Pub Date : 2011-06-01DOI: 10.1179/136132811805334876
K. Carson, G. Gillon, T. Boustead
Abstract Purpose: Phonological awareness (PA) ability at school entry is a powerful predictor of early literacy success. Equipping classroom teachers with tools to accurately and efficiently monitor young children's PA development to help inform reading and writing instruction is critical for raising literacy achievement for all children. Computer-based assessment (CBA) is one conduit through which time-efficient monitoring of PA can be achieved within busy curricular environments. This study investigated whether computer-based administration of PA test content could generate equivalent results to paper-based administration with an examiner. Methods: Thirty-three children aged between 4 years, 10 months and 5 years, 0 months participated in the study. Twenty-one children presented with typical speech and language development and 12 children presented with moderate-severe speech delay. A crossover research design was used whereby participants were allocated to one of two experimental assessment conditions. Group A received a paper-based assessment of their PA skills whereas Group B received the same assessment content delivered by a computer program that could be self-administered. Two weeks later the participants were re-assessed using the opposite assessment modality. Results: Data analysis showed that: (a) CBA generated comparable scores to the paper-based counterpart for both children with typical spoken language development and children with moderate-severe speech delay, (b) CBA took 20% less time to administer, (c) there were no gender differences in performance between CBA and paper-based administrations, and (d) CBA scores showed strong evidence of reliability and concurrent validity with an existing paper-based phonological awareness measure. Implications: The findings indicate that CBA can generate comparable results and in a shorter time period when compared to more traditional paper-based methods of measuring PA ability. Potential implications of introducing CBA as a universal screening and monitoring tool on the literacy outcomes of school-aged children are discussed.
{"title":"Computer-Administrated Versus Paper-Based Assessment of School-Entry Phonological Awareness Ability","authors":"K. Carson, G. Gillon, T. Boustead","doi":"10.1179/136132811805334876","DOIUrl":"https://doi.org/10.1179/136132811805334876","url":null,"abstract":"Abstract Purpose: Phonological awareness (PA) ability at school entry is a powerful predictor of early literacy success. Equipping classroom teachers with tools to accurately and efficiently monitor young children's PA development to help inform reading and writing instruction is critical for raising literacy achievement for all children. Computer-based assessment (CBA) is one conduit through which time-efficient monitoring of PA can be achieved within busy curricular environments. This study investigated whether computer-based administration of PA test content could generate equivalent results to paper-based administration with an examiner. Methods: Thirty-three children aged between 4 years, 10 months and 5 years, 0 months participated in the study. Twenty-one children presented with typical speech and language development and 12 children presented with moderate-severe speech delay. A crossover research design was used whereby participants were allocated to one of two experimental assessment conditions. Group A received a paper-based assessment of their PA skills whereas Group B received the same assessment content delivered by a computer program that could be self-administered. Two weeks later the participants were re-assessed using the opposite assessment modality. Results: Data analysis showed that: (a) CBA generated comparable scores to the paper-based counterpart for both children with typical spoken language development and children with moderate-severe speech delay, (b) CBA took 20% less time to administer, (c) there were no gender differences in performance between CBA and paper-based administrations, and (d) CBA scores showed strong evidence of reliability and concurrent validity with an existing paper-based phonological awareness measure. Implications: The findings indicate that CBA can generate comparable results and in a shorter time period when compared to more traditional paper-based methods of measuring PA ability. Potential implications of introducing CBA as a universal screening and monitoring tool on the literacy outcomes of school-aged children are discussed.","PeriodicalId":88385,"journal":{"name":"Asia Pacific journal of speech, language, and hearing","volume":"21 1","pages":"101 - 85"},"PeriodicalIF":0.0,"publicationDate":"2011-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87318690","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-06-01DOI: 10.1179/136132811805334830
R. B, J. Bhat, N. Prasad
Abstract Aim: Although phonological mean length of utterance (pMLU) is addressed in normal children as well as those with specific language impairment and cochlear implanted children, there is poor focus on children with phonological disorders. Hence, the present study was carried out to determine the pMLU in children with phonological disorders in comparison with typically developing Kannada-speaking children. Methods: The study followed a case control design. Clinical group comprised 16 individuals (14 males and 2 females) with phonological disorders in the age range of 3 to 6 years. The control group comprised 30 age-matched children of whom 15 were males and 15 were females. A minimum of 50 spontaneous speech utterances were elicited from each child for a duration of 30 to 40 minutes which was audio-recorded. The children's utterances were narrowly transcribed and pMLU was calculated for each child. The sum of each word in all the utterances were totaled and divided by the number of words produced by the child to obtain the pMLU scores. Results: Independent t-test was employed to compare the differences between the mean pMLU scores across both groups. The results revealed a statistically significant difference between the means of pMLU scores across the group at p <0.05. Conclusion: The results revealed that children with phonological disorder are inferior in the acquisition of segments as well as in their whole-word phonological proficiency than typically developing children. Hence, pMLU measure could be regarded as a yardstick for phonological development, and forms the basis of a developmental scale for comparison against disordered phonology.
{"title":"Phonological Mean Length of Utterance in Children with Phonological Disorders","authors":"R. B, J. Bhat, N. Prasad","doi":"10.1179/136132811805334830","DOIUrl":"https://doi.org/10.1179/136132811805334830","url":null,"abstract":"Abstract Aim: Although phonological mean length of utterance (pMLU) is addressed in normal children as well as those with specific language impairment and cochlear implanted children, there is poor focus on children with phonological disorders. Hence, the present study was carried out to determine the pMLU in children with phonological disorders in comparison with typically developing Kannada-speaking children. Methods: The study followed a case control design. Clinical group comprised 16 individuals (14 males and 2 females) with phonological disorders in the age range of 3 to 6 years. The control group comprised 30 age-matched children of whom 15 were males and 15 were females. A minimum of 50 spontaneous speech utterances were elicited from each child for a duration of 30 to 40 minutes which was audio-recorded. The children's utterances were narrowly transcribed and pMLU was calculated for each child. The sum of each word in all the utterances were totaled and divided by the number of words produced by the child to obtain the pMLU scores. Results: Independent t-test was employed to compare the differences between the mean pMLU scores across both groups. The results revealed a statistically significant difference between the means of pMLU scores across the group at p <0.05. Conclusion: The results revealed that children with phonological disorder are inferior in the acquisition of segments as well as in their whole-word phonological proficiency than typically developing children. Hence, pMLU measure could be regarded as a yardstick for phonological development, and forms the basis of a developmental scale for comparison against disordered phonology.","PeriodicalId":88385,"journal":{"name":"Asia Pacific journal of speech, language, and hearing","volume":"10 1","pages":"103 - 109"},"PeriodicalIF":0.0,"publicationDate":"2011-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75532349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-03-01DOI: 10.1179/136132811805334948
S. Sakono, Tomohiko Ito, S. Fukuda, S. Fukuda
Abstract Various studies have shown that dyslexics have difficulty in the perception and production of suprasegmental aspects. Word accent is considered to be a part of suprasegmental phonology. It is reported that both the children with a familial risk of dyslexia and those diagnosed with dyslexia showed more difficulty with word stress production in Dutch. In addition, the characteristics of dyslexia have been said to be similar to those in early reading. As a result, it is expected that children in early stages of reading would also have difficulty in word accent production. However, there have been few studies on the effect of word accent production on reading performance in Japanese, a language with a pitch accent. The purpose of the present study was to investigate whether Japanese children with poor reading skills would show more difficulty with the production of word accent than those with proficient reading skills. The participants were 49 children from the ages of 5;0 to 6;7. The stimuli were nonfamiliar threesyllable words. A reading task and a word accent production task were used. In the reading task, children were asked to read each word as fast as possible. In the word accent production task, identical stimulus words were presented with three types of accent patterns: nonaccented, firstsyllable accented, and second-syllable accented. The participants were required to repeat them aloud. The results were as follows: In the reading task, the participants were divided into two groups; the letter-by-letter group and the fluent group. In the word accent production task, the mean number of words repeated correctly in the letter-by-letter group was lower than that of the fluent group for all types of accent patterns. In addition, a significant difference was observed between not only the nonaccented words and the first-syllable accented words, but also between the firstsyllable accented and the second-syllable accented for the letter-by-letter group. Meanwhile, for the fluent group, no significant difference was observed between the nonaccented and first-syllable accented words. These results suggest that the letter-by-letter group experience more difficulty with word accent production and are more strongly affected by the accent patterns than the fluent group.
{"title":"The Effect of Word Accent Production on Reading Performance in Japanese Young Children","authors":"S. Sakono, Tomohiko Ito, S. Fukuda, S. Fukuda","doi":"10.1179/136132811805334948","DOIUrl":"https://doi.org/10.1179/136132811805334948","url":null,"abstract":"Abstract Various studies have shown that dyslexics have difficulty in the perception and production of suprasegmental aspects. Word accent is considered to be a part of suprasegmental phonology. It is reported that both the children with a familial risk of dyslexia and those diagnosed with dyslexia showed more difficulty with word stress production in Dutch. In addition, the characteristics of dyslexia have been said to be similar to those in early reading. As a result, it is expected that children in early stages of reading would also have difficulty in word accent production. However, there have been few studies on the effect of word accent production on reading performance in Japanese, a language with a pitch accent. The purpose of the present study was to investigate whether Japanese children with poor reading skills would show more difficulty with the production of word accent than those with proficient reading skills. The participants were 49 children from the ages of 5;0 to 6;7. The stimuli were nonfamiliar threesyllable words. A reading task and a word accent production task were used. In the reading task, children were asked to read each word as fast as possible. In the word accent production task, identical stimulus words were presented with three types of accent patterns: nonaccented, firstsyllable accented, and second-syllable accented. The participants were required to repeat them aloud. The results were as follows: In the reading task, the participants were divided into two groups; the letter-by-letter group and the fluent group. In the word accent production task, the mean number of words repeated correctly in the letter-by-letter group was lower than that of the fluent group for all types of accent patterns. In addition, a significant difference was observed between not only the nonaccented words and the first-syllable accented words, but also between the firstsyllable accented and the second-syllable accented for the letter-by-letter group. Meanwhile, for the fluent group, no significant difference was observed between the nonaccented and first-syllable accented words. These results suggest that the letter-by-letter group experience more difficulty with word accent production and are more strongly affected by the accent patterns than the fluent group.","PeriodicalId":88385,"journal":{"name":"Asia Pacific journal of speech, language, and hearing","volume":"15 1","pages":"51 - 59"},"PeriodicalIF":0.0,"publicationDate":"2011-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74793462","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-03-01DOI: 10.1179/136132811805334902
B. Prathanee, Preeya Lorwatanapongsa, Daranee Anantapong, Netra Buakanok
Abstract Speech characteristics in patients with cleft palate have typical patterns that include delayed speech and language development, articulation deficits, resonance disorders, voice disorders, and poor intelligibility. There need to be a reporting system developed as a standardized routine protocol that would be a more consistent reporting system and a means to compare speech outcomes across centers, languages, and within languages in order to make valid comparisons. Aim: To establish Thai speech parameters for patients with cleft palate in a universal reporting system. Methods: To develop a Thai universal parameters for speech outcomes based on speech sampling guidelines for universal parameters for reporting speech outcomes in individuals with cleft palate, four speech/language pathologists (SLPs) who had had experience working with individuals with cleft palate had consensus and established the first draft. Then, the speech parameter group submitted comments and suggestions on their first version. The speech samples were pictures drawn and presented to determine the validity of the two groups of 20 patients with cleft palate. This population was drawn from speech camps and 10 children without a cleft palate for content and face validity as suggested by the SLP raters. The final version was based on data from 16 children who had cleft palates and were enrolled in the project from the speech camp and community-based speech therapy model for children with cleft lip and palate and from a project of 5-year outcome of children with cleft palate and the Center for Cleft/Lip and Palate and Craniofacial Deformities, and Khon Kaen University, in association with the Tawanchai Project. Results: The final set of Thai speech parameters was composed of seven typical speech characteristics of individuals with cleft palate. The percentage of agreement ranged from 43.75 to 100. Thirty percent of the proportion of positives ranged from 0.70 to 1. Thirteen percent of proportion of negatives ranged from 0.70 to 1. Conclusion: This test might be recommended as the universal standard as a methodological approach when reporting audits and research outcomes. The SLP raters further recommended that there be ongoing training programs in listening skills for specialists for judging these types of outcomes.
{"title":"Thai Speech Parameters for Patients with Cleft Palate in a Universal Reporting System","authors":"B. Prathanee, Preeya Lorwatanapongsa, Daranee Anantapong, Netra Buakanok","doi":"10.1179/136132811805334902","DOIUrl":"https://doi.org/10.1179/136132811805334902","url":null,"abstract":"Abstract Speech characteristics in patients with cleft palate have typical patterns that include delayed speech and language development, articulation deficits, resonance disorders, voice disorders, and poor intelligibility. There need to be a reporting system developed as a standardized routine protocol that would be a more consistent reporting system and a means to compare speech outcomes across centers, languages, and within languages in order to make valid comparisons. Aim: To establish Thai speech parameters for patients with cleft palate in a universal reporting system. Methods: To develop a Thai universal parameters for speech outcomes based on speech sampling guidelines for universal parameters for reporting speech outcomes in individuals with cleft palate, four speech/language pathologists (SLPs) who had had experience working with individuals with cleft palate had consensus and established the first draft. Then, the speech parameter group submitted comments and suggestions on their first version. The speech samples were pictures drawn and presented to determine the validity of the two groups of 20 patients with cleft palate. This population was drawn from speech camps and 10 children without a cleft palate for content and face validity as suggested by the SLP raters. The final version was based on data from 16 children who had cleft palates and were enrolled in the project from the speech camp and community-based speech therapy model for children with cleft lip and palate and from a project of 5-year outcome of children with cleft palate and the Center for Cleft/Lip and Palate and Craniofacial Deformities, and Khon Kaen University, in association with the Tawanchai Project. Results: The final set of Thai speech parameters was composed of seven typical speech characteristics of individuals with cleft palate. The percentage of agreement ranged from 43.75 to 100. Thirty percent of the proportion of positives ranged from 0.70 to 1. Thirteen percent of proportion of negatives ranged from 0.70 to 1. Conclusion: This test might be recommended as the universal standard as a methodological approach when reporting audits and research outcomes. The SLP raters further recommended that there be ongoing training programs in listening skills for specialists for judging these types of outcomes.","PeriodicalId":88385,"journal":{"name":"Asia Pacific journal of speech, language, and hearing","volume":"1 1","pages":"31 - 49"},"PeriodicalIF":0.0,"publicationDate":"2011-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80103289","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-03-01DOI: 10.1179/136132811805334939
Tomohiko Ito, S. Fukuda, S. Fukuda
Abstract In English, ASPECT has been reported to be a difficult construction for children with Specific Language Impairment (SLI) to acquire. However, there have been few reports concerning the acquisition of ASPECT in Japanese. The purpose of this study was to investigate whether Japanese children with SLI would experience difficulty with the construction of ASPECT. The participants were Japanese siblings with SLI; a female junior high school student (Child A) and a male elementary school student (Child B). Utterances in spontaneous speech and the results of an elicited production task were analyzed. In the elicited production task, the data of 16 elementary school students with typical language development were also examined. The results were as follows. In spontaneous speech, the percent correct of Child A and Child B with the use of ASPECT was 100% and 94.4%, respectively. However, the percent correct on the elicited production task was 50.0% and 77.5%, whereas it was 95.9% with the 16 typically developing children. Furthermore, we found peculiar errors in which Child A and Child B used past-tense markers where expressions of ASPECT were required in sentences including adverbial expressions indicating past tense. In contrast, this type of error was not observed at all with the typically developing children. These results suggest that, although Japanese children with SLI produced few errors of ASPECT in spontaneous speech, they have difficulty acquiring ASPECT and use compensatory strategies to compensate for their inability to manipulate constructions of ASPECT.
{"title":"ASPECT in Japanese Children with SLI","authors":"Tomohiko Ito, S. Fukuda, S. Fukuda","doi":"10.1179/136132811805334939","DOIUrl":"https://doi.org/10.1179/136132811805334939","url":null,"abstract":"Abstract In English, ASPECT has been reported to be a difficult construction for children with Specific Language Impairment (SLI) to acquire. However, there have been few reports concerning the acquisition of ASPECT in Japanese. The purpose of this study was to investigate whether Japanese children with SLI would experience difficulty with the construction of ASPECT. The participants were Japanese siblings with SLI; a female junior high school student (Child A) and a male elementary school student (Child B). Utterances in spontaneous speech and the results of an elicited production task were analyzed. In the elicited production task, the data of 16 elementary school students with typical language development were also examined. The results were as follows. In spontaneous speech, the percent correct of Child A and Child B with the use of ASPECT was 100% and 94.4%, respectively. However, the percent correct on the elicited production task was 50.0% and 77.5%, whereas it was 95.9% with the 16 typically developing children. Furthermore, we found peculiar errors in which Child A and Child B used past-tense markers where expressions of ASPECT were required in sentences including adverbial expressions indicating past tense. In contrast, this type of error was not observed at all with the typically developing children. These results suggest that, although Japanese children with SLI produced few errors of ASPECT in spontaneous speech, they have difficulty acquiring ASPECT and use compensatory strategies to compensate for their inability to manipulate constructions of ASPECT.","PeriodicalId":88385,"journal":{"name":"Asia Pacific journal of speech, language, and hearing","volume":"11 1","pages":"23 - 29"},"PeriodicalIF":0.0,"publicationDate":"2011-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78463554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-03-01DOI: 10.1179/136132811805334957
D. Lau, M. Leung, H. Cheung, Ming Lui, A. Tse
Abstract The current study investigated the development of morphemic processing in reading Chinese compound words. A total of 14 grade 2 children and 17 grade 6 children were recruited. A word-naming task and a character- naming task were conducted. Significant boundedness effects were observed in both word and character-naming tasks in grade 2. In contrast, significant boundedness effect was only found in character naming but not in word naming in grade 6. Results revealed that the functional size of morphemes that beginning readers can manipulate progresses from large to small grain size. This developmental pattern provides supplementary information to the psycholinguistic grain size theory (Ziegler & Goswami, 2005) to better explain reading development of Chinese. Educational and clinical implications were also discussed.
{"title":"The Development of Morphemic Processing in Reading Chinese Compound Words","authors":"D. Lau, M. Leung, H. Cheung, Ming Lui, A. Tse","doi":"10.1179/136132811805334957","DOIUrl":"https://doi.org/10.1179/136132811805334957","url":null,"abstract":"Abstract The current study investigated the development of morphemic processing in reading Chinese compound words. A total of 14 grade 2 children and 17 grade 6 children were recruited. A word-naming task and a character- naming task were conducted. Significant boundedness effects were observed in both word and character-naming tasks in grade 2. In contrast, significant boundedness effect was only found in character naming but not in word naming in grade 6. Results revealed that the functional size of morphemes that beginning readers can manipulate progresses from large to small grain size. This developmental pattern provides supplementary information to the psycholinguistic grain size theory (Ziegler & Goswami, 2005) to better explain reading development of Chinese. Educational and clinical implications were also discussed.","PeriodicalId":88385,"journal":{"name":"Asia Pacific journal of speech, language, and hearing","volume":"8 1","pages":"13 - 22"},"PeriodicalIF":0.0,"publicationDate":"2011-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86778152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-03-01DOI: 10.1179/136132811805334920
Manabu Oi, Sanae Tanaka
Abstract The present study aimed to clarify whether comprehension of ambiguous sentences in Japanese children with high-functioning autism spectrum disorder (HFASD) varies depending on the degree to which the use of these sentences is conventional. We examined the relationship between comprehension by children with HFASD and college freshmen's assessment of conventionality of usage of these sentences in contexts encouraging literal or nonliteral interpretation. One hundred ninety-four freshmen participated. Children's interpretation preferences were correlated with freshmen's assessments of 9 ambiguous sentences for which previous data showed a significant intergroup difference in interpretation between 45 2nd to 6th graders with HFASD and 45 typically developing (TD) children matched for grade and gender. All the HFASD children fulfilled the criteria for pervasive developmental disorder of DSM-IV-TR, and they ranged in full-scale IQ from 79 to 129 (mean = 97.56, SD = 17.54) and in verbal-IQ from 80 to 136 (mean = 98.87, SD = 17.81). In 6 of these 9 sentences, the interpretation preferred more strongly by children with HFASD than TD children was rated by the freshmen as significantly less strange than the nonpreferred interpretation, regardless of whether it was literal or nonliteral. These results suggest that children with HFASD comprehend ambiguous sentences in accordance with their conventionality as assessed by freshmen. Even when TD children choose a literal interpretation, children with HFASD select the nonliteral one judged more conventional than its literal counterpart. This conformity of children with HFASD to conventional interpretation of ambiguous language seems to account for overliteralness and overnonliteralness.
{"title":"When Do Japanese Children with Autism Spectrum Disorder Comprehend Ambiguous Language Overliterally or Overnonliterally?","authors":"Manabu Oi, Sanae Tanaka","doi":"10.1179/136132811805334920","DOIUrl":"https://doi.org/10.1179/136132811805334920","url":null,"abstract":"Abstract The present study aimed to clarify whether comprehension of ambiguous sentences in Japanese children with high-functioning autism spectrum disorder (HFASD) varies depending on the degree to which the use of these sentences is conventional. We examined the relationship between comprehension by children with HFASD and college freshmen's assessment of conventionality of usage of these sentences in contexts encouraging literal or nonliteral interpretation. One hundred ninety-four freshmen participated. Children's interpretation preferences were correlated with freshmen's assessments of 9 ambiguous sentences for which previous data showed a significant intergroup difference in interpretation between 45 2nd to 6th graders with HFASD and 45 typically developing (TD) children matched for grade and gender. All the HFASD children fulfilled the criteria for pervasive developmental disorder of DSM-IV-TR, and they ranged in full-scale IQ from 79 to 129 (mean = 97.56, SD = 17.54) and in verbal-IQ from 80 to 136 (mean = 98.87, SD = 17.81). In 6 of these 9 sentences, the interpretation preferred more strongly by children with HFASD than TD children was rated by the freshmen as significantly less strange than the nonpreferred interpretation, regardless of whether it was literal or nonliteral. These results suggest that children with HFASD comprehend ambiguous sentences in accordance with their conventionality as assessed by freshmen. Even when TD children choose a literal interpretation, children with HFASD select the nonliteral one judged more conventional than its literal counterpart. This conformity of children with HFASD to conventional interpretation of ambiguous language seems to account for overliteralness and overnonliteralness.","PeriodicalId":88385,"journal":{"name":"Asia Pacific journal of speech, language, and hearing","volume":"43 1","pages":"1 - 12"},"PeriodicalIF":0.0,"publicationDate":"2011-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90056668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-03-01DOI: 10.1179/136132811805334894
M. Leung, Hoi-Ming Lui, S. Law, R. Fung, K. Lau
Abstract The influence of feed-forward consistency (FFC) (i.e., the consistency of mapping from the orthographic form to the pronunciation of the whole character) on character recognition and reading aloud tasks have been well documented in a sizable literature in which subjects performed better on feed-forward consistent characters than inconsistent characters. Analogous to the FFC effect in reading aloud, the feedback consistency (FBC) effect (“consistent” when a pronunciation always maps onto one orthographic form, and “inconsistent” if the pronunciation maps onto multiple orthographic forms) was observed in spelling tasks at the phoneme-grapheme levels in English (e.g., Weekes, Castles, & Davies, 2006) and French (e.g., Alegria & Mousty, 1996), where subjects had better spelling performances on feedback consistent words than inconsistent words. Although Ziegler and Muneaux (2007) showed that the size of FBC effect was predicted by the reading level (determined by a feed-forward task) of children in a spoken word recognition task, the words that are phonologically similar, in fact, are also orthographically similar in alphabetic scripts. Therefore, the poor performance on feedback inconsistent words may be attributed to the difficulty in choosing the correct answers among similar orthographic forms. Unlike alphabetic scripts, homophones in Chinese characters do not always share similar orthographic forms and orthographically similar characters may have different pronunciations. These properties allow researchers to investigate the FBC effect without confounding with orthographic similarity. The aims of the present study are three-fold: first, to find out whether similar FFC effect exists in both reading aloud and writing-to-dictation in Chinese; second, to evaluate the influence of the number of homophones of a character on writing-to-dictation across grades; and, third, to observe the possible interactions between FFC and the number of homophones. Phonetic semantic compound characters were selected as stimuli. A reading- aloud task was administered to 1,590 students and a writing-to-dictation task to 2,194 students from grades 1 to 6. The stimulus characters were categorized in terms of homophone numbers and consistency values. Data collected were analyzed using ANOVA. As expected, significant positive FFC effect (consistent characters better than inconsistent characters) was observed in reading aloud across grades. In the writing-to-dictation task, significant homophone effect was found from grade 2 to grade 6. Post hoc analyses revealed that a positive FFC effect occurred when the characters had many homophones, whereas negative FFC effect occurred when the characters had fewer homophones. The findings clarify the influences of feed-forward and feedback consistencies on writing without the possible confounding orthographic similarity factor. The significant interaction effect between FFC and homophone number suggests that the orthographic s
{"title":"Feedback Consistency Effect on Writing-to-Dictation Task in Chinese","authors":"M. Leung, Hoi-Ming Lui, S. Law, R. Fung, K. Lau","doi":"10.1179/136132811805334894","DOIUrl":"https://doi.org/10.1179/136132811805334894","url":null,"abstract":"Abstract The influence of feed-forward consistency (FFC) (i.e., the consistency of mapping from the orthographic form to the pronunciation of the whole character) on character recognition and reading aloud tasks have been well documented in a sizable literature in which subjects performed better on feed-forward consistent characters than inconsistent characters. Analogous to the FFC effect in reading aloud, the feedback consistency (FBC) effect (“consistent” when a pronunciation always maps onto one orthographic form, and “inconsistent” if the pronunciation maps onto multiple orthographic forms) was observed in spelling tasks at the phoneme-grapheme levels in English (e.g., Weekes, Castles, & Davies, 2006) and French (e.g., Alegria & Mousty, 1996), where subjects had better spelling performances on feedback consistent words than inconsistent words. Although Ziegler and Muneaux (2007) showed that the size of FBC effect was predicted by the reading level (determined by a feed-forward task) of children in a spoken word recognition task, the words that are phonologically similar, in fact, are also orthographically similar in alphabetic scripts. Therefore, the poor performance on feedback inconsistent words may be attributed to the difficulty in choosing the correct answers among similar orthographic forms. Unlike alphabetic scripts, homophones in Chinese characters do not always share similar orthographic forms and orthographically similar characters may have different pronunciations. These properties allow researchers to investigate the FBC effect without confounding with orthographic similarity. The aims of the present study are three-fold: first, to find out whether similar FFC effect exists in both reading aloud and writing-to-dictation in Chinese; second, to evaluate the influence of the number of homophones of a character on writing-to-dictation across grades; and, third, to observe the possible interactions between FFC and the number of homophones. Phonetic semantic compound characters were selected as stimuli. A reading- aloud task was administered to 1,590 students and a writing-to-dictation task to 2,194 students from grades 1 to 6. The stimulus characters were categorized in terms of homophone numbers and consistency values. Data collected were analyzed using ANOVA. As expected, significant positive FFC effect (consistent characters better than inconsistent characters) was observed in reading aloud across grades. In the writing-to-dictation task, significant homophone effect was found from grade 2 to grade 6. Post hoc analyses revealed that a positive FFC effect occurred when the characters had many homophones, whereas negative FFC effect occurred when the characters had fewer homophones. The findings clarify the influences of feed-forward and feedback consistencies on writing without the possible confounding orthographic similarity factor. The significant interaction effect between FFC and homophone number suggests that the orthographic s","PeriodicalId":88385,"journal":{"name":"Asia Pacific journal of speech, language, and hearing","volume":"23 1","pages":"61 - 71"},"PeriodicalIF":0.0,"publicationDate":"2011-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83270956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-12-01DOI: 10.1179/136132810805335001
H. Mohammadi, Reza Nilipur, F. Yadegari
Abstract Aims: Studies on prevalence of stuttering in bilinguals are scarce and contradictory. The aim of this study was to investigate the prevalence of stuttering among Kurdish-Persian bilingual students in Javanroud, one of the Kurdish cities in the west of Iran. Method: All bilingual students in the city participated in this cross-sectional descriptive study. We used teacher referral method for the primary screening of speech disorders. Essential information about speech disorders, especially stuttering, had been given to teachers before the primary step. The referred students were interviewed and both Kurdish and Persian spontaneous speeches were recorded. Recordings were assessed by two speech-language pathologists. Stuttering was confirmed when both specialists agreed on the diagnosis. Student's parents provided the demographic information and history of bilingualism and stuttering of their children. Results: Among 11,425 participants, 1.12% were identified as stutterers. In primary, junior high, and high school the prevalence of stuttering was 2.03%, 0.87%, and 0.5%, respectively. The prevalence of stuttering among boys was 1.35%, and 0.85% among girls. An overall male to female ratio for stuttering was 1.6. Mean age of onset was approximately 5 years. Conclusion: Further epidemiologic studies on different types of bilinguals and different paired languages are necessary.
{"title":"Prevalence of Stuttering in Kurdish-Persian Consecutive Bilinguals in Iran","authors":"H. Mohammadi, Reza Nilipur, F. Yadegari","doi":"10.1179/136132810805335001","DOIUrl":"https://doi.org/10.1179/136132810805335001","url":null,"abstract":"Abstract Aims: Studies on prevalence of stuttering in bilinguals are scarce and contradictory. The aim of this study was to investigate the prevalence of stuttering among Kurdish-Persian bilingual students in Javanroud, one of the Kurdish cities in the west of Iran. Method: All bilingual students in the city participated in this cross-sectional descriptive study. We used teacher referral method for the primary screening of speech disorders. Essential information about speech disorders, especially stuttering, had been given to teachers before the primary step. The referred students were interviewed and both Kurdish and Persian spontaneous speeches were recorded. Recordings were assessed by two speech-language pathologists. Stuttering was confirmed when both specialists agreed on the diagnosis. Student's parents provided the demographic information and history of bilingualism and stuttering of their children. Results: Among 11,425 participants, 1.12% were identified as stutterers. In primary, junior high, and high school the prevalence of stuttering was 2.03%, 0.87%, and 0.5%, respectively. The prevalence of stuttering among boys was 1.35%, and 0.85% among girls. An overall male to female ratio for stuttering was 1.6. Mean age of onset was approximately 5 years. Conclusion: Further epidemiologic studies on different types of bilinguals and different paired languages are necessary.","PeriodicalId":88385,"journal":{"name":"Asia Pacific journal of speech, language, and hearing","volume":"31 1","pages":"235 - 241"},"PeriodicalIF":0.0,"publicationDate":"2010-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80296036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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