Communication Disorders Quarterly最新文献

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Making Sense of Word Reading Difficulties: Principles of Clinical Assessment 理解单词阅读困难：临床评估原则

IF 0.9 4区医学 Q4 REHABILITATION

Communication Disorders Quarterly

Pub Date : 2022-07-21 DOI: 10.1177/15257401221111787

R. Zipoli

Speech-language pathologists (SLPs) are increasingly called upon to help assess students with word-recognition difficulties, including dyslexia. Although SLPs tend to have comparatively strong knowledge regarding the phonological awareness skills that support word reading, findings from survey research indicate that many SLPs report limited knowledge and training on word recognition and phonics. The purpose of this article is to provide a systematic framework for assessing and interpreting students’ word reading skills. Five potential components of word reading assessment will be examined: word recognition, phonological decoding, automaticity, performance with specific phonics patterns, and reading multimorphemic and multisyllabic words. Emphasis will be given to how specific test formats and procedures can be used to help identify patterns of word reading difficulty.

越来越多的言语病理学家（SLP）被要求帮助评估有单词识别困难的学生，包括阅读障碍。尽管SLP在支持单词阅读的语音意识技能方面往往具有相对较强的知识，但调查研究结果表明，许多SLP在单词识别和语音方面的知识和培训有限。本文的目的是为评估和解释学生的单词阅读技能提供一个系统的框架。单词阅读评估的五个潜在组成部分将被检查：单词识别、语音解码、自动性、特定语音模式的表现，以及阅读多形态和多音节单词。重点将是如何使用特定的测试格式和程序来帮助识别单词阅读困难的模式。

引用次数: 0

Microstructure and Macrostructure Measures of Written Narrative, Expository, and Persuasive Language Samples 书面叙述性、阐释性和说服性语言样本的微观结构和宏观结构测度

IF 0.9 4区医学 Q4 REHABILITATION

Communication Disorders Quarterly

Pub Date : 2022-07-21 DOI: 10.1177/15257401221111334

C. Karasinski

This investigation identified dimensions of narrative, persuasive, and expository writing in Grades 1 to 12 and assessed the contribution of speech-language pathologists’ (SLPs) indices to scores on teachers’ 6 traits rubric. Findings could facilitate development of effective intervention programs for writing. A corpus of narrative, expository, and persuasive writing samples (N = 418) was analyzed for microstructure and macrostructure. Each genre revealed five dimensions. Writing quality included the 6 traits. Accuracy contained errors of spelling, capitalization, and punctuation. Complexity encompassed mean length of T-unit and clausal density. Productivity included total number of words and number of different words for all genres, plus macrostructure for persuasion. Genre included macrostructure measures for narration and exposition and use of compromises for persuasion. Productivity scores predicted 6 traits for narration and persuasion, highlighting the important contribution of vocabulary to writing. Accuracy predicted 6 traits only for narration. Indices of genre-specific macrostructure predicted 6 traits total for all three genres.

本研究确定了1至12年级学生的叙述性、说服性和说明性写作的维度，并评估了语言病理学家(slp)指数对教师6个特征评分的贡献。研究结果可以促进有效的写作干预计划的发展。本文分析了叙事性、说明性和说服性写作样本的语料库(N = 418)的微观结构和宏观结构。每种类型都有五个维度。写作质量包括6个特征。准确性包括拼写、大写和标点错误。复杂度包括t单元的平均长度和子句密度。生产力包括所有体裁的总字数和不同字数，再加上说服的宏观结构。体裁包括叙事和阐述的宏观结构措施以及说服的妥协使用。生产力得分预测了叙述和说服的6个特征，突出了词汇对写作的重要贡献。准确性预测6个特征只对叙述。类型特异性宏观结构指标预测了3个类型的6个性状。

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引用次数: 1

Tongue Root Configuration of the Apicoalveolar Trill /r/: An Ultrasound Imaging Study 顶极Trill/r/舌根形态的超声成像研究

IF 0.9 4区医学 Q4 REHABILITATION

Communication Disorders Quarterly

Pub Date : 2022-07-20 DOI: 10.1177/15257401221111531

Ahmed Rivera Campos, S. Boyce, Fenfang Hwu, Brittany N. DeMott

Common descriptions of articulatory requirements for production of the alveolar trill /r/ mainly focus on describing the configuration of the anterior portions of the tongue, while in contrast, the more posterior parts receive limited attention. Understanding how the posterior portions of the tongue move is vital for understanding speech motor control, especially with regard to speech development. This study used ultrasound imaging of /r/ productions by adult native speakers of Spanish to characterize the contribution of the posterior portion of the tongue to effective production of the sound. The results show that beyond raising the anterior portion of the tongue for trilling, Spanish speakers also retract the back part of their tongue (i.e., the tongue root). This movement resembles that seen for the production of the rhotic English approximant (ɹ). Clinical implications are discussed.

对产生牙槽颤音/r/的发音要求的常见描述主要集中在描述舌头前部的结构，而相比之下，更多的后部受到的关注有限。了解舌头后部的运动方式对于理解言语运动控制至关重要，尤其是在言语发育方面。这项研究使用西班牙语成年母语使用者的/r/声音的超声成像来表征舌头后部对声音有效产生的贡献。结果表明，除了抬高舌头前部发出颤音外，讲西班牙语的人还会缩回舌头后部（即舌根）。这一运动类似于rhotic English近似词（ɹ）的产生。讨论了临床意义。

引用次数: 0

Explicit Word Learning in Preschoolers From Families With High or Low Maternal Education 母亲教育程度高或低家庭学龄前儿童的外显词学习

IF 0.9 4区医学 Q4 REHABILITATION

Communication Disorders Quarterly

Pub Date : 2022-07-01 DOI: 10.1177/15257401211043757

E. Kelley, Raina Bueno

The purpose of the study was to examine word learning in preschool children from families who differed in socioeconomic status (SES). Preschool children (N = 58) were assigned to SES groups based on maternal education and completed a dynamic assessment of explicit word learning 2 times. At the first administration, no SES-group differences were observed. At the second administration, children from high-SES homes had significantly higher scores than children from low-SES homes on the production probe with a large effect size (d = 1.01). Descriptively, children in both groups responded more frequently at more difficult prompting levels at the second session, but children in the low-SES group had more incorrect responses than children in the high-SES group. Additional research using sensitive measures of word-learning proficiency is necessary to better understand the way in which SES and early language experiences are related to word learning in young children.

本研究的目的是调查来自不同社会经济地位（SES）家庭的学龄前儿童的单词学习情况。学龄前儿童（N=58）被分配到基于母亲教育的SES组，并完成了2次外显单词学习的动态评估。在第一次给药时，没有观察到SES组的差异。在第二次给药时，来自高社会经济地位家庭的儿童在生产调查中的得分明显高于来自低社会经济地位家的儿童，具有较大的效应大小（d=1.01）。可以描述的是，两组儿童在第二轮给药时在更困难的提示水平下的反应更频繁，但低SES组的儿童比高SES组有更多的错误反应。为了更好地了解SES和早期语言体验与幼儿单词学习的关系，有必要使用单词学习能力的敏感指标进行额外的研究。

引用次数: 1

Assessing Inferencing Skills in Children Through the Lens of Dynamic Visual Narratives 从动态视觉叙事的角度评估儿童推理能力

IF 0.9 4区医学 Q4 REHABILITATION

Communication Disorders Quarterly

Pub Date : 2022-06-17 DOI: 10.1177/15257401221103503

Aysha Rooha, M. Anil, J. Bhat, Gagan Bajaj, Apramita Deshpande

The lack of research exploring the influence of dynamic visual narratives on inference skills prompted the present study with an aim to profile the inference skills in school children between the ages of 6 years and 9 years 11 months using dynamic visual narratives. A total of 80 participants were considered for the study. An animated story was designed as the dynamic visual narrative stimuli based on which an “inference task” was formulated, which included forced-choice questions and free-response questions. The responses of the forced-choice questions were analyzed quantitatively using one-way analysis of variance (ANOVA), while the responses from the free-response questions were analyzed qualitatively. The results revealed an increase in inference skills with age, with children using less seductive details, beginning to display inductive inference, and providing multiple inferences. The inference profiles obtained from the study can serve as evidence for the development of bridging inference skills from dynamic visual narratives in children.

由于缺乏关于动态视觉叙事对推理技能影响的研究，本研究旨在利用动态视觉叙事分析6岁至9岁11个月学龄儿童的推理技能。总共有80名参与者被考虑参加这项研究。设计了一个动画故事作为动态视觉叙事刺激，在此基础上制定了一个“推理任务”，其中包括强制选择问题和自由回答问题。采用单因素方差分析(ANOVA)对强迫选择题的回答进行定量分析，对自由选择题的回答进行定性分析。结果显示，推理能力随着年龄的增长而提高，孩子们使用更少的诱人细节，开始表现出归纳推理，并提供多种推理。从研究中获得的推理概况可以作为儿童动态视觉叙事桥接推理技能发展的证据。

引用次数: 0

Creating Faithful Transcripts in Multilingual/Bimodal Interview Contexts 在多语言/双峰采访环境中创建忠实的笔录

IF 0.9 4区医学 Q4 REHABILITATION

Communication Disorders Quarterly

Pub Date : 2022-04-30 DOI: 10.1177/15257401221087589

Amanda Howerton-Fox, R. Kretschmer

This article details the transcription process we developed to handle bimodal and multilingual interview data collected during our research into the teacher language awareness (TLA) of two high-quality teachers in a Swedish bilingual school for the deaf. Both teachers used a combination of spoken Swedish, spoken English, and Teckenspråk (Sweden’s signed language) during our interviews. Because the interviews were being conducted in three languages and two modalities, the transcription process was particularly complex. We argue that accurate transcription in such linguistically complex contexts is possible but that it is important that the research community develop principles and procedures for transcribing multilingual and bimodal interview data in a way that honors participants’ intended messages as faithfully as possible.

本文详细介绍了我们开发的转录过程，以处理我们在瑞典聋人双语学校的两名高质量教师的教师语言意识(TLA)研究中收集的双峰和多语言访谈数据。在我们的采访中，两位老师都使用了瑞典语、英语口语和瑞典手语。由于访谈是用三种语文和两种方式进行的，笔录过程特别复杂。我们认为，在这种语言复杂的背景下，准确的转录是可能的，但重要的是，研究界制定多语言和双峰访谈数据转录的原则和程序，以尽可能忠实地尊重参与者的预期信息。

引用次数: 0

Vocabulary Assessment Techniques: Perspectives of School-Based Speech-Language Pathologists 词汇评估技术：学校言语病理学家的视角

IF 0.9 4区医学 Q4 REHABILITATION

Communication Disorders Quarterly

Pub Date : 2022-04-11 DOI: 10.1177/15257401221088241

Sara C. Steele, L. Gibbons

This study documented the standardized tests and informal assessment techniques that school-based speech-language pathologists (SLPs) reported as most helpful for identifying vocabulary deficits and for monitoring progress. Speech-language pathologists (N = 142) working in U.S. public school settings completed an online survey that included multiple-choice, multiple-answer, and open-ended formats. Percentages and frequency counts were reported. For identifying vocabulary deficits, SLPs favored omnibus language tests over vocabulary-specific tests. The most frequently selected informal assessments for identifying vocabulary deficits were language samples and curricular-based measures. For monitoring progress, respondents favored creating their own tasks and using curricular-based measures. Minor differences were noted in the responses of elementary and middle-high school SLPs. Results were compared with evidence-based principles for vocabulary assessment.

这项研究记录了标准化测试和非正式评估技术，据学校言语语言病理学家（SLP）报告，这些测试和技术对识别词汇缺陷和监测进展最有帮助。在美国公立学校工作的言语语言病理学家（N=142）完成了一项在线调查，包括多项选择、多项回答和开放式形式。报告了百分比和频率计数。在识别词汇缺陷方面，SLP倾向于综合语言测试，而不是特定词汇测试。最常选择的用于识别词汇缺陷的非正式评估是语言样本和基于课程的测量。在监测进展方面，受访者倾向于制定自己的任务，并使用基于课程的衡量标准。小学和中学SLP的反应存在细微差异。将结果与基于证据的词汇评估原则进行比较。

引用次数: 1

Conversational Speech and Language Skills of Children Born Preterm and Full Term 早产儿和足月儿的会话言语和语言技能

IF 0.9 4区医学 Q4 REHABILITATION

Communication Disorders Quarterly

Pub Date : 2022-04-11 DOI: 10.1177/15257401221088505

Caitlin M. Imgrund, B. I. Krueger, Christie Getejanc

Preschoolers born preterm are at an increased risk for adverse neurodevelopmental outcomes; however, the impact of preterm birth on speech development has not been fully investigated. The primary objective of this study was to document the conversational speech production abilities of preschoolers born preterm via speech sample analysis. A secondary objective was to investigate the association between speech and language skills in this population. The speech production abilities of children born preterm (n = 29) and full term (n = 22) were assessed using whole-word measures of phonological complexity and accuracy. No significant differences were found between the preterm and full-term groups on any of the speech variables. One of the speech variables, pMLU, was significantly correlated with several variables assessing language skills in the preterm group. Comprehensive communication evaluations, which may include the use of speech sample analysis, remain an important component of the follow-up care of children born preterm.

早产的学龄前儿童出现不良神经发育结果的风险增加；然而，早产对言语发育的影响尚未得到充分的研究。本研究的主要目的是通过言语样本分析来记录早产学龄前儿童的会话言语产生能力。第二个目的是调查这一人群中言语和语言技能之间的关系。早产（n=29）和足月（n=22）儿童的言语产生能力通过语音复杂性和准确性的全词测量进行评估。早产组和足月组在任何言语变量上均未发现显著差异。其中一个言语变量pMLU与评估早产组语言技能的几个变量显著相关。全面的沟通评估，可能包括使用语音样本分析，仍然是早产儿童后续护理的重要组成部分。

引用次数: 1

Corrigendum to “Directive-Following Based on Graphic Symbol Sentences Involving an Animated Verb Symbol: An Exploratory Study” “基于包含动画动词符号的图形符号句的指令跟随:探索性研究”的勘误表

IF 0.9 4区医学 Q4 REHABILITATION

Communication Disorders Quarterly

Pub Date : 2022-04-08 DOI: 10.1177/15257401221090026

引用次数: 0

Preanalytical quality improvement - an interdisciplinary journey, on behalf of the European Federation for Clinical Chemistry and Laboratory Medicine (EFLM) Working Group for Preanalytical Phase (WG-PRE). 分析前质量改进--跨学科之旅，代表欧洲临床化学和实验室医学联合会（EFLM）分析前阶段工作组（WG-PRE）。

IF 0.7 4区医学 Q4 REHABILITATION

Communication Disorders Quarterly

Pub Date : 2022-03-07 Print Date: 2022-04-26 DOI: 10.1515/cclm-2022-0117

Janne Cadamuro, Geoffrey Baird, Gabriele Baumann, Karin Bolenius, Michael Cornes, Mercedes Ibarz, Tom Lewis, Gabriel Lima Oliveira, Giuseppe Lippi, Mario Plebani, Ana-Maria Simundic, Alexander von Meyer

Since the beginning of laboratory medicine, the main focus was to provide high quality analytics. Over time the importance of the extra-analytical phases and their contribution to the overall quality became evident. However, as the initial preanalytical processes take place outside of the laboratory and mostly without its supervision, all professions participating in these process steps, from test selection to sample collection and transport, need to engage accordingly. Focusing solely on intra-laboratory processes will not be sufficient to achieve the best possible preanalytical quality. The Working Group for the Preanalytical Phase (WG-PRE) of the European Federation of Clinical Chemistry and Laboratory Medicine (EFLM) has provided several recommendations, opinion papers and scientific evidence over the past years, aiming to standardize the preanalytical phase across Europe. One of its strategies to reach this goal are educational efforts. As such, the WG-PRE has organized five conferences in the past decade with the sole focus on preanalytical quality. This year's conference mainly aims to depict the views of different professions on preanalytical processes in order to acquire common ground as basis for further improvements. This article summarizes the content of this 6th preanalytical conference.

自实验室医学诞生之初，主要重点就是提供高质量的分析结果。随着时间的推移，分析外阶段的重要性及其对整体质量的贡献变得显而易见。然而，由于最初的分析前过程是在实验室外进行的，而且大多没有实验室的监督，因此参与这些过程步骤的所有专业人员，从试验选择到样本采集和运输，都需要相应地参与进来。仅仅关注实验室内部流程不足以达到最佳的分析前质量。欧洲临床化学与检验医学联合会（EFLM）分析前阶段工作组（WG-PRE）在过去几年中提出了多项建议、意见书和科学证据，旨在实现欧洲分析前阶段的标准化。实现这一目标的策略之一是开展教育工作。因此，WG-PRE 在过去十年中组织了五次会议，专门讨论分析前质量问题。今年会议的主要目的是阐述不同专业人士对分析前流程的看法，以求同存异，为进一步改进奠定基础。本文总结了第六届分析前会议的内容。

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引用次数: 0

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