a valuable tool for assessing communication competence in children who use AAC in the school setting. This clinical forum describes information that may be obtained from an LSA as it relates to each domain of communicative competence and educational standards.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44166475","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 : 2023-07-17DOI: 10.1177/15257401231183648
A. Fuse, Krysteena Alloggio, Seung-yun Yang
The purpose of this study was to explore the effect of the listener’s education and occupation on intelligibility, comprehensibility (ease of understanding), and accentedness in speakers of Russian-accented American English (RA), Southern-accented American English (SA), and General American English (GAE). Native English listeners ( N=126) rated various aspects of each sample presented via a questionnaire. All aspects of speech other than rate were rated highest in the GAE sample followed by the SA and RA samples. Intonation and fluency aspects of accented speech appeared to be influenced by the differences in educational or occupational backgrounds. The study also discussed additional influential factors for the perception of accented speech such as clarity, accentedness, and acceptability of speech for SLPs. This study contributes to increase the awareness of factors associated with the negative perception of regional and foreign accents.
{"title":"Listener Factors Related to the Perception of Accented Speech","authors":"A. Fuse, Krysteena Alloggio, Seung-yun Yang","doi":"10.1177/15257401231183648","DOIUrl":"https://doi.org/10.1177/15257401231183648","url":null,"abstract":"The purpose of this study was to explore the effect of the listener’s education and occupation on intelligibility, comprehensibility (ease of understanding), and accentedness in speakers of Russian-accented American English (RA), Southern-accented American English (SA), and General American English (GAE). Native English listeners ( N=126) rated various aspects of each sample presented via a questionnaire. All aspects of speech other than rate were rated highest in the GAE sample followed by the SA and RA samples. Intonation and fluency aspects of accented speech appeared to be influenced by the differences in educational or occupational backgrounds. The study also discussed additional influential factors for the perception of accented speech such as clarity, accentedness, and acceptability of speech for SLPs. This study contributes to increase the awareness of factors associated with the negative perception of regional and foreign accents.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49152418","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 : 2023-07-08DOI: 10.1177/15257401231184424
Kaitlyn P. Wilson
Autistic individuals have significant social-communication challenges that commonly persist into adulthood and impact academic, social, and vocational pursuits. More than two decades of research have established video behavior modeling as a successful, cost-effective, and time efficient intervention tool for autistic children with autism; however, less research has investigated the use of video modeling with autistic adults with autism, and only a handful of studies have assessed its effects in non-vocational community-based settings. This study examines the effects of video modeling on social-communication skills of autistic adults in a community-based fitness group using a multiple-baseline single-case design with replication across participants. Additional data on visual attention, generalization, and social validity were captured. Results show variable effects across participants and provide valuable information to guide individuals in choosing effective and practical evidence-based practices to support the social-communication success of autistic adults.
{"title":"Supporting Autistic Adults’ Social Skill Development Using Video Modeling in a Community-Based Program","authors":"Kaitlyn P. Wilson","doi":"10.1177/15257401231184424","DOIUrl":"https://doi.org/10.1177/15257401231184424","url":null,"abstract":"Autistic individuals have significant social-communication challenges that commonly persist into adulthood and impact academic, social, and vocational pursuits. More than two decades of research have established video behavior modeling as a successful, cost-effective, and time efficient intervention tool for autistic children with autism; however, less research has investigated the use of video modeling with autistic adults with autism, and only a handful of studies have assessed its effects in non-vocational community-based settings. This study examines the effects of video modeling on social-communication skills of autistic adults in a community-based fitness group using a multiple-baseline single-case design with replication across participants. Additional data on visual attention, generalization, and social validity were captured. Results show variable effects across participants and provide valuable information to guide individuals in choosing effective and practical evidence-based practices to support the social-communication success of autistic adults.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47843818","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 : 2023-07-05DOI: 10.1177/15257401231181511
Jessica Williams, Thomastine Sarchet, Dawn Walton
More community college students are enrolling without the requisite reading skills to be successful. Deaf and hard of hearing (DHH) students are following a similar pattern with a little less than half requiring remedial instruction when entering college. College-age readers were the first population that we studied to learn about reading and reading instruction. The present study revisits this notion with DHH students at the forefront. We wanted to know what skills DHH readers have when they enroll in community college and what skills secondary teachers could focus on to prepare them. Based on the Degrees of Reading Power assessment given to DHH first year students prior entering community college (N = 409 participants), DHH readers would benefit from instruction in three important areas of reading comprehension: key ideas and details, craft and structure, and integration of knowledge and ideas. We discuss instructional ideas and future directions.
{"title":"What Can Deaf and Hard-of-Hearing First-Year Community College Students Teach Us About Reading?","authors":"Jessica Williams, Thomastine Sarchet, Dawn Walton","doi":"10.1177/15257401231181511","DOIUrl":"https://doi.org/10.1177/15257401231181511","url":null,"abstract":"More community college students are enrolling without the requisite reading skills to be successful. Deaf and hard of hearing (DHH) students are following a similar pattern with a little less than half requiring remedial instruction when entering college. College-age readers were the first population that we studied to learn about reading and reading instruction. The present study revisits this notion with DHH students at the forefront. We wanted to know what skills DHH readers have when they enroll in community college and what skills secondary teachers could focus on to prepare them. Based on the Degrees of Reading Power assessment given to DHH first year students prior entering community college (N = 409 participants), DHH readers would benefit from instruction in three important areas of reading comprehension: key ideas and details, craft and structure, and integration of knowledge and ideas. We discuss instructional ideas and future directions.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46497469","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 : 2023-07-05DOI: 10.1177/15257401231184419
K. Brouwer, Monica Gordon-Pershey, Michelle L. Stransky
Data on attaining indicators of early speech, language, and literacy development, notably phonological awareness, among children with visual impairments (VI) are limited. This study utilized the National Survey of Children’s Health (NSCH), 2016–2020, to observe the distinctive population of children with VI and speech, language, and literacy needs. Chi-square bivariate and multivariable logistic regression analyses established differences between children ages 3 to 5 with VI ( n = 186) and without VI ( n = 25,354). Significant differences included lower parental education and higher rates of family poverty for children with VI. Significantly fewer children with VI had attained early phonological awareness (identifying initial sounds in words and word rhyming). Nearly three times more children with VI had been diagnosed with a speech or language disorder. Findings affirm that interventions address speech, language, and literacy development among children with VI, including explicit phonological awareness. Communication disorders research based on population health databases can inform evidence-based practice.
{"title":"Speech, Language, and Literacy in Children With Visual Impairments: The National Survey of Children’s Health","authors":"K. Brouwer, Monica Gordon-Pershey, Michelle L. Stransky","doi":"10.1177/15257401231184419","DOIUrl":"https://doi.org/10.1177/15257401231184419","url":null,"abstract":"Data on attaining indicators of early speech, language, and literacy development, notably phonological awareness, among children with visual impairments (VI) are limited. This study utilized the National Survey of Children’s Health (NSCH), 2016–2020, to observe the distinctive population of children with VI and speech, language, and literacy needs. Chi-square bivariate and multivariable logistic regression analyses established differences between children ages 3 to 5 with VI ( n = 186) and without VI ( n = 25,354). Significant differences included lower parental education and higher rates of family poverty for children with VI. Significantly fewer children with VI had attained early phonological awareness (identifying initial sounds in words and word rhyming). Nearly three times more children with VI had been diagnosed with a speech or language disorder. Findings affirm that interventions address speech, language, and literacy development among children with VI, including explicit phonological awareness. Communication disorders research based on population health databases can inform evidence-based practice.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44842244","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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