Journal of the National Black Association for Speech-Language and Hearing最新文献

{"title":"An Investigation of the Differences in Phonological Awareness Performance Based on Cognitive Style","authors":"Richard Kalunga","doi":"10.58907/hxfi1122","DOIUrl":"https://doi.org/10.58907/hxfi1122","url":null,"abstract":"Purpose: Research in cognitive style has shown its relevance in predicting reading ability. However, its effect on phonological awareness, which plays a central role in reading acquisition, remains unclear. The purpose of this study was to investigate differences in phonological awareness based on cognitive style. Method: Twenty-nine monolingual English speaking African American and Caucasian 6-year-old 1st grade students from the Washington DC metropolitan area participated in the study. Participants were distributed as follows: 11 females, 18 males, 21 African Americans, and 8 Caucasians. Participants were of middle-class socioeconomic background with no evidence of cognitive, language, phonological, articulation or hearing deficits. Testing occurred over two sessions scheduled on different days. During the first session, participants were individually administered the Cognitive Style Assessment Protocol (CSAP) to measure cognitive style and assigned to either the wholistic or analytic cognitive style group. In the second session, the Phonological Awareness Assessment Protocol (PAAP) was administered to measure the main components of phonological awareness. Raw data consisted of participant scores on the CSAP and PAAP. Data were analyzed using two-tailed t-tests to determine if there were significant group differences between the analytic and wholistic groups in phonological awareness and its components. Results: Results showed that students with an analytic cognitive style performed better than those with a wholistic cognitive style on overall phonological awareness and on the following phonological awareness components: syllable segmentation, phoneme substitution, and phoneme blending. No significant group differences were found on rhyming, phoneme isolation, phoneme deletion, and phoneme segmentation tasks. Conclusion: Findings showed some differences in phonological awareness between analytic and wholistic students with analytic students performing better than wholistic students. These differences in aspects of phonological awareness seem to implicate cognitive style in reading acquisition given the central role that phonological awareness pays in reading development and suggest that wholistic students may experience reading difficulties that stem from their cognitive orientation.","PeriodicalId":507393,"journal":{"name":"Journal of the National Black Association for Speech-Language and Hearing","volume":"12 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139158021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Effects of Mentorship with Speech-Language Pathologists of Color on the Professional Readiness and Emotional Support of Undergraduate Speech-Language Pathology Students","authors":"Camilo Maldonado, Carly Hynd, Joy Oni","doi":"10.58907/hsqk2809","DOIUrl":"https://doi.org/10.58907/hsqk2809","url":null,"abstract":"Background: A lack of emotional and professional support may be an obstacle to success for students in speech-language pathology (SLP). As students navigate the rigors of their academic programs, mentorship can provide opportunities for growth and development. This study investigated the ways in which undergraduate students were supported for further study and professional engagement in the profession after being provided with guidance from SLPs of color. Purpose: Using mentoring theory (Ragins & Kram, 2007) as a lens for data analysis, this qualitative study explored the ways in which professional mentors of color and their undergraduate proteges developed bidirectional discourses to help make meaning out of academic and professional concerns. Method: Eight undergraduate students, four self-identified White students (three women and one man) and four self-identified women of color were assigned to four female mentors of color. Participant interviews were employed to explore the ways in which students were prepared for future professional engagement following a short mentoring experience. Findings: Data suggested that students had a better understanding of the importance of excelling within academic pursuits as a result of their mentors helping to make practical connections to academic knowledge. Participants reported greater appreciation for issues related to diversity, equity, and inclusion and how they affect the professional of SLP. They acknowledged that the mentoring program provided them with a safe space for related discourses related to diversity, equity, and inclusion. Finally, participants shared obstacles to effective mentor/protegee interactions (e.g., scheduling concerns) and the creative ways in which they were able overcome such concerns (e.g., technological interactions and virtual spaces for meeting).","PeriodicalId":507393,"journal":{"name":"Journal of the National Black Association for Speech-Language and Hearing","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139158098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Racial Colorblindness in Speech-Language Pathology Students","authors":"Skyller Castello","doi":"10.58907/dfbn2784","DOIUrl":"https://doi.org/10.58907/dfbn2784","url":null,"abstract":"Purpose: Implicit racial biases have been documented across a variety of allied health professions and training programs. The purpose of this study was to examine implicit racial bias within speech-language pathology (SLP) students by evaluating their attitudes towards statements reflecting racial colorblindness. Method: Fifty-nine students currently enrolled in an SLP program completed the Color-Blind Racial Attitudes Scale (CoBRAS; Neville et al., 2000) via an online Qualtrics survey, comprised of three subscales: Racial Privilege, Institutional Discrimination, and Blatant Racial Issues. Results: Results suggested that although 67% do not endorse colorblind statements on the CoBRAS, 33% of the students either agreed with colorblind statements (18%) or indicated neither agreement nor disagreement with colorblind statements (15%). Colorblind statements related to Racial Privilege (e.g., Everyone who works hard, no matter what race they are, has an equal chance to become rich.) were rejected less frequently (55%) than statements related to Institutional Discrimination (68%; e.g., Racial and ethnic minorities in the U.S. have certain advantages because of the color of their skin.) or Blatant Racial Issues (79%; e.g., Racial problems in the US are rare, isolated situations.). Conclusion: Voluntary self-examination of implicit racial bias within any pre-professional training program is a difficult, but important step towards addressing issues of systemic racism prior to entering the field. This study is the first to do so within speech-language pathology. Although data indicating relatively high rejection of colorblind statements found in this study are promising, students did not uniformly reject colorblind statements. Such response variation provides a foundation to further educate SLP students about implicit bias and its potential to impact one’s cultural responsivity.","PeriodicalId":507393,"journal":{"name":"Journal of the National Black Association for Speech-Language and Hearing","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139159679","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}