Pub Date : 2023-09-29DOI: 10.1177/02656590231202352
{"title":"Notes on contributors","authors":"","doi":"10.1177/02656590231202352","DOIUrl":"https://doi.org/10.1177/02656590231202352","url":null,"abstract":"","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135195133","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 : 2023-09-24DOI: 10.1177/02656590231202857
Elena Radici, Vahé Heboyan, Gianluca De Leo
In order to meet the communication needs of individuals who use Augmentative and Alternative Communication (AAC) devices, communication partners are often responsible for the programming of the AAC devices. However, the prolonged learning time and operational demands of AAC devices are often barriers to an efficient use of time during a therapy session. We developed a prototype app for iPad, called Speech-to-Symbol that decreases the programming time by finding pictures stored in the app using speech-to-text technology. We compared our solution to the TalkTablet app during AAC sessions with children with different communication disabilities. The aims of this study were 1) to compare the time to program both apps, 2) to identify the type of vocabulary used, and 3) to assess the usability of the two apps. Results showed that the reduced operational demands of our Speech-to-Symbols app allow communication partners to expose children to a larger and more diverse vocabulary. In addition, the communication partners gave our Speech-to-Symbols app a higher usability rating. Implications for clinical and educational settings and directions for future research are also discussed.
{"title":"A speech-to-symbol app for supporting communication partner to model and improve vocabulary","authors":"Elena Radici, Vahé Heboyan, Gianluca De Leo","doi":"10.1177/02656590231202857","DOIUrl":"https://doi.org/10.1177/02656590231202857","url":null,"abstract":"In order to meet the communication needs of individuals who use Augmentative and Alternative Communication (AAC) devices, communication partners are often responsible for the programming of the AAC devices. However, the prolonged learning time and operational demands of AAC devices are often barriers to an efficient use of time during a therapy session. We developed a prototype app for iPad, called Speech-to-Symbol that decreases the programming time by finding pictures stored in the app using speech-to-text technology. We compared our solution to the TalkTablet app during AAC sessions with children with different communication disabilities. The aims of this study were 1) to compare the time to program both apps, 2) to identify the type of vocabulary used, and 3) to assess the usability of the two apps. Results showed that the reduced operational demands of our Speech-to-Symbols app allow communication partners to expose children to a larger and more diverse vocabulary. In addition, the communication partners gave our Speech-to-Symbols app a higher usability rating. Implications for clinical and educational settings and directions for future research are also discussed.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135926509","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 : 2023-09-16DOI: 10.1177/02656590231202177
Elena Tribushinina, Geke Niemann, Joyce Meuwissen
This article is one of the first attempts to study the mechanisms of foreign language learning by children with DLD. We test the effectiveness of a cognate intervention aiming to enhance cross-linguistic awareness of Dutch-speaking primary-school pupils with DLD, as part of their English as a Foreign Language (EFL) curriculum. The participants were learning English as a school subject in the last three years of special primary education in the Netherlands (ages 8;11–13;8). The intervention group ( n = 41) received 12 short lessons on cognate relationships over the course of 14 weeks. The control group ( n = 46), matched to the intervention group on the amount and intensity of foreign language instruction, received their regular English lessons that were mainly implicit and skill-based. The study used a pre-test–post-test design and compared the development of English word recognition in the two groups, at the same time controlling for the amount of prior EFL instruction and out-of-school exposure to English. The performance at pre-test was already high, particularly on cognates. Word recognition in the control group did not improve over the course of the 14 weeks. The performance of the intervention group showed significant improvement from pre-test to post-test. After the intervention, they recognized not only more of the words practised in the lessons but also more nontreated cognates, which demonstrates that the intervention participants developed a cognate strategy that allowed them to recognize more English words based on similarity to Dutch. We conclude that explicit cognate instruction implemented in a regular classroom setting facilitates the development of EFL vocabulary in special primary education.
{"title":"Explicit cognate instruction facilitates vocabulary learning by foreign language learners with developmental language disorder","authors":"Elena Tribushinina, Geke Niemann, Joyce Meuwissen","doi":"10.1177/02656590231202177","DOIUrl":"https://doi.org/10.1177/02656590231202177","url":null,"abstract":"This article is one of the first attempts to study the mechanisms of foreign language learning by children with DLD. We test the effectiveness of a cognate intervention aiming to enhance cross-linguistic awareness of Dutch-speaking primary-school pupils with DLD, as part of their English as a Foreign Language (EFL) curriculum. The participants were learning English as a school subject in the last three years of special primary education in the Netherlands (ages 8;11–13;8). The intervention group ( n = 41) received 12 short lessons on cognate relationships over the course of 14 weeks. The control group ( n = 46), matched to the intervention group on the amount and intensity of foreign language instruction, received their regular English lessons that were mainly implicit and skill-based. The study used a pre-test–post-test design and compared the development of English word recognition in the two groups, at the same time controlling for the amount of prior EFL instruction and out-of-school exposure to English. The performance at pre-test was already high, particularly on cognates. Word recognition in the control group did not improve over the course of the 14 weeks. The performance of the intervention group showed significant improvement from pre-test to post-test. After the intervention, they recognized not only more of the words practised in the lessons but also more nontreated cognates, which demonstrates that the intervention participants developed a cognate strategy that allowed them to recognize more English words based on similarity to Dutch. We conclude that explicit cognate instruction implemented in a regular classroom setting facilitates the development of EFL vocabulary in special primary education.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"133 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135307112","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 : 2023-09-14DOI: 10.1177/02656590231201740
Suze Leitão, Emily Jackson, Natalie R Kippin, Laura Glisson, Toni Tomlin, Mark Boyes
Flexible learning programmes (FLPs) and similar alternative education initiatives are designed to meet the diversity of needs of young people who have become disengaged from mainstream education. There is emerging evidence of the high prevalence of speech, language and communication needs (SLCN) and language disorders amongst students attending FLPs. This highlights the importance of understanding the views of these young people growing up in challenging psychosocial contexts about their experiences of schooling. We report on the perspectives of 45 students (aged 12–18 years) who had identified SLCN and who attended an FLP. We wanted to understand what they found valuable (and not) in their current FLP and how this compared to their previous schooling experience. The majority of students responded positively when asked about their current high school. Key factors identified via qualitative content analysis included how the FLP class content and environment were suited to them, the responsiveness of staff to their learning and personal needs, how their autonomy was respected, and the positive peer relationships they had developed in the FLP. Understanding these factors will support the design and implementation of educational programmes that foster improved engagement with, and achievement within, both FLPs and mainstream schools.
{"title":"‘They make it easier to learn and cope’: The views of adolescents with speech, language and communication needs on attending a flexible learning programme","authors":"Suze Leitão, Emily Jackson, Natalie R Kippin, Laura Glisson, Toni Tomlin, Mark Boyes","doi":"10.1177/02656590231201740","DOIUrl":"https://doi.org/10.1177/02656590231201740","url":null,"abstract":"Flexible learning programmes (FLPs) and similar alternative education initiatives are designed to meet the diversity of needs of young people who have become disengaged from mainstream education. There is emerging evidence of the high prevalence of speech, language and communication needs (SLCN) and language disorders amongst students attending FLPs. This highlights the importance of understanding the views of these young people growing up in challenging psychosocial contexts about their experiences of schooling. We report on the perspectives of 45 students (aged 12–18 years) who had identified SLCN and who attended an FLP. We wanted to understand what they found valuable (and not) in their current FLP and how this compared to their previous schooling experience. The majority of students responded positively when asked about their current high school. Key factors identified via qualitative content analysis included how the FLP class content and environment were suited to them, the responsiveness of staff to their learning and personal needs, how their autonomy was respected, and the positive peer relationships they had developed in the FLP. Understanding these factors will support the design and implementation of educational programmes that foster improved engagement with, and achievement within, both FLPs and mainstream schools.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135552340","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 : 2023-07-20DOI: 10.1177/02656590231188523
Estelle Ardanouy, H. Delage, P. Zesiger
Many children with developmental language disorder (DLD) have a vocabulary deficit. One of the most effective interventions for increasing children's lexicon size is the semantic and phonological approach, an approach that has been used mainly with adolescents. The goals of our study are (1) to test whether the semantic-phonological approach coupled with rich vocabulary instruction is effective with younger children with DLD on words learned during the training and (2) to check whether the gains can be maintained over the long term. A group of eight French-speaking children (aged 6 to 10), with a diagnosis of DLD, underwent a phonological-semantic group intervention over 5 months. Four lists (vegetables, animals, school materials, and sports) of words were trained, each category involving 3-hour sessions. Five-word lists (L1, L2, L3, L4, and L5) corresponded to the four trained categories and one served as control. When L1 words were trained, L2 served as the control list; then when L2 words were trained, L3 was the control list, and so on. The group results indicated significant improvement on the four trained lists once intervention was introduced, and no improvement on the control lists. All effects were maintained over the long term at the delayed posttest. Individual outcomes were dependent on children's cognitive and language profiles. Vocabulary training thus allowed young French-speaking children with DLD to enrich their vocabulary on specific measures. The implications of the results are discussed at the group and individual level.
{"title":"Effectiveness of a group intervention for lexical enrichment in 6-to-10-year-old children with developmental language disorder","authors":"Estelle Ardanouy, H. Delage, P. Zesiger","doi":"10.1177/02656590231188523","DOIUrl":"https://doi.org/10.1177/02656590231188523","url":null,"abstract":"Many children with developmental language disorder (DLD) have a vocabulary deficit. One of the most effective interventions for increasing children's lexicon size is the semantic and phonological approach, an approach that has been used mainly with adolescents. The goals of our study are (1) to test whether the semantic-phonological approach coupled with rich vocabulary instruction is effective with younger children with DLD on words learned during the training and (2) to check whether the gains can be maintained over the long term. A group of eight French-speaking children (aged 6 to 10), with a diagnosis of DLD, underwent a phonological-semantic group intervention over 5 months. Four lists (vegetables, animals, school materials, and sports) of words were trained, each category involving 3-hour sessions. Five-word lists (L1, L2, L3, L4, and L5) corresponded to the four trained categories and one served as control. When L1 words were trained, L2 served as the control list; then when L2 words were trained, L3 was the control list, and so on. The group results indicated significant improvement on the four trained lists once intervention was introduced, and no improvement on the control lists. All effects were maintained over the long term at the delayed posttest. Individual outcomes were dependent on children's cognitive and language profiles. Vocabulary training thus allowed young French-speaking children with DLD to enrich their vocabulary on specific measures. The implications of the results are discussed at the group and individual level.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"39 1","pages":"218 - 233"},"PeriodicalIF":1.0,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47674967","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 : 2023-07-16DOI: 10.1177/02656590231188522
Xing Wei, Usree Bhattacharya
Aided augmentative and alternative communication (AAC) modeling is an important approach to facilitating language learning for individuals with complex communication repertoires. This study examines the implementation of this approach during COVID-19 virtual schooling. Key implementation challenges are identified, along with implications for educational practice to facilitate language learning. We conducted a qualitative case study of a 5-year-old child with Rett syndrome, a rare neurological disorder, who used an eye-tracking AAC device. We collected and triangulated data using participant observation of three one-on-one story reading sessions involving the child, her caregiver, and her teacher during virtual schooling as well as a semi-structured interview with the teacher. The study identified key steps for successful language modeling during virtual sessions. These included: ensuring access to the device, promoting attention through gestural and verbal prompts, providing modeling of AAC symbols, confirming responses, providing feedback, using visual supports, a collaborative approach, and positive reinforcement. Our findings suggest these strategies can help facilitate effective language development for children using AAC devices in online schooling contexts. The virtual context presented significant barriers to the practice of aided AAC modeling. Active participation of caregivers and teacher–caregiver collaboration is essential for effective implementation of aided AAC modeling during such schooling.
{"title":"Language modeling using an augmentative and alternative communication device during virtual schooling: A single case study","authors":"Xing Wei, Usree Bhattacharya","doi":"10.1177/02656590231188522","DOIUrl":"https://doi.org/10.1177/02656590231188522","url":null,"abstract":"Aided augmentative and alternative communication (AAC) modeling is an important approach to facilitating language learning for individuals with complex communication repertoires. This study examines the implementation of this approach during COVID-19 virtual schooling. Key implementation challenges are identified, along with implications for educational practice to facilitate language learning. We conducted a qualitative case study of a 5-year-old child with Rett syndrome, a rare neurological disorder, who used an eye-tracking AAC device. We collected and triangulated data using participant observation of three one-on-one story reading sessions involving the child, her caregiver, and her teacher during virtual schooling as well as a semi-structured interview with the teacher. The study identified key steps for successful language modeling during virtual sessions. These included: ensuring access to the device, promoting attention through gestural and verbal prompts, providing modeling of AAC symbols, confirming responses, providing feedback, using visual supports, a collaborative approach, and positive reinforcement. Our findings suggest these strategies can help facilitate effective language development for children using AAC devices in online schooling contexts. The virtual context presented significant barriers to the practice of aided AAC modeling. Active participation of caregivers and teacher–caregiver collaboration is essential for effective implementation of aided AAC modeling during such schooling.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"39 1","pages":"203 - 217"},"PeriodicalIF":1.0,"publicationDate":"2023-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46451403","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 : 2023-07-12DOI: 10.1177/02656590231187737
B. Nainggolan, H. Heriyanto
{"title":"Book Review: Children Reading Pictures: New Contexts and Approaches to Picturebooks by Evelyn Arizpe, Kate Noble, and Morag Styles","authors":"B. Nainggolan, H. Heriyanto","doi":"10.1177/02656590231187737","DOIUrl":"https://doi.org/10.1177/02656590231187737","url":null,"abstract":"","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"39 1","pages":"277 - 278"},"PeriodicalIF":1.0,"publicationDate":"2023-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47403937","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 : 2023-07-10DOI: 10.1177/02656590231187724
Ran Wei
{"title":"Book Review: Syntactic priming in language acquisition: Representations, mechanisms and applications by Katherine Messenger","authors":"Ran Wei","doi":"10.1177/02656590231187724","DOIUrl":"https://doi.org/10.1177/02656590231187724","url":null,"abstract":"","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"1 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42080046","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 : 2023-07-07DOI: 10.1177/02656590231187723
Sarah Alderman Reilly
Fundamentals of AAC: A Case-Based Approach to Enhancing Communication is a textbook designed for both Speech and Language Therapy students and clinicians working in the fi eld of Alternative Augmentative Communication (AAC). It considers a wide range of client groups and clinical settings while inviting the reader to consider applying theory to practice by interweaving case studies with key principles.
{"title":"Book Review: Fundamentals of AAC: A case-based approach to enhancing communication by Nerissa Hall, Jenifer Juengling-Sudkamp, Michelle L. Gutmann, and Ellen R Cohn","authors":"Sarah Alderman Reilly","doi":"10.1177/02656590231187723","DOIUrl":"https://doi.org/10.1177/02656590231187723","url":null,"abstract":"Fundamentals of AAC: A Case-Based Approach to Enhancing Communication is a textbook designed for both Speech and Language Therapy students and clinicians working in the fi eld of Alternative Augmentative Communication (AAC). It considers a wide range of client groups and clinical settings while inviting the reader to consider applying theory to practice by interweaving case studies with key principles.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"39 1","pages":"275 - 276"},"PeriodicalIF":1.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46754924","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 : 2023-06-23DOI: 10.1177/02656590231185007
Zilong Zhong
{"title":"Book Review: The Cambridge Handbook of Childhood Multilingualism by Stavans A and Jessner U (eds)","authors":"Zilong Zhong","doi":"10.1177/02656590231185007","DOIUrl":"https://doi.org/10.1177/02656590231185007","url":null,"abstract":"","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"39 1","pages":"279 - 280"},"PeriodicalIF":1.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49352146","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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