Pub Date : 2025-07-16Epub Date: 2025-06-09DOI: 10.1044/2025_LSHSS-24-00120
Lindsey Hiebert, Raúl Rojas, Aquiles Iglesias
Purpose: This longitudinal study investigated the impact of different academic programs of primary language instruction (Spanish or English) on the dual language development of Spanish-English bilingual children. Types of academic settings offered to bilingual students as well as differing views and outcomes based on language of instruction are outlined.
Method: Narrative retell language samples from 90 typically developing Spanish-English bilingual children elicited across six consecutive academic semesters from the fall of kindergarten to the spring of second grade were used to estimate Spanish and English language skills (grammar and lexical diversity) longitudinally. Participants academically instructed primarily in English (n = 45) were matched to primarily Spanish-instructed participants by age, gender, maternal level of education, and family income level.
Results: The estimates of conditional growth curve models indicated that bilingual children differed in their rates of Spanish and English oral language development as a function of their primary academic language of instruction. Loss of Spanish grammatical skills was estimated for English- and Spanish-instructed participants.
Conclusions: A wide range of expressive language skills and differing rates and directions of growth is present in typically developing bilingual children. The language of instruction explains some of the variability seen. These take-home findings should be considered in clinical assessment of dual language learners to avoid misdiagnosis of language impairment.
{"title":"Impact of Academic Language of Instruction on Spanish and English Growth and Loss in Bilingual Children.","authors":"Lindsey Hiebert, Raúl Rojas, Aquiles Iglesias","doi":"10.1044/2025_LSHSS-24-00120","DOIUrl":"10.1044/2025_LSHSS-24-00120","url":null,"abstract":"<p><strong>Purpose: </strong>This longitudinal study investigated the impact of different academic programs of primary language instruction (Spanish or English) on the dual language development of Spanish-English bilingual children. Types of academic settings offered to bilingual students as well as differing views and outcomes based on language of instruction are outlined.</p><p><strong>Method: </strong>Narrative retell language samples from 90 typically developing Spanish-English bilingual children elicited across six consecutive academic semesters from the fall of kindergarten to the spring of second grade were used to estimate Spanish and English language skills (grammar and lexical diversity) longitudinally. Participants academically instructed primarily in English (<i>n</i> = 45) were matched to primarily Spanish-instructed participants by age, gender, maternal level of education, and family income level.</p><p><strong>Results: </strong>The estimates of conditional growth curve models indicated that bilingual children differed in their rates of Spanish and English oral language development as a function of their primary academic language of instruction. Loss of Spanish grammatical skills was estimated for English- and Spanish-instructed participants.</p><p><strong>Conclusions: </strong>A wide range of expressive language skills and differing rates and directions of growth is present in typically developing bilingual children. The language of instruction explains some of the variability seen. These take-home findings should be considered in clinical assessment of dual language learners to avoid misdiagnosis of language impairment.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.29202743.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"807-822"},"PeriodicalIF":2.9,"publicationDate":"2025-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12307105/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144259412","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-07-15DOI: 10.1044/2025_lshss-24-00140
Anniek van Doornik,Marie-Christine Franken,Sharynne McLeod,Hayo Terband,Ellen Gerrits
PURPOSEThis study aims to improve our knowledge of how young children with speech sound disorders (SSD) perceive their own speech and communication in comparison with typically developing (TD) children and how these perceptions relate to parental judgment of communicative participation, intelligibility in different contexts, and an expert measure of children's speech accuracy (percentage of consonants correct in syllable initial position [PCCI]).METHODParticipants were 111 Dutch-speaking children (48-89 months old): 65 with SSD and 46 who were TD. Children's self-reports on the Dutch version of the Communication Attitude Test for Preschool and Kindergarten Children Who Stutter (KiddyCAT-NL) were compared (a) between SSD and TD groups and (b) with the parents' ratings. Parents' ratings were obtained from two parental questionnaires: Focus on the Outcomes of Communication Under Six-34: Dutch (FOCUS-34NL) measuring communicative participation and the Intelligibility in Context Scale: Dutch (ICS-NL). The KiddyCAT-NL, FOCUS-34NL, and ICS-NL outcomes were also compared with (c) speech accuracy measured by speech-language pathologists (SLPs) as the PCCI using the picture-naming task of the Computer Articulation Instrument.RESULTSStatistical analysis revealed that young children in the SSD group perceived their speech and communication differently than children in the TD group. Only in the SSD group was there a moderate positive correlation between speech accuracy and intelligibility in context and only a weak correlation with the child's perception of speech and communication. Parents' and children's perceptions were weakly correlated.CONCLUSIONSInformation on children's perception of their own speech is complementary to information obtained from the parents and SLPs' formal assessment of speech accuracy. To fully understand the impact of SSD, it is therefore important to actively elicit and include children's perspectives on speech and communication.
{"title":"Children's, Parents', and Experts' Perception of Speech and Communication.","authors":"Anniek van Doornik,Marie-Christine Franken,Sharynne McLeod,Hayo Terband,Ellen Gerrits","doi":"10.1044/2025_lshss-24-00140","DOIUrl":"https://doi.org/10.1044/2025_lshss-24-00140","url":null,"abstract":"PURPOSEThis study aims to improve our knowledge of how young children with speech sound disorders (SSD) perceive their own speech and communication in comparison with typically developing (TD) children and how these perceptions relate to parental judgment of communicative participation, intelligibility in different contexts, and an expert measure of children's speech accuracy (percentage of consonants correct in syllable initial position [PCCI]).METHODParticipants were 111 Dutch-speaking children (48-89 months old): 65 with SSD and 46 who were TD. Children's self-reports on the Dutch version of the Communication Attitude Test for Preschool and Kindergarten Children Who Stutter (KiddyCAT-NL) were compared (a) between SSD and TD groups and (b) with the parents' ratings. Parents' ratings were obtained from two parental questionnaires: Focus on the Outcomes of Communication Under Six-34: Dutch (FOCUS-34NL) measuring communicative participation and the Intelligibility in Context Scale: Dutch (ICS-NL). The KiddyCAT-NL, FOCUS-34NL, and ICS-NL outcomes were also compared with (c) speech accuracy measured by speech-language pathologists (SLPs) as the PCCI using the picture-naming task of the Computer Articulation Instrument.RESULTSStatistical analysis revealed that young children in the SSD group perceived their speech and communication differently than children in the TD group. Only in the SSD group was there a moderate positive correlation between speech accuracy and intelligibility in context and only a weak correlation with the child's perception of speech and communication. Parents' and children's perceptions were weakly correlated.CONCLUSIONSInformation on children's perception of their own speech is complementary to information obtained from the parents and SLPs' formal assessment of speech accuracy. To fully understand the impact of SSD, it is therefore important to actively elicit and include children's perspectives on speech and communication.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"104 1","pages":"1-12"},"PeriodicalIF":2.4,"publicationDate":"2025-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144640012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-07-11DOI: 10.1044/2025_lshss-25-00077
Shari L DeVeney,Christina Pelatti
PURPOSEThe purpose of this foreword is to introduce readers to the Language, Speech, and Hearing Services in Schools (LSHSS) Forum: Changemakers Igniting Innovation. This forum includes six articles presenting on a variety of topics, all of which were recognized at the 2023 American Speech-Language-Hearing Association Annual Convention for their exceptional potential to produce substantive, transformative change within the discipline of communication sciences and disorders.CONCLUSIONAs showcased in this forum, there are numerous ways in which researchers and clinicians ignite and expand transformative change in our discipline through impactful and meaningful ways (e.g., leveraging the use of new technologies, reimagining current practices, reframing contemporary perspectives), all of which have the potential to positively influence patient/student outcomes and contribute to innovative best practices for future clinical and research-related endeavors.
{"title":"Introduction to the Forum: Changemakers Igniting Innovation.","authors":"Shari L DeVeney,Christina Pelatti","doi":"10.1044/2025_lshss-25-00077","DOIUrl":"https://doi.org/10.1044/2025_lshss-25-00077","url":null,"abstract":"PURPOSEThe purpose of this foreword is to introduce readers to the Language, Speech, and Hearing Services in Schools (LSHSS) Forum: Changemakers Igniting Innovation. This forum includes six articles presenting on a variety of topics, all of which were recognized at the 2023 American Speech-Language-Hearing Association Annual Convention for their exceptional potential to produce substantive, transformative change within the discipline of communication sciences and disorders.CONCLUSIONAs showcased in this forum, there are numerous ways in which researchers and clinicians ignite and expand transformative change in our discipline through impactful and meaningful ways (e.g., leveraging the use of new technologies, reimagining current practices, reframing contemporary perspectives), all of which have the potential to positively influence patient/student outcomes and contribute to innovative best practices for future clinical and research-related endeavors.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"6 1","pages":"1-3"},"PeriodicalIF":2.4,"publicationDate":"2025-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144611517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-07-11DOI: 10.1044/2025_lshss-24-00098
Phương Liên Palafox,Tobias A Kroll,Makinna Morgan
PURPOSEThis qualitative study investigated the lived experience of school-based speech-language pathologists (SLPs) who self-identify as overwhelmed. The goal was to devise a formal explanation of the reasons for such overwhelm.METHODSeven elementary and five secondary school SLPs in two separate focus groups discussed the following questions: (a) How are you advocating for your needs as an SLP? (b) Do you know how to advocate for yourself? (c) How confident are you in advocating for your needs? (d) Do you feel safe to advocate for your needs? Data were analyzed according to the tenets of grounded theory, resulting in a formal theoretical model.RESULTSParticipants indicated an invisible workload for school-based SLPs consisting of three major factors. One, involved parties (teachers, administrators, parents, etc.) do not understand SLPs' roles and responsibilities; as a result, SLPs have to advocate for themselves relentlessly. Two, organizational structure all but ensures that their advocacy is unsuccessful. Three, SLP culture, consisting of perfectionism and a tendency to lack boundaries, exacerbates the situation. A mitigating factor was also identified. SLPs who set boundaries firmly and advocate collectively fare better than SLPs who do not. However, even they are often ineffectual in the face of structural barriers.CONCLUSIONSResults indicated a direction for future research. A survey instrument that captures the dimensions of SLP overwhelm identified in this study should be deployed to assess the prevalence and severity of these issues. Also, it is argued that top-down action by systems-level players is paramount to addressing school-based SLP overwhelm.
{"title":"The Invisible Workload of School-Based Speech-Language Pathologists Who Identify as Overwhelmed: A Grounded Theory Study.","authors":"Phương Liên Palafox,Tobias A Kroll,Makinna Morgan","doi":"10.1044/2025_lshss-24-00098","DOIUrl":"https://doi.org/10.1044/2025_lshss-24-00098","url":null,"abstract":"PURPOSEThis qualitative study investigated the lived experience of school-based speech-language pathologists (SLPs) who self-identify as overwhelmed. The goal was to devise a formal explanation of the reasons for such overwhelm.METHODSeven elementary and five secondary school SLPs in two separate focus groups discussed the following questions: (a) How are you advocating for your needs as an SLP? (b) Do you know how to advocate for yourself? (c) How confident are you in advocating for your needs? (d) Do you feel safe to advocate for your needs? Data were analyzed according to the tenets of grounded theory, resulting in a formal theoretical model.RESULTSParticipants indicated an invisible workload for school-based SLPs consisting of three major factors. One, involved parties (teachers, administrators, parents, etc.) do not understand SLPs' roles and responsibilities; as a result, SLPs have to advocate for themselves relentlessly. Two, organizational structure all but ensures that their advocacy is unsuccessful. Three, SLP culture, consisting of perfectionism and a tendency to lack boundaries, exacerbates the situation. A mitigating factor was also identified. SLPs who set boundaries firmly and advocate collectively fare better than SLPs who do not. However, even they are often ineffectual in the face of structural barriers.CONCLUSIONSResults indicated a direction for future research. A survey instrument that captures the dimensions of SLP overwhelm identified in this study should be deployed to assess the prevalence and severity of these issues. Also, it is argued that top-down action by systems-level players is paramount to addressing school-based SLP overwhelm.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"28 1","pages":"1-18"},"PeriodicalIF":2.4,"publicationDate":"2025-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144611485","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-07-10DOI: 10.1044/2025_lshss-24-00078
Eunsoo Cho,Mina Son,Sarah Reiley,Eun Ha Kim
PURPOSEThe purpose of this study was to develop and evaluate the initial reliability and validity evidence of the dynamic assessment (DA) of early reading and language as a second-stage screener in kindergarten, the first year of formal schooling. The DA comprises three subtests that capture students' ability to learn letter sounds and blending and infer word meaning from context by providing a series of graduated prompts, from the least to most helpful sequence, depending on students' responsiveness and documenting students' learning process.METHODConcurrent data on DA and static screeners at the beginning of kindergarten (N = 164, Mage = 5.60, 4-6 years old) were analyzed using item response theory, confirmatory factor analyses, and receiver operating characteristics curve models.RESULTSItem response theory analyses identified the optimal number of prompts for each DA subtest, and they were rescaled accordingly. Confirmatory factor analyses of the rescaled DA indicated three distinct subscales comprising letter sound, blending, and vocabulary learning with high reliability coefficients and construct validity evidence demonstrating theoretically expected correlations with the static screener. Finally, when DA was added to the static screener for identifying students with disabilities, DA improved specificity by reducing the number of false positives.CONCLUSIONSOur preliminary investigation demonstrated the DA's appropriate reliability and validity as a supplemental screener. Future directions include evaluating the DA's predictive validity evidence and classification accuracy with a large student sample and norm-referenced standardized measures, addressing the limitation of the current study using school-identified disability classification as a criterion measure.SUPPLEMENTAL MATERIALhttps://doi.org/10.23641/asha.29425259.
{"title":"Development and Validation of Kindergarten Dynamic Assessments of Early Reading and Language.","authors":"Eunsoo Cho,Mina Son,Sarah Reiley,Eun Ha Kim","doi":"10.1044/2025_lshss-24-00078","DOIUrl":"https://doi.org/10.1044/2025_lshss-24-00078","url":null,"abstract":"PURPOSEThe purpose of this study was to develop and evaluate the initial reliability and validity evidence of the dynamic assessment (DA) of early reading and language as a second-stage screener in kindergarten, the first year of formal schooling. The DA comprises three subtests that capture students' ability to learn letter sounds and blending and infer word meaning from context by providing a series of graduated prompts, from the least to most helpful sequence, depending on students' responsiveness and documenting students' learning process.METHODConcurrent data on DA and static screeners at the beginning of kindergarten (N = 164, Mage = 5.60, 4-6 years old) were analyzed using item response theory, confirmatory factor analyses, and receiver operating characteristics curve models.RESULTSItem response theory analyses identified the optimal number of prompts for each DA subtest, and they were rescaled accordingly. Confirmatory factor analyses of the rescaled DA indicated three distinct subscales comprising letter sound, blending, and vocabulary learning with high reliability coefficients and construct validity evidence demonstrating theoretically expected correlations with the static screener. Finally, when DA was added to the static screener for identifying students with disabilities, DA improved specificity by reducing the number of false positives.CONCLUSIONSOur preliminary investigation demonstrated the DA's appropriate reliability and validity as a supplemental screener. Future directions include evaluating the DA's predictive validity evidence and classification accuracy with a large student sample and norm-referenced standardized measures, addressing the limitation of the current study using school-identified disability classification as a criterion measure.SUPPLEMENTAL MATERIALhttps://doi.org/10.23641/asha.29425259.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"22 1","pages":"1-16"},"PeriodicalIF":2.4,"publicationDate":"2025-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144603423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-07-10DOI: 10.1044/2025_lshss-24-00034
Jessica G Caron,Salena Babb,Hannah Stokes,Christine Holyfield,Nicole Romano
PURPOSECollaborative teaming has been found to be one of the most critical components in maximizing student outcomes in individuals who use augmentative and alternative communication (AAC). This study aimed to understand roles, barriers, and facilitators of related service providers when working on and collaborating in literacy instruction with learners who use AAC to maximize literacy outcomes.METHODThis study used an exploratory-descriptive qualitative design based on an in-person focus group of related service providers (occupational therapists, physical therapists, and speech-language pathologists) who all contribute to the development and implementation of literacy goals for students who use AAC. Qualitative analysis methods were used to transcribe and code the data thematically.RESULTSAfter analysis, four themes and nine subthemes were identified by the research team. Results highlight considerations including positioning and access, coaching, direct instruction, defined roles, common goals, and collaboration. Although the qualitative study captures the perspectives of members of a single school team, the findings help to support future research directions and implementation facilitators.CONCLUSIONSThere is limited research that documents the various roles of related service providers when considering literacy adaptations and implementation (e.g., positioning needs to access literacy materials, the consistency of instruction, and increasing time in instruction). Collaborative teaming and goal planning among related service providers can potentially maximize literacy instruction for learners who use AAC.
{"title":"\"It's a Lot of Collaboration\": Related Service Providers Supporting Literacy Instruction for Learners Who Use Augmentative and Alternative Communication.","authors":"Jessica G Caron,Salena Babb,Hannah Stokes,Christine Holyfield,Nicole Romano","doi":"10.1044/2025_lshss-24-00034","DOIUrl":"https://doi.org/10.1044/2025_lshss-24-00034","url":null,"abstract":"PURPOSECollaborative teaming has been found to be one of the most critical components in maximizing student outcomes in individuals who use augmentative and alternative communication (AAC). This study aimed to understand roles, barriers, and facilitators of related service providers when working on and collaborating in literacy instruction with learners who use AAC to maximize literacy outcomes.METHODThis study used an exploratory-descriptive qualitative design based on an in-person focus group of related service providers (occupational therapists, physical therapists, and speech-language pathologists) who all contribute to the development and implementation of literacy goals for students who use AAC. Qualitative analysis methods were used to transcribe and code the data thematically.RESULTSAfter analysis, four themes and nine subthemes were identified by the research team. Results highlight considerations including positioning and access, coaching, direct instruction, defined roles, common goals, and collaboration. Although the qualitative study captures the perspectives of members of a single school team, the findings help to support future research directions and implementation facilitators.CONCLUSIONSThere is limited research that documents the various roles of related service providers when considering literacy adaptations and implementation (e.g., positioning needs to access literacy materials, the consistency of instruction, and increasing time in instruction). Collaborative teaming and goal planning among related service providers can potentially maximize literacy instruction for learners who use AAC.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"109 1","pages":"1-16"},"PeriodicalIF":2.4,"publicationDate":"2025-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144603671","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-07-02DOI: 10.1044/2025_lshss-24-00132
Miriam Kornelis,Kerry Danahy Ebert,Lizbeth H Finestack
INTRODUCTIONSpeech-language pathologists have limited evidence-based methods for grammar intervention to use with multilingual children with developmental language disorder (DLD). Explicit grammatical intervention is a promising approach for this population and has the potential to facilitate cross-linguistic transfer to an untreated language. In this clinical focus article, we present steps for implementing a grammatical language intervention for bilingual children that integrates explicit connections between a child's languages and examine evidence of a treatment effect.METHODThree 4- to 8-year-old Spanish-English speaking children with DLD participated in a single-subject nonconcurrent multiple-baseline design study. The participants received an explicit-based grammatical intervention in English, adapted to promote cross-linguistic transfer to Spanish, targeting regular past tense and present tense forms. We describe how each step in the intervention could be adapted and implemented by monolingual clinicians.RESULTSParticipants showed preliminary evidence of a positive treatment effect on English -ed and -s, with varying degrees of transfer to corresponding Spanish grammatical measures.CONCLUSIONSThis is the first investigation of an explicit-based grammatical language treatment involving Spanish-English bilingual children with DLD. With careful design and planning, this approach has the potential for providing benefits in the child's untreated first language by drawing on metalinguistic strengths and cross-linguistic similarities.
{"title":"Exploring Explicit Intervention to Target Grammatical Forms With Spanish-English Bilingual Children With Developmental Language Disorder.","authors":"Miriam Kornelis,Kerry Danahy Ebert,Lizbeth H Finestack","doi":"10.1044/2025_lshss-24-00132","DOIUrl":"https://doi.org/10.1044/2025_lshss-24-00132","url":null,"abstract":"INTRODUCTIONSpeech-language pathologists have limited evidence-based methods for grammar intervention to use with multilingual children with developmental language disorder (DLD). Explicit grammatical intervention is a promising approach for this population and has the potential to facilitate cross-linguistic transfer to an untreated language. In this clinical focus article, we present steps for implementing a grammatical language intervention for bilingual children that integrates explicit connections between a child's languages and examine evidence of a treatment effect.METHODThree 4- to 8-year-old Spanish-English speaking children with DLD participated in a single-subject nonconcurrent multiple-baseline design study. The participants received an explicit-based grammatical intervention in English, adapted to promote cross-linguistic transfer to Spanish, targeting regular past tense and present tense forms. We describe how each step in the intervention could be adapted and implemented by monolingual clinicians.RESULTSParticipants showed preliminary evidence of a positive treatment effect on English -ed and -s, with varying degrees of transfer to corresponding Spanish grammatical measures.CONCLUSIONSThis is the first investigation of an explicit-based grammatical language treatment involving Spanish-English bilingual children with DLD. With careful design and planning, this approach has the potential for providing benefits in the child's untreated first language by drawing on metalinguistic strengths and cross-linguistic similarities.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"25 1","pages":"1-17"},"PeriodicalIF":2.4,"publicationDate":"2025-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144533659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-06-20DOI: 10.1044/2025_lshss-24-00108
Kendall Willems,Susan J Loveall,J Marc Goodrich,Danika Lang
PURPOSEAutistic individuals often exhibit poorer emergent literacy skills (e.g., phonological awareness, print knowledge, oral language) relative to their non-autistic peers. Although emergent literacy skills are known to impact future reading success in typical development, their relationship with word recognition and reading comprehension in autistic children remains unclear. The purpose of this meta-analysis was to identify the correlation between emergent literacy skills and reading abilities (i.e., word recognition and reading comprehension) in young autistic children.METHODFourteen correlational studies, including 837 autistic children ranging in age from 28 to 109 months, met the inclusion criteria. Robust variance estimation was used to compute an average weighted effect size, and possible moderator variables were also explored.RESULTSResults indicated a significant, positive correlation between emergent literacy skills and reading abilities. Moderator analyses indicated that the correlations between emergent literacy and reading ability did not differ based on the type of reading ability (i.e., word recognition vs. reading comprehension) or emergent literacy skill (i.e., code- vs. meaning-based skills). However, IQ was a marginally significant moderator, and the relation between emergent literacy and reading ability was stronger in studies with participants with lower average IQ scores.CONCLUSIONSThese findings have important implications for research and practice for young autistic children. There is a need for educators and other practitioners to (a) assess emergent literacy skills in early childhood to better identify autistic children who are at risk for reading difficulties and (b) actively promote and teach emergent literacy skills in young autistic children, as these skills are related to more advanced reading abilities.SUPPLEMENTAL MATERIALhttps://doi.org/10.23641/asha.29231057.
{"title":"Correlation Between Emergent Literacy Skills and Reading Abilities in Young Autistic Children: A Meta-Analysis.","authors":"Kendall Willems,Susan J Loveall,J Marc Goodrich,Danika Lang","doi":"10.1044/2025_lshss-24-00108","DOIUrl":"https://doi.org/10.1044/2025_lshss-24-00108","url":null,"abstract":"PURPOSEAutistic individuals often exhibit poorer emergent literacy skills (e.g., phonological awareness, print knowledge, oral language) relative to their non-autistic peers. Although emergent literacy skills are known to impact future reading success in typical development, their relationship with word recognition and reading comprehension in autistic children remains unclear. The purpose of this meta-analysis was to identify the correlation between emergent literacy skills and reading abilities (i.e., word recognition and reading comprehension) in young autistic children.METHODFourteen correlational studies, including 837 autistic children ranging in age from 28 to 109 months, met the inclusion criteria. Robust variance estimation was used to compute an average weighted effect size, and possible moderator variables were also explored.RESULTSResults indicated a significant, positive correlation between emergent literacy skills and reading abilities. Moderator analyses indicated that the correlations between emergent literacy and reading ability did not differ based on the type of reading ability (i.e., word recognition vs. reading comprehension) or emergent literacy skill (i.e., code- vs. meaning-based skills). However, IQ was a marginally significant moderator, and the relation between emergent literacy and reading ability was stronger in studies with participants with lower average IQ scores.CONCLUSIONSThese findings have important implications for research and practice for young autistic children. There is a need for educators and other practitioners to (a) assess emergent literacy skills in early childhood to better identify autistic children who are at risk for reading difficulties and (b) actively promote and teach emergent literacy skills in young autistic children, as these skills are related to more advanced reading abilities.SUPPLEMENTAL MATERIALhttps://doi.org/10.23641/asha.29231057.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"1 1","pages":"1-17"},"PeriodicalIF":2.4,"publicationDate":"2025-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144335249","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-06-18DOI: 10.1044/2025_lshss-24-00119
Laura Green,Julie Wolter
PURPOSEFor school-age students with language and literacy deficits (LLD), such as those with developmental language disorder (DLD) and/or dyslexia, literacy challenges can affect reading comprehension, written language, and overall academic success. Researchers have established that instruction in morphological awareness, especially with a phonological, orthographic, semantic, and syntactic focus, results in positive reading and writing outcomes. The purpose of this clinical focus article is to provide evidence for a multilinguistic literacy intervention approach grounded in morphological awareness, along with a case-based tutorial for its implementation in a relevant academic context.METHODFocusing on the morphological meaning components within words provides an ideal opportunity to reflect on how these units provide clues and support to other linked language components such as phonology or word pronunciation, orthographic spelling, semantic meaning, and syntactic grammar. A discussion is provided for leveraging morphological awareness across a multilinguistic literacy intervention approach to connect foundational linguistic knowledge and bridge strategy, meaning, and purpose. We address how this intervention can be integrated with a classroom curricular unit and implemented via individual, small-group, or classroom-based intervention using a case-based example.CONCLUSIONSMorphological awareness intervention has been found to be effective in supporting the vocabulary, decoding, spelling, and reading comprehension of students with LLD. Thus, infusing this metalinguistic strategy in multilinguistic literacy intervention that integrates academically relevant texts can be a powerful tool for speech-language pathologists and literacy specialists to support the literacy success of students with DLD and/or dyslexia.
{"title":"Morphological Awareness: Connecting Language Foundations and Academic Literacy Success for Students With Language and Literacy Deficits.","authors":"Laura Green,Julie Wolter","doi":"10.1044/2025_lshss-24-00119","DOIUrl":"https://doi.org/10.1044/2025_lshss-24-00119","url":null,"abstract":"PURPOSEFor school-age students with language and literacy deficits (LLD), such as those with developmental language disorder (DLD) and/or dyslexia, literacy challenges can affect reading comprehension, written language, and overall academic success. Researchers have established that instruction in morphological awareness, especially with a phonological, orthographic, semantic, and syntactic focus, results in positive reading and writing outcomes. The purpose of this clinical focus article is to provide evidence for a multilinguistic literacy intervention approach grounded in morphological awareness, along with a case-based tutorial for its implementation in a relevant academic context.METHODFocusing on the morphological meaning components within words provides an ideal opportunity to reflect on how these units provide clues and support to other linked language components such as phonology or word pronunciation, orthographic spelling, semantic meaning, and syntactic grammar. A discussion is provided for leveraging morphological awareness across a multilinguistic literacy intervention approach to connect foundational linguistic knowledge and bridge strategy, meaning, and purpose. We address how this intervention can be integrated with a classroom curricular unit and implemented via individual, small-group, or classroom-based intervention using a case-based example.CONCLUSIONSMorphological awareness intervention has been found to be effective in supporting the vocabulary, decoding, spelling, and reading comprehension of students with LLD. Thus, infusing this metalinguistic strategy in multilinguistic literacy intervention that integrates academically relevant texts can be a powerful tool for speech-language pathologists and literacy specialists to support the literacy success of students with DLD and/or dyslexia.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"13 1","pages":"1-16"},"PeriodicalIF":2.4,"publicationDate":"2025-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144320291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-05-21DOI: 10.1044/2025_lshss-24-00091
Katharine M Radville,Tim DeLuca,Danika L Pfeiffer,Shaun Ziegenfusz,Mary Rasner,Tiffany P Hogan
PURPOSECaregivers of children with developmental language disorder (DLD) face numerous challenges, including limited evidence-backed options for learning about oral language and DLD. This explanatory sequential, mixed-methods study quantified and described caregiver perceptions of learning about DLD through an online asynchronous training.METHODWe used quantitative methods to measure self-perceived knowledge of DLD as well as self-efficacy for supporting the child before and after participation in the training. We also measured usability and overall satisfaction with the training. We conducted 1:1 structured interviews with a subset of participants and used an inductive approach to thematic analysis to explain and expand upon quantitative results.RESULTSCaregivers reported higher knowledge and self-efficacy related to DLD after completing the training. Usability and satisfaction ratings were high. Qualitative data provided nuanced explanation of quantitative findings, indicating that the training can increase caregiver knowledge and self-efficacy and can positively impact interactions, support, and understanding of the child. We also found that while caregivers find learning about DLD helpful, they also seek additional information and support related to their own child.CONCLUSIONOnline asynchronous learning is a useful, satisfactory means by which to disseminate information about DLD to caregivers.
{"title":"Caregiver Perceptions of an Asynchronous Video-Based Training on Developmental Language Disorder: A Mixed-Methods Study.","authors":"Katharine M Radville,Tim DeLuca,Danika L Pfeiffer,Shaun Ziegenfusz,Mary Rasner,Tiffany P Hogan","doi":"10.1044/2025_lshss-24-00091","DOIUrl":"https://doi.org/10.1044/2025_lshss-24-00091","url":null,"abstract":"PURPOSECaregivers of children with developmental language disorder (DLD) face numerous challenges, including limited evidence-backed options for learning about oral language and DLD. This explanatory sequential, mixed-methods study quantified and described caregiver perceptions of learning about DLD through an online asynchronous training.METHODWe used quantitative methods to measure self-perceived knowledge of DLD as well as self-efficacy for supporting the child before and after participation in the training. We also measured usability and overall satisfaction with the training. We conducted 1:1 structured interviews with a subset of participants and used an inductive approach to thematic analysis to explain and expand upon quantitative results.RESULTSCaregivers reported higher knowledge and self-efficacy related to DLD after completing the training. Usability and satisfaction ratings were high. Qualitative data provided nuanced explanation of quantitative findings, indicating that the training can increase caregiver knowledge and self-efficacy and can positively impact interactions, support, and understanding of the child. We also found that while caregivers find learning about DLD helpful, they also seek additional information and support related to their own child.CONCLUSIONOnline asynchronous learning is a useful, satisfactory means by which to disseminate information about DLD to caregivers.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"59 1","pages":"1-18"},"PeriodicalIF":2.4,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144114220","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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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