International Journal of Speech-Language Pathology最新文献_第2页

Developmental changes in the word co-occurrences of Spanish-English bilingual children with and without developmental language disorder. 有发育性语言障碍和无发育性语言障碍的西英双语儿童词语共同出现率的发育变化。

IF 1.4 4区医学

International Journal of Speech-Language Pathology Pub Date : 2024-08-21 DOI: 10.1080/17549507.2024.2381467

Prarthana Shivabasappa, Elizabeth D Peña, Lisa M Bedore

{"title":"Developmental changes in the word co-occurrences of Spanish-English bilingual children with and without developmental language disorder.","authors":"Prarthana Shivabasappa, Elizabeth D Peña, Lisa M Bedore","doi":"10.1080/17549507.2024.2381467","DOIUrl":"https://doi.org/10.1080/17549507.2024.2381467","url":null,"abstract":"Purpose: The study aimed to understand how bilingual children with typical language development (TLD) and those with developmental language disorder (DLD) use frequent word co-occurrences in their narratives.Method: We studied the change over time in the word co-occurrences used by 30 Spanish-English bilingual children with and without DLD (experimental group). An additional normative group consisted of 98 TLD Spanish-English bilingual first graders. Children narrated two Spanish and two English stories in kindergarten and first grade. Employing a Python program on the transcribed narratives, we extracted all adjacent two-word and three-word co-occurrences. From the normative group, the 90 most frequently occurring two-word and 90 most frequently occurring three-word co-occurrences were extracted. The type and tokens of word co-occurrences each child in the experimental group produced out of the 180 identified word co-occurrences were analysed.Result: Overall, children at first grade produced more word co-occurrences types than in kindergarten. Children with DLD used fewer types of word co-occurrences but produced them as often as than their TLD peers. Children with DLD increased their word co-occurrences from kindergarten to first grade at the same rate although at a lower frequency. Children in both groups produced similar types and tokens of word co-occurrences in both Spanish and English, except tokens of two word co-occurrences. Children produced two word co-occurrences more often in English than in their Spanish narratives.Conclusion: The results shed light on children with DLD's deficits in production of word co-occurrences, indirectly reflecting possible deficits in statistical pattern detection.","PeriodicalId":49047,"journal":{"name":"International Journal of Speech-Language Pathology","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142019223","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

Retention of outer regional, remote, and very remote speech-language pathologists influenced by professional support and community connection. 外围地区、偏远地区和非常偏远地区语言病理学家的留任受到专业支持和社区联系的影响。

IF 1.4 4区医学

International Journal of Speech-Language Pathology Pub Date : 2024-08-19 DOI: 10.1080/17549507.2024.2364809

CaraJane Millar, Laura Chahda, Remy Blair-Thomson, Frances Cassar, Lindsay B Carey

{"title":"Retention of outer regional, remote, and very remote speech-language pathologists influenced by professional support and community connection.","authors":"CaraJane Millar, Laura Chahda, Remy Blair-Thomson, Frances Cassar, Lindsay B Carey","doi":"10.1080/17549507.2024.2364809","DOIUrl":"https://doi.org/10.1080/17549507.2024.2364809","url":null,"abstract":"Purpose: Addressing the retention challenges faced by non-metropolitan speech-language pathologists (SLPs) is crucial for achieving health services equity in Australia. This study assesses the applicability of previous literature findings to the current context of Australian SLPs. Furthermore, identifying specific factors influencing the retention of SLPs in outer regional, remote, and very remote areas of Australia.Method: Semi-structured interviews were conducted with 30 SLPs, who have been employed in non-metropolitan areas of Australia within the last 5 years. The collected data underwent online screening, with the interviews transcribed and analysed using content analysis techniques.Result: Retention rates of non-metropolitan SLPs in Australia were categorised into three themes: professional, personal, and latent. The professional category included professional support, professional development, premature responsibilities, generalist skills, and funding. The personal category included community, family/relationships, burnout, and social justice. The latent themes included finances, management, and faith.Conclusion: Retention rates of non-metropolitan SLPs in Australia are influenced by both protective factors and risk factors. Three recommendations to improve community access and reduce the current equity gap are outlined, namely: (a) tailored/bespoke professional education to maintain/enhance the clinical competence required, (b) prioritise community immersion and improve mentoring, and (c) strategies and policies to support SLPs.","PeriodicalId":49047,"journal":{"name":"International Journal of Speech-Language Pathology","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142001121","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

Caregiver and child perspectives of wellbeing in school-age children with childhood apraxia of speech. 照顾者和儿童对患有儿童语言障碍的学龄儿童幸福感的看法。

IF 1.4 4区医学

International Journal of Speech-Language Pathology Pub Date : 2024-08-16 DOI: 10.1080/17549507.2024.2364808

Michelle Turner Swartz, Elaine R Hitchcock, Megan C Leece, Benedette M Herbst, Jonathan L Preston

{"title":"Caregiver and child perspectives of wellbeing in school-age children with childhood apraxia of speech.","authors":"Michelle Turner Swartz, Elaine R Hitchcock, Megan C Leece, Benedette M Herbst, Jonathan L Preston","doi":"10.1080/17549507.2024.2364808","DOIUrl":"https://doi.org/10.1080/17549507.2024.2364808","url":null,"abstract":"Purpose: Childhood apraxia of speech (CAS) is a communication deficit that impacts a child's overall quality of life, including their academic and social interactions, yet few studies have investigated the impact from the child's perspective. Using The World Health Organization's International Classification of Functioning, Disability, and Health (ICF) framework, we examined the children's and caregivers' perspectives on the impact of CAS on their overall wellbeing.Method: Survey data were collected from 32 child-caregiver dyads for children ages 9-17 years with CAS. Items elicited responses along a 5-point scale to examine the perceived impact of children's speech impairments using the framework, including impact on communication, interpersonal interactions/relationships, and major life events.Result: Results from non-parametric statistical analyses revealed: (a) caregivers reported a significantly greater impact than children across individual ICF domains; (b) child responses were not significantly correlated with their caregiver's responses or with the child's age, gender, or severity indicators; and (c) both caregivers and children indicated the domain of communication was impacted more than other domains.Conclusion: Results suggest a potential disconnect in the perceived impact of CAS between the caregiver and child. Recommendations include facilitating a dialogue between the child-caregiver dyad and considering treatment goals that address wellbeing.","PeriodicalId":49047,"journal":{"name":"International Journal of Speech-Language Pathology","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141989289","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

Public awareness and knowledge about speech-language pathology and communication impairments in Aotearoa New Zealand. 新西兰奥特亚罗瓦公众对语言病理学和交流障碍的认识和了解。

IF 1.4 4区医学

International Journal of Speech-Language Pathology Pub Date : 2024-08-16 DOI: 10.1080/17549507.2024.2371854

Juhy Paily, Dean Sutherland, Tika Ormond

{"title":"Public awareness and knowledge about speech-language pathology and communication impairments in Aotearoa New Zealand.","authors":"Juhy Paily, Dean Sutherland, Tika Ormond","doi":"10.1080/17549507.2024.2371854","DOIUrl":"https://doi.org/10.1080/17549507.2024.2371854","url":null,"abstract":"Purpose: This survey-based study explored public awareness of the speech-language pathology profession in Aotearoa New Zealand. The study also aimed to understand participants' knowledge and experiences of individuals with speech, language, and communication impairments.Method: An online survey was designed and distributed via the Qualtrics survey platform. The survey included three sections, which focused on participant demographics, awareness about speech-language pathology, and knowledge and experiences of communication impairments.Result: The responses from 800 fully completed surveys were analysed. A majority of participants indicated that they had never heard or read anything about speech-language pathology and had never met a speech-language pathologist. The participants' responses reflected low or moderate levels of understanding about the roles of speech-language pathologists and their scope of practice.Conclusion: Findings indicated low levels of awareness among the general public about speech-language pathology and individuals with communication impairments. These findings were consistent with similar international research conducted over the past 4 decades. Further research is needed to support the development of initiatives designed to increase awareness of the speech-language pathology profession and the needs of individuals with communication impairments.","PeriodicalId":49047,"journal":{"name":"International Journal of Speech-Language Pathology","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141989290","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

Developing and evaluating an immersive augmented reality application for children with developmental communication disability: InterPlay for language learning. 为发育性交流障碍儿童开发和评估沉浸式增强现实应用程序：用于语言学习的 InterPlay。

IF 1.4 4区医学

International Journal of Speech-Language Pathology Pub Date : 2024-08-12 DOI: 10.1080/17549507.2024.2361734

Lucy Bryant, Benjamin Bailey, Bronwyn Hemsley

{"title":"Developing and evaluating an immersive augmented reality application for children with developmental communication disability: InterPlay for language learning.","authors":"Lucy Bryant, Benjamin Bailey, Bronwyn Hemsley","doi":"10.1080/17549507.2024.2361734","DOIUrl":"https://doi.org/10.1080/17549507.2024.2361734","url":null,"abstract":"Purpose: This study aimed to examine the views of professionals working with children with developmental communication disability (e.g. associated with developmental disability, autism, developmental language disorder) on the features underlying effective augmented reality (AR) applications for language learning and education; and design, build, and evaluate a prototype AR application (InterPlay) to support language learning for children with developmental communication disability.Method: A three-stage design methodology was used to (a) identify opportunities for AR to support children with developmental communication disability; (b) create a prototype application to provide an identified support; and (c) evaluate the features of AR that may afford the best support, using the InterPlay prototype as a foundation for discussion.Result: Expert reference focus groups identified support opportunities and key design considerations, informing development of a prototype AR application, InterPlay. Evaluation identified a further four key themes: (a) designing an accessible reality, (b) integrating physical and virtual realities, (c) barriers to access and usability, and (d) contrasting new and existing technology.Conclusion: Findings highlighted the need for careful consideration in the design and implementation stages of AR development to ensure AR applications are accessible and beneficial for children with developmental communication disability.","PeriodicalId":49047,"journal":{"name":"International Journal of Speech-Language Pathology","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141972174","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

Self-reported longitudinal impacts of the COVID-19 pandemic on adults with acquired communication disorders. COVID-19大流行对患有后天性交流障碍的成年人的自我纵向影响。

IF 1.4 4区医学

International Journal of Speech-Language Pathology Pub Date : 2024-08-09 DOI: 10.1080/17549507.2024.2364807

Mackenzie E Fama, Sabrina Schwartzman, Emma Metzler, Suzanne Coyle, Brooke Hatfield

{"title":"Self-reported longitudinal impacts of the COVID-19 pandemic on adults with acquired communication disorders.","authors":"Mackenzie E Fama, Sabrina Schwartzman, Emma Metzler, Suzanne Coyle, Brooke Hatfield","doi":"10.1080/17549507.2024.2364807","DOIUrl":"https://doi.org/10.1080/17549507.2024.2364807","url":null,"abstract":"Purpose: Adults with acquired communication disorders are particularly vulnerable to potential negative effects from the changes that arose during the COVID-19 pandemic. In this longitudinal study, we asked: How did the self-perceived impacts of the pandemic on adults with acquired communication disorders change over time?Method: We developed an online survey to investigate changes in day-to-day behaviours, psychosocial elements, and communication abilities among members of a community-based stroke recovery centre in the USA. Participants included adults with aphasia or other cognitive-communication disorder from stroke or brain injury. We compared survey responses from summer 2020 (n = 50) and summer 2021 (n = 24) using a concurrent mixed methods design.Result: The impacts of the pandemic changed over time. By 2021, participants reported a more \"normal\" amount of time spent on in-person socialising and healthcare, improved quality of life and connectedness to others, and an improvement in overall communication ability. Across both years, participants shared comments regarding changes in routine, increased use of technology, and the positive benefit of therapy groups.Conclusion: Self-perceived psychosocial elements and communication abilities among stroke and other brain injury survivors changed over the course of the pandemic. Clinicians and researchers should continue providing this population with support and opportunities for engagement.","PeriodicalId":49047,"journal":{"name":"International Journal of Speech-Language Pathology","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141914294","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 the outcomes of a reflective teaching strategy with students: A feasibility study. 与学生一起探索反思性教学策略的成果：可行性研究。

IF 1.4 4区医学

International Journal of Speech-Language Pathology Pub Date : 2024-08-01 Epub Date: 2023-07-04 DOI: 10.1080/17549507.2023.2223373

Michael Dunne, Merrolee Penman, Gillian Nisbet

{"title":"Exploring the outcomes of a reflective teaching strategy with students: A feasibility study.","authors":"Michael Dunne, Merrolee Penman, Gillian Nisbet","doi":"10.1080/17549507.2023.2223373","DOIUrl":"10.1080/17549507.2023.2223373","url":null,"abstract":"Purpose: Reflection can be a valuable learning strategy for connecting theory with practice and illuminating insights and understandings from complex or messy experiences. This learning is critical for educators and health professionals who work or teach students in complex contexts. In anticipation of their future needs, speech-language pathology students, like many health profession students in Australia, are expected to demonstrate the ability to reflect on their practice as part of their professional practice or clinical education. It is challenging to support educators to facilitate reflection and students to learn when, why, and how to reflect for personally and professionally meaningful outcomes given the diversity in understandings and capabilities present in the literature. The purpose of this study was to investigate the feasibility of an evidence-based reflection intervention to clarify and support student reflective practice.Method: A convergent mixed methods design captured quantitative and qualitative results from 16 participants for a better understanding of the feasibility of a reflection intervention.Result: The diversity in the reflection literature also appears to be present in students' reflection approaches. This diversity can encourage student engagement and ownership of reflecting when considered within a rich learning environment.Conclusion: Findings are discussed for timely, intellectually and emotionally safe reflection interventions that develop students' reflective inquiry in the real-world.","PeriodicalId":49047,"journal":{"name":"International Journal of Speech-Language Pathology","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9748503","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

Experiences establishing a new speech-language pathology training program in Ethiopia, a resource-limited setting: Lessons learned. 在资源有限的埃塞俄比亚建立新的语言病理学培训项目的经验：经验教训。

IF 1.4 4区医学

International Journal of Speech-Language Pathology Pub Date : 2024-08-01 DOI: 10.1080/17549507.2024.2367518

Hillary Ganek, Abiye Gebre Ab, Fikre Abate, Berhane Abera, Hanna Demissie, Yohannes Demissie, Mesay Gebrehanna Habte, Paul Egil Gravem, Hanna Hakonsen, Alemayehu Teklemariam Haye, Anders Holmefjord, Courtney Mollenhauer, Marci Rose, Tracy Shepherd, Zuleikha Wadhwaniya, Mekonen Eshete

{"title":"Experiences establishing a new speech-language pathology training program in Ethiopia, a resource-limited setting: Lessons learned.","authors":"Hillary Ganek, Abiye Gebre Ab, Fikre Abate, Berhane Abera, Hanna Demissie, Yohannes Demissie, Mesay Gebrehanna Habte, Paul Egil Gravem, Hanna Hakonsen, Alemayehu Teklemariam Haye, Anders Holmefjord, Courtney Mollenhauer, Marci Rose, Tracy Shepherd, Zuleikha Wadhwaniya, Mekonen Eshete","doi":"10.1080/17549507.2024.2367518","DOIUrl":"https://doi.org/10.1080/17549507.2024.2367518","url":null,"abstract":"Purpose: Ethiopia is the second most populous country in sub-Saharan Africa. While Ethiopia's health care system includes primary health centres, general, and specialised hospitals, allied health care like speech-language pathology was not available until 2003. This article was written with the aim of sharing the experience of establishing speech-language pathology as a profession and the first speech-language pathology training program in Ethiopia.Method: In this paper, we retrospectively examine how the leadership of local stakeholders, a multidisciplinary team, and the development of a professional infrastructure led to the success of the program. The authorship group, who were involved in the program from inception to implementation, share their experiences.Result: The speech-language pathology undergraduate program at Addis Ababa University graduated its first class in 2019. Plans to grow the training program at the graduate level are ongoing.Conclusion: This novel program, grown from several international partnerships, is an example of how low- and middle-income countries can improve access to the service providers necessary to treat their populations.","PeriodicalId":49047,"journal":{"name":"International Journal of Speech-Language Pathology","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141876463","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

Assessment and theoretical interpretation of spoken discourse and cognitive skills in two adolescents with acquired brain injury. 对两名后天性脑损伤青少年的口语表达和认知能力进行评估和理论解释。

IF 1.4 4区医学

International Journal of Speech-Language Pathology Pub Date : 2024-08-01 DOI: 10.1080/17549507.2024.2360080

Elizabeth Hill, Anne Whitworth, Mark Boyes, Mary Claessen

{"title":"Assessment and theoretical interpretation of spoken discourse and cognitive skills in two adolescents with acquired brain injury.","authors":"Elizabeth Hill, Anne Whitworth, Mark Boyes, Mary Claessen","doi":"10.1080/17549507.2024.2360080","DOIUrl":"https://doi.org/10.1080/17549507.2024.2360080","url":null,"abstract":"Purpose: Although discourse assessment is recommended, few tools exist for adolescent acquired brain injury (ABI) and few theories describe the contribution of cognition to discourse impairment. This study explored whether a novel discourse protocol can identify difficulties following ABI and whether a discourse processing model provides a useful account of impairment.Method: Using a case-control design, two adolescent males with moderate ABI (12 and 14 years) were compared to a neurotypical sample on a range of language and cognitive assessments. Patterns in performance were interpreted using a theoretical model. Participants completed a standardised omnibus language assessment, discourse assessment, and battery of cognitive tasks.Result: Analyses revealed significant differences in discourse and cognition between adolescents with and without ABI. No impairment was detected on a standardised language assessment. Patterns in discourse and cognition aligned with a contemporary model of discourse processing.Conclusion: Participants with ABI demonstrated discourse deficits relative to the neurotypical reference sample. The findings demonstrate the value of discourse sampling across multiple genres and analysis of microlinguistic to superstructural features. A structure-building framework (SBF) model, originating in schizophrenia, provides a promising theory with which to interpret discourse impairment and has the potential to inform intervention for discourse in ABI.","PeriodicalId":49047,"journal":{"name":"International Journal of Speech-Language Pathology","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141876462","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

Developmental patterns of non-word repetition by monolingual and bilingual school-aged children. 单语和双语学龄儿童非单词重复的发展模式。

IF 1.4 4区医学

International Journal of Speech-Language Pathology Pub Date : 2024-08-01 Epub Date: 2023-10-01 DOI: 10.1080/17549507.2023.2236333

Christina M Charles, Andrea A N MacLeod, Ann Sutton

{"title":"Developmental patterns of non-word repetition by monolingual and bilingual school-aged children.","authors":"Christina M Charles, Andrea A N MacLeod, Ann Sutton","doi":"10.1080/17549507.2023.2236333","DOIUrl":"10.1080/17549507.2023.2236333","url":null,"abstract":"Purpose: The present study examines cross-sectional trends in performance on a quasi-universal non-word repetition (NWR) task. It also considers whether NWR performance is dependent on levels of exposure to a language and compares the performance of bilingual children across their two languages.Method: A cross-sectional design was employed. The English and French quasi-universal NWR tasks, featuring stimuli from two to five syllables in length, was administered to Canadian school-aged monolinguals and two groups of bilinguals: those who encountered their second language in early childhood and those who encountered their second language at school entry.Result: When evaluated in English, the early-exposure bilinguals produced significantly fewer errors than the school-entry exposure bilinguals and the English monolingual groups. When evaluated in French, the early-exposure bilinguals and the French monolinguals produced significantly fewer errors than the school-entry exposure bilinguals. Compared across languages, the French monolinguals produced fewer errors on the French version of the NWR task than the English monolinguals did on the English version of the same task. In both languages and across all analyses, the youngest age group (7-8 years) produced more errors than the two older groups (9-10 years and 11-12 years).Conclusion: The quasi-universal NWR task showed sensitivity to improvements from 7 to 11 years of age in English and up to 9 years of age in French. Better performance in French may be due to the relatively greater frequency of multisyllabic words in that language. The development and use of this particular NWR task with monolinguals and bilinguals-in both of their languages-contribute to a deeper understanding of quasi-universal NWR performance in typically developing children.","PeriodicalId":49047,"journal":{"name":"International Journal of Speech-Language Pathology","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41155483","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