Seminars in Speech and Language最新文献

What of It? Coding the Unmarked Of-Preposition in Language Samples from Young AAE Speakers. 那又怎样？青年AAE语言样本中介词未标记的编码

IF 1 4区医学

Seminars in Speech and Language Pub Date : 2025-08-27 DOI: 10.1055/a-2662-8184

Denise A Finneran, Maura J Moyle, Alaina Nash, Sixia Chen

{"title":"What of It? Coding the Unmarked Of-Preposition in Language Samples from Young AAE Speakers.","authors":"Denise A Finneran, Maura J Moyle, Alaina Nash, Sixia Chen","doi":"10.1055/a-2662-8184","DOIUrl":"https://doi.org/10.1055/a-2662-8184","url":null,"abstract":"We examined the of-preposition in language samples because it is a highly variable feature that can be marked or unmarked (e.g., \"out [of] the door\") depending on context. Children who speak African American English (AAE) produce unmarked of-prepositions in contexts that are universal across AAE and General American English (GAE; e.g., \"out [of] the window\") and in contexts specific to the AAE dialect (e.g., \"out [of] the car\"). Guidance in the literature on this variability is limited for language sample analysis. Participants included 113 children who spoke AAE. We examined contexts with unmarked of-prepositions in narrative language samples in a subset of 72 children (mean age = 53.57 months). Samples were coded for AAE features based on the published literature. Contexts with an unmarked of-preposition were coded as universal (present in AAE and GAE) or as a feature of AAE. We calculated an estimate of AAE feature use in two ways: one that erroneously assumed that all of-preposition variability (including universal) is AAE, and one that more precisely identified AAE features. Analyses revealed significant differences in the measurement of AAE use. Careful analysis of dialect-specific and universal features of AAE grammar, including the of-preposition, is needed for reliable assessments.","PeriodicalId":48772,"journal":{"name":"Seminars in Speech and Language","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2025-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144975262","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}

引用次数: 0

Exploring Oral Language, Spoken Language Variation, and Reading Profiles Among Black Children. 探究黑人儿童的口语、口语变异和阅读概况。

IF 1 4区医学

Seminars in Speech and Language Pub Date : 2025-08-20 DOI: 10.1055/a-2662-8110

Lakeisha Johnson, Rasheda Haughbrook, Mi-Young Webb, Brandy Gatlin-Nash, Nicole P Terry

{"title":"Exploring Oral Language, Spoken Language Variation, and Reading Profiles Among Black Children.","authors":"Lakeisha Johnson, Rasheda Haughbrook, Mi-Young Webb, Brandy Gatlin-Nash, Nicole P Terry","doi":"10.1055/a-2662-8110","DOIUrl":"https://doi.org/10.1055/a-2662-8110","url":null,"abstract":"This study explores the relation between oral language, spoken dialect variation, and reading achievement among Black children from low-income backgrounds, with an emphasis on identifying within-group variability. Few studies have examined how these variables interact to influence literacy outcomes. Using data from 797 children in Grades 1 to 4 (ages: 6-11 years), we conducted a two-part analysis. First, confirmatory factor analysis was used to assess the structure of language, dialect variation, and reading performance. The study found that while these skills are interconnected, they remain distinct constructs. Second, latent profile analysis was used to explore heterogeneity in language and reading skills within the sample, revealing distinct profiles of strengths and weaknesses. While children with higher dialect density of African American English were more likely to show lower literacy performance, dialect variation alone did not predict specific literacy profiles. These findings suggest that oral language proficiency and dialect variation should be considered when designing interventions to improve reading outcomes for Black children. This study contributes to the understanding of how dialect variation influences reading achievement and highlights the need for culturally responsive literacy instruction that values linguistic diversity.","PeriodicalId":48772,"journal":{"name":"Seminars in Speech and Language","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2025-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144975309","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}

引用次数: 0

Influences on Early Intervention Speech-Language Pathologists' Beliefs, Knowledge, and Practices for Assessing Dual Language Learners. 语言病理学家的信念、知识和实践对早期干预评估双语学习者的影响。

IF 1 4区医学

Seminars in Speech and Language Pub Date : 2025-07-17 DOI: 10.1055/a-2642-7283

Rebecca L Jarzynski, Milijana Buac

{"title":"Influences on Early Intervention Speech-Language Pathologists' Beliefs, Knowledge, and Practices for Assessing Dual Language Learners.","authors":"Rebecca L Jarzynski, Milijana Buac","doi":"10.1055/a-2642-7283","DOIUrl":"https://doi.org/10.1055/a-2642-7283","url":null,"abstract":"There are identifiable gaps between speech-language pathologists' (SLPs) beliefs and their implementation of best practices for dual language learners (DLLs). In the present study, we examined how early intervention (EI) SLPs' backgrounds, experiences, and practice settings influenced their beliefs, knowledge, and use of best practices when assessing DLLs. A survey of 134 EI SLPs was used to examine their assessment procedures for a DLL case scenario, beliefs about assessment practices, and knowledge of cultural and linguistic influences on DLLs' language development. Participants also provided information about their backgrounds and practice settings. Statistical analyses explored relationships between these factors and variables such as years since graduation, sociolinguistic context of practice setting, and continuing education on DLL assessment knowledge and practices. Results showed gaps between beliefs and practices and deficits in knowledge about cultural and linguistic influences on DLLs. Knowledge was negatively correlated with time since graduation and positively correlated with the proportion of DLLs on caseloads. SLPs in linguistically diverse areas had higher knowledge scores, while best practice use was tied to the percentage of DLLs on caseloads. Continued education, removal of barriers, and support are crucial, particularly for EI SLPs in less diverse contexts or with more time since graduation.","PeriodicalId":48772,"journal":{"name":"Seminars in Speech and Language","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2025-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144660854","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}

引用次数: 0

Meaning-Making and Co-Creation: Re-Defining Effective Communication with Black, Disabled AAE-Speaking Children. 意义制造与共同创造：重新定义与黑人残疾儿童的有效沟通。

IF 1 4区医学

Seminars in Speech and Language Pub Date : 2025-07-14 DOI: 10.1055/a-2634-9990

Chelsea Privette

{"title":"Meaning-Making and Co-Creation: Re-Defining Effective Communication with Black, Disabled AAE-Speaking Children.","authors":"Chelsea Privette","doi":"10.1055/a-2634-9990","DOIUrl":"https://doi.org/10.1055/a-2634-9990","url":null,"abstract":"This study applies a Black disability political approach to directly confront the shortcomings of the social model in affirming the communication of Black, disabled African American English (AAE)-speaking preschoolers. In a departure from clinical approaches to effective communication, this study assumes communication breakdowns as a central feature of interaction and explores strategies of repair and negotiation for redefining what makes communication effective.This study presents two case studies of Black, disabled AAE-speaking 4-year-olds. Their play samples are qualitatively analyzed to determine how they use strategies of repair and negotiation to achieve communicative goals and establish connections with their communication partners.The Black, disabled AAE-speaking 4-year-olds in this study used a variety of repair and negotiation strategies, including requesting a repair, responding to other-initiated repair requests, self-repair, co-constructing meaning, and seeking assistance. Their use of these strategies does not always fit into clinical frames of defining effective communication. Yet, the children demonstrate an awareness of and engagement with shared goals surrounding interaction and connection.Centering the languaging practices of multiply-marginalized disabled children is an opportunity for expanding our clinical approaches and our own communication practices to affirm the agency of the children with whom we make meaning.","PeriodicalId":48772,"journal":{"name":"Seminars in Speech and Language","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2025-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144638421","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}

引用次数: 0

Using Dialect Discovery Worksheets to Learn About Children's Linguistic Strengths and Weaknesses. 使用方言发现工作表了解儿童的语言优势和劣势。

IF 1 4区医学

Seminars in Speech and Language Pub Date : 2025-07-10 DOI: 10.1055/a-2624-3821

Christy Wynn Moland, Janna B Oetting

{"title":"Using Dialect Discovery Worksheets to Learn About Children's Linguistic Strengths and Weaknesses.","authors":"Christy Wynn Moland, Janna B Oetting","doi":"10.1055/a-2624-3821","DOIUrl":"https://doi.org/10.1055/a-2624-3821","url":null,"abstract":"Dialect discovery worksheets focus on children's dialect-appropriate form productivity and sensitivity to linguistic context within a dialect. Focusing on tense and agreement (T/A) forms in African American English (AAE), we demonstrate how these worksheets can be used to reveal grammar strengths in children with typical development (TD) and grammar weaknesses in those with developmental language disorder (DLD).The participants were four kindergartners who spoke AAE (two males and two females; two DLD; two TD). The data were archival and came from an elicitation task. Using the worksheets, we categorized and quantified the participant's T/A dialect-general overt forms, dialect-specific overt forms, and zero forms by linguistic context.The TD participants demonstrated form productivity, producing significant numbers of T/A dialect-general overt, dialect-specific overt, and zero forms. They also varied their overt forms and zero forms in ways that demonstrated sensitivity to linguistic context. Those with DLD did not demonstrate form productivity, and they lacked variation in form use by linguistic context.Dialect discovery worksheets provide useful information about children's grammar systems within the context of their dialect(s). These worksheets should be considered for clinical practice and preprofessional student training.","PeriodicalId":48772,"journal":{"name":"Seminars in Speech and Language","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2025-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144610063","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}

引用次数: 0

Understanding How Dialect Differences Shape How AAE-Speaking Children Process Sentences in Real-Time. 了解方言差异如何影响说英语的儿童如何实时处理句子。

IF 1 4区医学

Seminars in Speech and Language Pub Date : 2025-07-02 DOI: 10.1055/a-2626-3292

Arynn S Byrd, Yi Ting Huang, Jan Edwards

{"title":"Understanding How Dialect Differences Shape How AAE-Speaking Children Process Sentences in Real-Time.","authors":"Arynn S Byrd, Yi Ting Huang, Jan Edwards","doi":"10.1055/a-2626-3292","DOIUrl":"https://doi.org/10.1055/a-2626-3292","url":null,"abstract":"Dialect differences between African American English (AAE) and Mainstream American English (MAE) impact how children comprehend sentences. However, research on real-time sentence processing has the potential to reveal the underlying causes of these differences. This study used eye tracking, which measures how children interpret linguistic features as a sentence unfolds, and examined how AAE- and MAE-speaking children processed \"was\" and \"were,\" a morphology feature produced differently in MAE and AAE. Fifty-nine participants, ages 7;8 to 11;0 years, completed standardized measures of dialect density and receptive vocabulary. In the eye tracking task, participants heard sentences in MAE with either unambiguous (e.g., \"Jeremiah\") or ambiguous (e.g., \"Carolyn May\"), subjects and eye movements were measured to singular (image of one person) or plural referents (image of two people). After the onset of the auxiliary verb, AAE-speaking children were sensitive to \"was\" and \"were\" when processing sentences but were less likely than MAE-speaking children to use \"was\" as a basis for updating initial predictions of plural referents. Among African American children, dialect density was predictive of sensitivity to \"was\" when processing sentences. Results suggest that linguistic mismatch impacts how contrastive verb morphology is used to update initial interpretations of MAE sentences.","PeriodicalId":48772,"journal":{"name":"Seminars in Speech and Language","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2025-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144555468","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}

引用次数: 0

Turning the Page: Midwest SLPs' Lived Experiences Providing Literacy Services in Schools. 翻开新的一页：中西部特殊学生在学校提供扫盲服务的生活经历。

IF 1 4区医学

Seminars in Speech and Language Pub Date : 2025-06-05 DOI: 10.1055/s-0045-1809435

Karissa J Marble-Flint, Amy K Peterson, Klaire Brumbaugh, Whitney Schneider-Cline

{"title":"Turning the Page: Midwest SLPs' Lived Experiences Providing Literacy Services in Schools.","authors":"Karissa J Marble-Flint, Amy K Peterson, Klaire Brumbaugh, Whitney Schneider-Cline","doi":"10.1055/s-0045-1809435","DOIUrl":"https://doi.org/10.1055/s-0045-1809435","url":null,"abstract":"School-based speech-language pathologists (SLPs) from four midwestern states were surveyed about their knowledge and conﬁdence regarding literacy intervention. To obtain accounts of lived experiences, SLPs who completed the survey were invited to a follow-up interview. Fourteen SLPs completed interviews with a member of the research team via a recorded Zoom meeting. The interviews were approximately an hour long and each question was presented on a shared screen. Interview data were transcribed and then analyzed using thematic analysis. Five overarching themes emerged: (1) SLPs are responsible for language services to support student literacy; (2) barriers of time, administrator knowledge, and instructional tools that support SLP literacy instruction; (3) collaboration and training would improve confidence; (4) how multi-tiered systems of support and Title I impact SLP literacy services; and (5) the role of other team members in literacy services. Overall, SLPs know that they can play an important role in literacy assessment and intervention but are unsure of how their specific skills fit into the greater school context. Training may improve confidence in serving students with literacy needs differently from other service providers. Future work could explore partnerships between SLPs and other professionals to best serve students with literacy needs.","PeriodicalId":48772,"journal":{"name":"Seminars in Speech and Language","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144235680","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}

引用次数: 0

A Survey of Communication Partner Training for Individuals with Traumatic Brain Injury in China: Awareness, Benefits, and Barriers. 中国外伤性脑损伤患者沟通伙伴培训的调查：意识、益处和障碍。

IF 1 4区医学

Seminars in Speech and Language Pub Date : 2025-05-21 DOI: 10.1055/s-0045-1809158

Guanyu Wei, Louise C Keegan

{"title":"A Survey of Communication Partner Training for Individuals with Traumatic Brain Injury in China: Awareness, Benefits, and Barriers.","authors":"Guanyu Wei, Louise C Keegan","doi":"10.1055/s-0045-1809158","DOIUrl":"https://doi.org/10.1055/s-0045-1809158","url":null,"abstract":"Communication partner training (CPT) is an evidence-based treatment approach, applied when working with people with traumatic brain injury (pwTBI). However, all existing programs are available in English only. This article focuses on surveying people in China about their awareness of CPT for pwTBI, and the perceived benefits and challenges of implementing CPT programs, with a view to providing recommendations for optimal services. The authors surveyed 339 medical professional (n = 169) and non-medical professional (n = 170) communication partners to obtain their awareness about CPT. Further, they were asked to identify the potential barriers and benefits of implementing CPT. Potential components that should be considered when developing a CPT program for pwTBI in China were also identified by the communication partners. This article reported low awareness levels about CPT for both medical professional (33.33%) and non-medical professional (22.14%) communication partners. Both groups reported interest in opportunities to receive CPT. The findings of this study will be useful as a guide when developing CPT programs for pwTBI in China. The findings also have implications for the global translation of CPT programs to other languages and countries where they may have a positive impact on the lives of pwTBI and their communication partners.","PeriodicalId":48772,"journal":{"name":"Seminars in Speech and Language","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144121133","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}

引用次数: 0

The Role of Rapid Automatized Naming in Children with Developmental Dysgraphia in German. 快速自动命名在发展性德文书写困难儿童中的作用。

IF 1 4区医学

Seminars in Speech and Language Pub Date : 2025-05-21 DOI: 10.1055/s-0045-1806722

Anna Kaltenbrunner, Diana Döhla, Stefan Heim

{"title":"The Role of Rapid Automatized Naming in Children with Developmental Dysgraphia in German.","authors":"Anna Kaltenbrunner, Diana Döhla, Stefan Heim","doi":"10.1055/s-0045-1806722","DOIUrl":"https://doi.org/10.1055/s-0045-1806722","url":null,"abstract":"Various researchers have identified naming speed (rapid automatized naming [RAN]) as a predictor for reading skills and dyslexia. Although fewer studies investigate the connection between RAN and writing acquisition, their results suggest a connection between alphanumeric RAN tasks and spelling skills. Since the cognitive processes relevant to RAN have not yet been researched, it is unclear which components connect spelling performance and naming speed. Various authors propose a connection through orthographic and visual knowledge. This study investigated whether and how alphanumeric (letters and digits) and non-alphanumeric RAN (colors, objects) relate to spelling skills in German. Therefore, we investigated naming speed abilities in German 8- to 11-year-olds (n = 103) with pure developmental dysgraphia (i.e., isolated spelling deficit without reading deficit; n = 22), combined developmental dysgraphia and dyslexia (n = 26), and typical spelling and reading skills (n = 55). We found significant differences between children with pure developmental dysgraphia and children with typical reading and spelling skills for alphanumeric, but not non-alphanumeric RAN tasks. Our findings suggest that alphanumeric RAN, in contrast to non-alphanumeric RAN, is related to spelling. The study thus reveals the relevant difference between alphanumeric and non-alphanumeric RAN tasks and points toward distinct underlying cognitive mechanisms.","PeriodicalId":48772,"journal":{"name":"Seminars in Speech and Language","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144121167","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}

引用次数: 0

Beyond Test Scores: Using Drawings and Language Samples to Characterize Multilingual Children's Language Profiles. 超越考试成绩：使用图画和语言样本来描述多语言儿童的语言概况。

IF 1 4区医学

Seminars in Speech and Language Pub Date : 2025-03-01 Epub Date: 2025-03-07 DOI: 10.1055/s-0044-1801814

Nicole B M Bazzocchi, Leslie E Kokotek, Kathryn Crowe, Karla N Washington

{"title":"Beyond Test Scores: Using Drawings and Language Samples to Characterize Multilingual Children's Language Profiles.","authors":"Nicole B M Bazzocchi, Leslie E Kokotek, Kathryn Crowe, Karla N Washington","doi":"10.1055/s-0044-1801814","DOIUrl":"10.1055/s-0044-1801814","url":null,"abstract":"The United Nations Conventions on the Rights of the Child highlight the importance of children being involved in matters that concern them. Examining children's drawings can support speech-language pathologists' understanding of children's unique communication experiences, especially when considered alongside a language sample analysis (LSA). This study investigated drawings as a tool for use with multilingual children. The participants were 19 children aged 3 to 5 years who used Jamaican Creole and Jamaican English with either typical development (TD, n = 10) or developmental language disorder (DLD, n = 9). Children drew themselves talking, completed the Speech Activity and Participation Assessment of Children (SPAA-C), and provided language samples in both language contexts. Drawings were examined for themes and focal points, the SPAA-C was coded for emotion types, and language samples were analyzed using LSA measures (e.g., mean length of utterance, Index of Productive Syntax). The TD group represented themes more often within their drawings compared to the DLD group. Responses on the SPAA-C were generally positive for both groups. The TD group achieved higher scores across almost all LSA measures compared to the DLD group. The findings suggest that drawings, in concert with LSAs, may be a useful tool in understanding multilingual children's unique communication experiences.","PeriodicalId":48772,"journal":{"name":"Seminars in Speech and Language","volume":" ","pages":"87-106"},"PeriodicalIF":1.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143587737","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}

引用次数: 0