Seminars in Speech and Language最新文献

{"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":"10.1055/s-0045-1806722","url":null,"abstract":"<p><p>Various researchers have identified naming speed (<i>rapid automatized naming [RAN]</i>) 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 (<i>n</i> = 103) with pure developmental dysgraphia (i.e., isolated spelling deficit without reading deficit; <i>n</i> = 22), combined developmental dysgraphia and dyslexia (<i>n</i> = 26), and typical spelling and reading skills (<i>n</i> = 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.</p>","PeriodicalId":48772,"journal":{"name":"Seminars in Speech and Language","volume":" ","pages":"499-517"},"PeriodicalIF":1.0,"publicationDate":"2025-11-01","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}

{"title":"Validation of Malayalam Translation of the Sydney Swallow Questionnaire (MSSQ): A Prospective Cross-Sectional Study.","authors":"Srirangam Vijayakumar Narasimhan, Daya R Nair","doi":"10.1055/s-0045-1802958","DOIUrl":"10.1055/s-0045-1802958","url":null,"abstract":"<p><p>The study aimed to cross-linguistically adapt the Sydney Swallow Questionnaire in Malayalam (MSSQ) and to determine its psychometric properties. The objectives of our study were to document the test-retest reliability, internal consistency, and discriminant validity of MSSQ. The SSQ was translated from English to Malayalam, and was administered to 55 Malayalam-speaking participants with oropharyngeal dysphagia and 55 age- and gender-matched Malayalam speakers with normal swallowing ability. The Kolmogorov-Smirnov normality test was performed to check the normality of the data. Cronbach's alpha was used to measure the test-retest reliability. Internal consistency was measured through split-half reliability using the Spearman-Brown correlation coefficient. The discriminant validity was documented using the Mann-Whitney U-test. The Cronbach's alpha value for the total MSSQ scores was 0.99, indicating a strong positive correlation between the test and retest scores. The Spearman-Brown correlation coefficient was 0.97, indicating that the MSSQ had excellent internal consistency. Mann-Whitney <i>U</i>-test revealed that Group 1 participants had significantly higher MSSQ scores than Group 2 participants, exhibiting excellent discriminant validity. It was concluded that the MSSQ was a valid and reliable tool to assess the symptoms of dysphagia among Malayalam speakers.</p>","PeriodicalId":48772,"journal":{"name":"Seminars in Speech and Language","volume":" ","pages":"489-498"},"PeriodicalIF":1.0,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143469394","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}

{"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":"10.1055/s-0045-1809435","url":null,"abstract":"<p><p>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.</p>","PeriodicalId":48772,"journal":{"name":"Seminars in Speech and Language","volume":" ","pages":"542-558"},"PeriodicalIF":1.0,"publicationDate":"2025-11-01","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}

{"title":"Assessing Phonatory Efficiency in Kosovar Pre-primary and Primary School Teachers: Gender and Lifestyle Factors.","authors":"Erza Preteni, Muljaim Kacka, Mirsije Isufi, Jonida Shabani, Erletë Rexhepi, Mirgena Preniqi, Marigonë Hyseni, Melinda Xhemajli","doi":"10.1055/s-0044-1801361","DOIUrl":"10.1055/s-0044-1801361","url":null,"abstract":"<p><p>Pre-primary and primary school teachers rely heavily on their voices for communication. This study investigates phonatory efficiency differences among these teachers in Kosovo, focusing on gender-based differences and the impact of lifestyle behaviors. We recruited 100 teachers from pre-primary and primary levels in four municipalities. Data collection included maximum phonation measurements for the phonemes /a/, /s/, and /z/; the s/z ratio; sociodemographic data; and a self-reported questionnaire on lifestyle behaviors. Significant differences in phonatory efficiency were found, with pre-primary teachers showing reduced efficiency. Surprisingly, the mean s/z ratio was higher for primary teachers, though the results were not significant. Among primary teachers, females exhibited lower vocal efficiency than males. Correlation analysis revealed significant associations between maximum phonation time and lifestyle behaviors, including age, smoking, and loud cheering. Multiple regression analysis indicated that smoking and age significantly affected vocal efficiency. Gender also contributed to variance in vocal function, with females generally showing lower efficiency. Alcohol consumption had a marginally negative effect on vocal efficiency. This study provides insights into phonation differences among educators, marking a pioneering effort in the Southeast Balkan region, and underscores the need for policies and interventions to enhance vocal well-being.</p>","PeriodicalId":48772,"journal":{"name":"Seminars in Speech and Language","volume":" ","pages":"471-488"},"PeriodicalIF":1.0,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143366394","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}

{"title":"Foreword.","authors":"Anthony D Koutsoftas, Kaitlin Lansford","doi":"10.1055/s-0045-1814447","DOIUrl":"https://doi.org/10.1055/s-0045-1814447","url":null,"abstract":"","PeriodicalId":48772,"journal":{"name":"Seminars in Speech and Language","volume":"46 5","pages":"469-470"},"PeriodicalIF":1.0,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147533510","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}

{"title":"Teachers' Beliefs About Child AAE Speakers' Language and Narratives: A Qualitative Exploration of Language Beliefs and Informal Narrative Assessment.","authors":"Shaimaa A Scrivner, Grace Lee, Leslie C Moore, Monique T Mills","doi":"10.1055/a-2763-3161","DOIUrl":"10.1055/a-2763-3161","url":null,"abstract":"<p><p>This qualitative study examines Black and White teachers' beliefs about narrative language and language variation, particularly African American English (AAE), expressed in interviews following their informal assessment of second-grade students' narrative skills. Using raciolinguistics and language ideologies as conceptual frameworks, we conducted a secondary analysis of 20 semi-structured interviews. We found that the Black and White teachers prioritized narrative sequencing and downplayed grammatical and phonological variation in their assessments, but the two groups differed in how they talked about language variation. Deficit-inflected views were expressed by teachers in both groups, but Black teachers also talked about the social contexts and cultural meanings of language variation. Both groups reported evaluative and instructional practices that were informed by their beliefs. By centering teachers' voices, this study offers deeper insight into how beliefs shaped by race, experience, and context may influence perceptions of AAE-speaking students' language and narratives. The findings highlight the need for critical reflection in teacher preparation regarding language ideologies and linguistic inequity in classrooms, as well as culturally-responsive practices among speech-language pathologists, educators, and researchers working with children from culturally and linguistically diverse backgrounds.</p>","PeriodicalId":48772,"journal":{"name":"Seminars in Speech and Language","volume":" ","pages":"286-307"},"PeriodicalIF":1.0,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145913682","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}

{"title":"Reframing Standardized Assessments for Child African American English Speakers.","authors":"Valerie E Johnson, Toya A Wyatt","doi":"10.1055/a-2700-8277","DOIUrl":"10.1055/a-2700-8277","url":null,"abstract":"<p><p>This study reviews the sociocultural, linguistic, and historical foundations of standardized testing with African American children who speak African American English. Challenges associated with the use of traditional models of assessment that rely heavily on the use of standardized assessments have contributed to persisting disproportionalities in speech-language clinical and eligibility decisions. Advantages of using alternative assessment frameworks that rely less on standardized tests and more on the contextualization of the individual child, taking relevant sociocultural influences into account, are proposed.</p>","PeriodicalId":48772,"journal":{"name":"Seminars in Speech and Language","volume":" ","pages":"375-397"},"PeriodicalIF":1.0,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145309682","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}

{"title":"Rewriting the Narrative: Centering African American English in Culturally Responsive Language and Literacy Assessment.","authors":"Camille Byrd O'Quin","doi":"10.1055/a-2708-5680","DOIUrl":"10.1055/a-2708-5680","url":null,"abstract":"<p><p>This study investigates how educators perceive African American English (AAE) and whether those perceptions affect special education referrals. Using a mixed-methods design, 41 practicing educators evaluated vignettes written in both AAE and Mainstream American English by fictional third-grade students. Although most participants expressed favorable views of AAE as a legitimate dialect, vignettes written in AAE were 6.5 times more likely to be referred for special education. This disconnect between stated beliefs and referral behavior suggests that language differences may still be misinterpreted as a disorder. Findings highlight the need for targeted professional development, culturally responsive referral safeguards, and instruction that validates dialectal diversity. The study contributes to broader discussions about equity, disproportionality in special education, and the application of raciolinguistic frameworks in educational decision-making.</p>","PeriodicalId":48772,"journal":{"name":"Seminars in Speech and Language","volume":" ","pages":"308-336"},"PeriodicalIF":1.0,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145379211","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}

{"title":"Recognizing the Complexity and Richness of African American English (AAE) as Literate Language.","authors":"RaMonda Horton, Kimberline G Clark","doi":"10.1055/a-2708-5641","DOIUrl":"10.1055/a-2708-5641","url":null,"abstract":"<p><p>The purpose of this article is to provide the readers of the forum with an overview of research on African American children's language and connection to literacy, review how literate language has been traditionally defined and conceptualized, describe areas of concern when using traditional perspectives on literate language to evaluate the language of African American English (AAE) speakers, and recommend assessment approaches and strategies that allow for a comprehensive assessment that is informed by sociocultural orientations to literacy.</p>","PeriodicalId":48772,"journal":{"name":"Seminars in Speech and Language","volume":" ","pages":"361-374"},"PeriodicalIF":1.0,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145369160","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}

{"title":"Pilot Testing of a Bilingual Cross-Culturally Adapted DELV for Guyanese Creole-Speaking Children.","authors":"Sulare Telford Rose","doi":"10.1055/a-2781-8172","DOIUrl":"10.1055/a-2781-8172","url":null,"abstract":"<p><p>This study piloted a culturally adapted version of the Diagnostic Evaluation of Language Variation (DELV), the DELV Guyanese Creole edition (DELV-GC), for children who speak Guyanese Creole, a Caribbean English Creole. The aims were to determine whether participants performed significantly better on the DELV-GC compared with the standardized DELV Norm-Referenced (DELV-NR), whether there were performance differences between typically developing (TD) children and those with suspected language disorders (SLD), and to identify item-level patterns of linguistic or cultural bias on the DELV-NR.Initial item identification involved 177 children (ages 6-9) from urban and rural Guyana who completed the DELV-NR. Subsequently, 61 children completed both the DELV-GC and DELV-NR for comparative analysis. Paired samples <i>t</i>-tests were used to compare scores on the DELV-GC and DELV-NR. Independent samples <i>t</i>-tests compared scores between TD and SLD participants. Qualitative item analysis identified DELV-NR items that were missed by at least 40 percent of participants.Children performed significantly better on the DELV-GC, responding correctly to 61.2% of items compared with 48.2% on the DELV-NR. TD and SLD groups showed significant differences on both assessments. Fifty-one percent of the DELV-NR items were identified as biased due to grammatical, pragmatic, phonological, or vocabulary mismatches, while 38% of items on the DELV-GC showed bias. Fast-mapping items requiring morphological inflection were particularly problematic for this population. Sample adaptations demonstrating systematic approaches to addressing linguistic mismatches are provided.The results indicate that while the DELV-GC shows promise as a more culturally appropriate assessment than the DELV-NR for Guyanese children, comprehensive psychometric validation, including reliability and validity testing, is necessary before clinical implementation. This study represents an initial phase of instrument development rather than a fully validated assessment tool. Findings provide clinicians with evidence of systematic assessment bias affecting Caribbean Creole speakers and demonstrate adaptation strategies that maintain diagnostic validity while reducing linguistic penalties.</p>","PeriodicalId":48772,"journal":{"name":"Seminars in Speech and Language","volume":" ","pages":"442-468"},"PeriodicalIF":1.0,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147436760","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}