Clinical Linguistics & Phonetics最新文献

{"title":"Global knowledge in 131 languages and dialects about children's speech development, assessment, and intervention.","authors":"Sharynne McLeod, Helen L Blake","doi":"10.1080/02699206.2026.2635344","DOIUrl":"https://doi.org/10.1080/02699206.2026.2635344","url":null,"abstract":"<p><p>This paper exhorts communication specialists to look beyond English language knowledge by providing evidence to disrupt the unsubstantiated belief that there are <i>few</i> assessment and intervention resources for supporting multilingual children's speech. The Multilingual Children's Speech website https://www.csu.edu.au/research/multilingual-speech/home has curated 1337 (mostly free) resources for supporting multilingual children's speech acquisition, assessment, and intervention in 131 of the world's languages and dialects (86 languages). Specifically, there are 658 speech acquisition studies in 55 languages, 423 speech assessment resources in 77 languages, and 178 speech intervention resources in 21 languages. This free website includes links to assessment tools, intervention manuals, journal articles, books, chapters, theses, and video recordings for 16 of the top 20 most spoken languages in the world and many minority languages, Indigenous languages (e.g. Māori, Samoan, Sesotho, Setswana, Warlpiri, isiXhosa, Zapotec, isiZulu) and languages and dialects impacted by colonisation and slavery (e.g. African American English, Fiji English, Jamaican Creole, Tok Pisin). Only 17.95% of the resources are about English, with 51.68% about 39 other Indo-European languages, and 30.37% about 46 languages belonging to 15 non-Indo-European language families. Previous analyses of curated knowledge about children's development in psychology and linguistics have found a WEIRD bias 'Western, Educated, Industrialized, Rich, and Democratic societies'; however, only 29.07% of the languages included on the Multilingual Children's Speech website are WEIRD. While only 1.23% of the 7000 world languages are represented on the website, these assessment and intervention resources will continue to grow due to ongoing work of multilingual communication specialists across the globe.</p>","PeriodicalId":49219,"journal":{"name":"Clinical Linguistics & Phonetics","volume":" ","pages":"1-21"},"PeriodicalIF":1.0,"publicationDate":"2026-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147357328","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":"Bilingualism in the preserved speech variant of Rett syndrome: A longitudinal case study.","authors":"Rebecca H Day, Sarah Cooper, Eirini Sanoudaki","doi":"10.1080/02699206.2025.2508260","DOIUrl":"10.1080/02699206.2025.2508260","url":null,"abstract":"<p><p>Rett syndrome (RTT) is a neurodevelopmental condition affecting physical and linguistic development. To the authors' knowledge, there have been no studies published documenting bilingual linguistic abilities in an individual with RTT. Recent studies have found no evidence of a detrimental effect of bilingual exposure on language development in numerous other neurodevelopmental conditions. The aims of this study were to document bilingualism in RTT and to assess the development of language skills over time. A longitudinal, single-case study approach was taken for this research. The participant was a female adolescent with the preserved speech variant of Rett syndrome (PSV RTT), who had been exposed to both English and Welsh from birth. Data collection comprised administering parental questionnaires, documenting expressive vocabulary, and repeated administration of standardised English- and Welsh-medium tests at 18-month intervals. Repeated measures showed an improvement in linguistic and non-linguistic abilities between data points 1 and 2. There was a growth in English and Welsh expressive vocabulary in line with the participant's level of exposure to each language. Further increases in English and Welsh vocabulary comprehension were seen at the third data point after changes in the amount and mode of language exposure received. This study is the first to document bilingualism in RTT, including the development of receptive and expressive abilities in both languages over time. This study found no evidence of a detrimental effect of bilingualism in this individual and highlights the need for further research into bilingualism in RTT.</p>","PeriodicalId":49219,"journal":{"name":"Clinical Linguistics & Phonetics","volume":" ","pages":"207-226"},"PeriodicalIF":1.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144210040","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":"Predictive value of pre-reading skills and general language ability at 3;6 for pre-reading skills at 5;0 - a longitudinal comparison study.","authors":"Marianna Visapää, Petriina Munck, Suvi Stolt","doi":"10.1080/02699206.2025.2537038","DOIUrl":"10.1080/02699206.2025.2537038","url":null,"abstract":"<p><p>Pre-reading skills (PreRS; rapid automatised naming RAN, letter knowledge LK, lexical ability and phonological processing PP) are precursory skills specific to reading, thus described as code-related. Early identification of weak PreRS is essential regarding their predictive value for reading performance. Stability of PreRS has been suggested from an early age, but information is needed regarding their associations with other linguistic skills. Further, comparison studies between code-related and general language factors are lacking. This longitudinal study compares predictive values of PreRS and general language ability at 3;6 for PreRS at 5;0. A classification based on one hereditary dyslexia risk factor (HDRF) and its associations with PreRS are tested. Participants comprised 66 healthy, monolingual Finnish-speaking children. At 3;6, RAN, LK, lexical ability and general language ability were measured using formal tests. HDRF was reported by parents. At 5;0, previous PreRS measures were repeated, and PP was measured. Significant correlations were detected between PreRS at 3;6 and 5;0 (r .30-.76). Associations between general language ability and later PreRS were comparable (r .29-.52). In the regression analysis, PreRS explained 45%, general language ability 37% and their combined model 49% of variation in later PreRS. The model with both code-related and general language predictors fitted the data best (AIC, BIC). Groups with no or at least one HDRF differed significantly in RAN at 5;0. The findings underline the developmentally stability of early PreRS and the good explanatory value of general language ability for PreRS just before school. Information on both components is recommended when designing pre-reading interventions.</p>","PeriodicalId":49219,"journal":{"name":"Clinical Linguistics & Phonetics","volume":" ","pages":"288-305"},"PeriodicalIF":1.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144754969","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":"A syllable-based approach to whole-word phonology.","authors":"Clifton Pye, Donald N Stengel","doi":"10.1080/02699206.2025.2516462","DOIUrl":"10.1080/02699206.2025.2516462","url":null,"abstract":"<p><p>This paper presents the Correct Syllables and Consonants (CSC) measure of whole-word phonology. The CSC refines Ingram's Phonological Mean Length of Utterance (PMLU) by adding a syllable component and simplifying the PMLU scoring procedure for consonants. Like PMLU, CSC provides a preliminary assessment of a child's phonology based on the observation that children are word oriented. The syllable component in CSC captures a prosodic component of whole-word phonology thereby rationalising the scoring procedure for syllabic consonants. The syllable component also links the CSC to broader measures of grammatical development. We demonstrate the CSC procedure in analysing language samples from a typically developing child and a child with phonological impairment. We validate the CSC measure by examining its correlation with PMLU in speech samples of two-year-old typically developing children acquiring six languages. The high correlation of CSC with PMLU establishes the cross-linguistic validity of CSC as a measure of whole-word phonology.</p>","PeriodicalId":49219,"journal":{"name":"Clinical Linguistics & Phonetics","volume":" ","pages":"227-249"},"PeriodicalIF":1.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144318445","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":"Comparison of communicative-linguistic indices between Late Talkers and typically developing children through the Dynamic Communication Evaluation coding scheme.","authors":"Claudia Maggiulli, Laura Zampini, Martina Paini, Elisa Granocchio, Daniela Sarti","doi":"10.1080/02699206.2025.2517322","DOIUrl":"10.1080/02699206.2025.2517322","url":null,"abstract":"<p><p>Late Talkers (LTs) are at risk for persistent developmental language disorders and show a slowdown in the acquisition of both language and communication skills. The Dynamic Communication Evaluation (DCE) is an event-based coding scheme for the analysis of intentional communicative acts produced via parental interaction, including categories of socio-communicative pragmatics and structural linguistic complexity. This cross-sectional observational study compares the communicative-linguistic competencies detected through the DCE of LTs with those of typical development children. The participants included 19 LT children (24-38 months old) with a vocabulary size lower than the 5th percentile on the Italian version of the MacArthur-Bates CDI, and the findings were compared to the performance of 19 typically developing (TD) children (25-37 months old). The groups were matched for chronological age. Correlations between communicative and linguistic labels and age were found in the LT group in greater numbers than in the TD group. A comparison between the two groups revealed lower abilities in LT than TD children in communicative-pragmatic indices - such as joint attention, responsiveness, and request of information - and in linguistic indices. Socio-communicative pragmatic, lexical, morphosyntactic, and phonological skills influenced each other during development in children with slow language emergence. The findings have clinical implications regarding early identification. Systematic observations appear to have clinical value because they support quantitative and qualitative data collection and guide intervention.</p>","PeriodicalId":49219,"journal":{"name":"Clinical Linguistics & Phonetics","volume":" ","pages":"250-266"},"PeriodicalIF":1.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144610142","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":"Morphological awareness and self-efficacy of speech and language pathologists, classroom teachers and special education teachers in Türkiye.","authors":"Semra Selvi-Balo, Buğse Durmuş, Havva Nur Yirtik, Sacide Ebrar Geçay, Batuhan Ökte, Rojda Özalp Bakla, Burcu Akçay","doi":"10.1080/02699206.2025.2526203","DOIUrl":"10.1080/02699206.2025.2526203","url":null,"abstract":"<p><p>As a component of metalinguistic knowledge, morphological awareness is intricately tied in with literacy skills. Hence, an adequate command of morphological awareness by the professionals providing therapy and education to school-age children is important forchildren's language and literacy skills. The current research aimed to assess and compare the self-efficacy and morphological awareness of speech and language pathologists (SLPs), classroom teachers (CTs), and special education teachers (SETs). A total of 258 individuals participated in the study - SLPs (n = 86), CTs (n = 77) and SETs (n = 95). A four-part survey composed of 30 Likert-type, short-answer, or multiple-choice items was sent to the participants through e-mails or social media. Data were analyzed via descriptive and comparative analysis methods. The findings showed that all the participants' self-efficacy levels were higher than half of all available points, suggesting confidence in their morphological awareness (M = 20.9, SD = 4.23). Furthermore, the results yielded no statistical difference among the three groups' self-efficacy scores. The morphological awareness of the participants was assessed through two tasks, morpheme counting and morpheme selection in nonwords, producing significant differences among the groups. The analyses indicated that the SLPs' morphological awareness was significantly higher than that of the educators (<i>p</i><.05). The results suggest that SLPs and teachers should collaborate to improve children's literacy skills and that all professionals should enhance their morphological awareness.</p>","PeriodicalId":49219,"journal":{"name":"Clinical Linguistics & Phonetics","volume":" ","pages":"267-287"},"PeriodicalIF":1.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144795967","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":"A short-term longitudinal study on the development of agreement in Italian: Syntactic configurations and non-word repetition as predictors of grammatical development in monolingual, bilingual and children with DLD.","authors":"Giuditta Smith, Benedetta Bianchi Janetti, Camilla Piccioli, Vincenzo Moscati","doi":"10.1080/02699206.2026.2622050","DOIUrl":"https://doi.org/10.1080/02699206.2026.2622050","url":null,"abstract":"<p><p>We investigate grammatical learning in Italian through a multipoint assessment over a short period (3 months), aiming to evaluate the potential of a longitudinal measure to differentiate between typical bilingual development and Developmental Language Disorder (DLD). Seventy-five children aged 4-6 years were tested and assigned to three groups: monolingual typically developing (TD), bilingual TD, and monolingual DLD. Participants completed standardised measures of language development at screening (nonword repetition, NWR; and sentence comprehension, BVL_Comp) and a forced-choice grammatical task measuring accuracy on agreement structures at Time 1 (T1) and 3 months apart at Time 2 (T2). No overall significant between-group differences were found in longitudinal change. However, within-group analyses revealed important diagnostic patterns. For bilingual TD - but not for children with DLD - longitudinal improvement in grammatical accuracy correlated positively with NWR scores obtained at screening, confirming NWR's predictive value for short-term grammatical growth. Within the DLD group, a significant divergence emerged between subtypes: children with Expressive DLD showed greater improvement than those with Receptive/Expressive DLD, who continued to exhibit persistent morphological difficulties. Theoretically, our findings confirm group- differences in the acquisition of agreement structures (Subject - Verb > Clitic - Past Participle) and demonstrate that children's sensitivity to agreement morphology serves as a reliable proxy for overall grammatical development given the positive correlation with standardised BVL_Comp scores. Although longitudinal changes in grammatical accuracy over 3 months were modest, subgroup patterns highlight the diagnostic potential of fine-grained, short-term longitudinal measures in distinguishing between profiles of language impairment and bilingual development.</p>","PeriodicalId":49219,"journal":{"name":"Clinical Linguistics & Phonetics","volume":" ","pages":"1-26"},"PeriodicalIF":1.0,"publicationDate":"2026-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146221535","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":"An exploration of aphasia symptom profiles in speakers of Kalaallisut (West Greenlandic).","authors":"Johanne S K Nedergaard, Frederikke M Simonsen, Naja B Trondhjem, Roelien Bastiaanse, Malu A Hendriksen, Mads Nielsen, Kasper Boye","doi":"10.1080/02699206.2026.2622049","DOIUrl":"https://doi.org/10.1080/02699206.2026.2622049","url":null,"abstract":"<p><p>Research into language disorders such as aphasia and what they can reveal about the cognitive and neural underpinnings of language should be informed by crosslinguistic descriptions. It is particularly important to include languages that are highly dissimilar to widely studied languages like English. Kalaallisut (West Greenlandic) is one such language - a polysynthetic language of the Inuit-Yupik-Unangan language family spoken by approximately 60,000 people in Greenland and Denmark. Previous research has indicated that non-fluent aphasia in Kalaallisut exhibits different features from those found in English and similar Indo-European languages. However, previous research in this area has been limited by a low number of participants, a focus only on semispontaneous speech narratives, and the fact that a more complete description of aphasia in Kalaallisut has not been available. An essential prerequisite for incorporating data from an underresearched language in aphasiology is having sufficient information to reliably identify speakers with aphasia in that language. Gaining such information was the main aim of the present study where we tested a total of 42 speakers of Kalaallisut on repetition tests, language production tests, language comprehension tests, and working memory tests. We used a combination of qualitative judgements by a speech and language pathologist and hierarchical cluster analysis to analyse the results and were able to distinguish between presence or absence of aphasia, between levels of severity of aphasia, between apraxia of speech/dysarthria and aphasia, and to some extent between different aphasia subtypes.</p>","PeriodicalId":49219,"journal":{"name":"Clinical Linguistics & Phonetics","volume":" ","pages":"1-30"},"PeriodicalIF":1.0,"publicationDate":"2026-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146151063","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":"Targeted speech sounds and their association to children's grade level and therapy dosage.","authors":"Kelly Farquharson, Paige Lovell, Christopher Constantino","doi":"10.1080/02699206.2026.2623231","DOIUrl":"https://doi.org/10.1080/02699206.2026.2623231","url":null,"abstract":"<p><p>The purpose of this study was to understand which speech sounds are most commonly targeted in therapy, and how that target sound is associated with the child's grade and the dosage received within sessions. Dose is considered the number of times a speech sound is elicited in a single clinical session (e.g. 80 trials per session). We present data from 772 therapy sessions collected from 106 school-based speech-language pathologists, using the Experience Sampling Method (ESM). ESM is an approach to collecting data in situ during moments of specific interest. This investigation, specifically, examined relations between target sounds, grade level, and dosage. Our results indicate that /ɹ/ was the most commonly targeted speech sound. Targeting a sound within the category of early 13 sounds significantly predicted that a child is enrolled in a lower grade level. However, there was no significant association between target sound category and dosage.</p>","PeriodicalId":49219,"journal":{"name":"Clinical Linguistics & Phonetics","volume":" ","pages":"1-16"},"PeriodicalIF":1.0,"publicationDate":"2026-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146127082","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":"A processability theory perspective on morphosyntax in school-age children with developmental language disorder.","authors":"Gisela Håkansson, Nelli Kalnak","doi":"10.1080/02699206.2025.2499147","DOIUrl":"10.1080/02699206.2025.2499147","url":null,"abstract":"<p><p>This study examines the production of morphosyntax in Swedish-speaking children diagnosed with Developmental Language Disorder (DLD). Data from a Sentence Repetition Task was used to investigate if there is an implicational order according to Processability Theory (PT) in grammatical structures produced by school-age children with DLD. PT is a cognitive theory of language development that assumes five implicational stages of morphosyntactic development. The analysis was based on a selection of sentences representing the different PT stages. The participants (<i>n</i> = 49; 6;5-11;5 years of age) were recruited from school language units for children with DLD. The results confirm an implicational order: the participants produced structures from a higher stage only if they also produced structures from lower stages. It is suggested that the developmental hierarchy can be used in the intervention of children with DLD by focusing on the next stage. Also, only 26.5% of the participants achieved PT stage 4, and one child (2%) reached the highest PT stage 5. This is discussed in relation to what is known regarding PT stages in typically developing children, as well as associations with language, memory, and non-verbal measures.</p>","PeriodicalId":49219,"journal":{"name":"Clinical Linguistics & Phonetics","volume":" ","pages":"140-153"},"PeriodicalIF":1.0,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144005435","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}