Journal of Speech Language and Hearing Research最新文献

{"title":"Consistency of Order Effects in Higher Effort Speaking Styles Between Sessions.","authors":"Mehran Ghasemi, Adam M Fullenkamp, Jason A Whitfield","doi":"10.1044/2025_JSLHR-24-00350","DOIUrl":"https://doi.org/10.1044/2025_JSLHR-24-00350","url":null,"abstract":"<p><strong>Purpose: </strong>The purpose of this investigation was to determine the extent to which instruction order impacts the clear and loud speech response and to examine the consistency of the clear and loud speech response across two sessions.</p><p><strong>Method: </strong>Acoustic and kinematic data from sentences produced in habitual, loud, and clear speech styles were collected from participants assigned in two groups: a Clear-Loud group (order: habitual, clear, loud) and a Loud-Clear group (order: habitual, loud, clear styles). Participants performed the same protocol order during two sessions scheduled 1 week apart.</p><p><strong>Results: </strong>Analyses revealed that there were no significant differences between groups for speech intensity, lip aperture range, and speech rate in the habitual style. In both sessions, talkers in the Clear-Loud group exhibited a modest increase in speech intensity between the habitual and clear style and a larger increase between the clear and loud style. Alternatively, talkers in the Loud-Clear group exhibited no differences in speech intensity between the loud and clear styles, retaining the increases associated with the loud style during clear speech. Additionally, talkers in the Loud-Clear group exhibited a more graded change in lip aperture range and speech rate between the habitual, loud, and clear speech styles. In contrast, those in the Clear-Loud group retained the changes in lip aperture range and speech rate that were observed in the clear style when performing the loud style.</p><p><strong>Conclusion: </strong>Despite some between-participant variation in the observed trends, these data suggest that most talkers retained characteristics of the previously performed higher effort style in subsequent style.</p>","PeriodicalId":51254,"journal":{"name":"Journal of Speech Language and Hearing Research","volume":" ","pages":"1-19"},"PeriodicalIF":2.2,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143804722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How Does Prosodic Prominence Impact Articulatory Movement Parameters and Movement Variability in Adults Who Stutter?","authors":"Hailey C Kopera, Maria I Grigos","doi":"10.1044/2024_JSLHR-24-00358","DOIUrl":"https://doi.org/10.1044/2024_JSLHR-24-00358","url":null,"abstract":"<p><strong>Purpose: </strong>This study examined how focus-induced changes in degree of prosodic prominence impact articulatory movement parameters and movement variability in adults who stutter (AWS) and adults who do not stutter (AWNS). AWS were predicted to display greater across-trial variability in closing and opening duration, displacement, and velocity compared to AWNS as prosodic demands (i.e., addition of pitch accent, degree of prosodic strengthening) increased.</p><p><strong>Method: </strong>Sixteen AWS and 15 AWNS participated in this study. A question-answer paradigm was used to manipulate the prosodic structure of spoken sentences through changes in semantic focus, and articulatory movement data were collected via a motion capture system. Kinematic analyses included oral closing and opening duration, displacement, and peak velocity, as well as the variability of these measures across repeated productions.</p><p><strong>Results: </strong>AWS and AWNS demonstrated prosodic strengthening of closing and opening gestures, contributing to the differentiation of non-focused and focused words, as well as different focus types (e.g., broad vs. narrow/contrastive). AWS demonstrated greater variability in closing displacement and velocity for unaccented, non-focused forms compared to other focus types and compared to AWNS, which was not in line with predictions.</p><p><strong>Conclusions: </strong>This work demonstrates a complex relationship between degree of prosodic prominence and articulatory movement variability. Based on patterns observed in AWS, but not AWNS, it is plausible that processes involved in suppressing default nuclear accents could act as linguistic stressors on the speech motor systems of AWS. Further research is needed to advance our understanding of the role of prosody within a multifactorial view of stuttering.</p>","PeriodicalId":51254,"journal":{"name":"Journal of Speech Language and Hearing Research","volume":" ","pages":"1-25"},"PeriodicalIF":2.2,"publicationDate":"2025-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143784641","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Tunable Forced Alignment System Based on Deep Learning: Applications to Child Speech.","authors":"Prad Kadambi, Tristan J Mahr, Katherine C Hustad, Visar Berisha","doi":"10.1044/2024_JSLHR-24-00347","DOIUrl":"https://doi.org/10.1044/2024_JSLHR-24-00347","url":null,"abstract":"<p><strong>Purpose: </strong>Phonetic forced alignment has a multitude of applications in automated analysis of speech, particularly in studying nonstandard speech such as children's speech. Manual alignment is tedious but serves as the gold standard for clinical-grade alignment. Current tools do not support direct training on manual alignments. Thus, a trainable speaker adaptive phonetic forced alignment system, Wav2TextGrid, was developed for children's speech. The source code for the method is publicly available along with a graphical user interface at https://github.com/pkadambi/Wav2TextGrid.</p><p><strong>Method: </strong>We propose a trainable, speaker-adaptive, neural forced aligner developed using a corpus of 42 neurotypical children from 3 to 6 years of age. Evaluation on both child speech and on the TIMIT corpus was performed to demonstrate aligner performance across age and dialectal variations.</p><p><strong>Results: </strong>The trainable alignment tool markedly improved accuracy over baseline for several alignment quality metrics, for all phoneme categories. Accuracy for plosives and affricates in children's speech improved more than 40% over baseline. Performance matched existing methods using approximately 13 min of labeled data, while approximately 45-60 min of labeled alignments yielded significant improvement.</p><p><strong>Conclusion: </strong>The Wav2TextGrid tool allows alternate alignment workflows where the forced alignments, via training, are directly tailored to match clinical-grade, manually provided alignments.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.28593971.</p>","PeriodicalId":51254,"journal":{"name":"Journal of Speech Language and Hearing Research","volume":" ","pages":"1-19"},"PeriodicalIF":2.2,"publicationDate":"2025-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143755644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development of Verb Inflectional Complexity in Palestinian Arabic.","authors":"Roni Henkin-Roitfarb, Sigal Uziel, Rozana Ishaq","doi":"10.1044/2024_JSLHR-23-00722","DOIUrl":"10.1044/2024_JSLHR-23-00722","url":null,"abstract":"<p><strong>Purpose: </strong>This study describes the development of verb inflectional morphology in an urban dialect of Palestinian Arabic (PA) spoken in northern Israel, specifically in the city of Haifa, and explores the effect of language typology on acquisition.</p><p><strong>Method: </strong>We analyzed naturalistic longitudinal speech samples from one monolingual Arabic-speaking girl aged 1;11-2;3 during spontaneous interactions with family members.</p><p><strong>Results: </strong>Initially, truncated forms (\"bare stems\") were common but disappeared by the end of the study. By age 1;11, the girl was in the proto-morphological stage, displaying clear three-member mini-paradigms. Affixation complexity gradually increased, with adjacent and obligatory suffixes acquired before distant and optional prefixes. The early acquisition of indicative prefixes (<i>b-</i>, <i>m-</i>) preceded the later emergence of complex proclitics (e.g., volitive <i>d-</i>, progressive <i>ʕam</i>), suggesting gradual, systematic morphological acquisition.</p><p><strong>Conclusions: </strong>We propose three principles for the development of PA verb inflection: (a) Adjacency: Affixes adjacent to the base are acquired first. (b) R-salience: Suffixes are acquired earlier than prefixes. (c) Obligatoriness: Obligatory morphemes precede optional ones. These principles predict the girl's morphological development and reflect sensitivity to PA's richly inflecting typology. This study highlights the need for detailed descriptive research that is essential for understanding language acquisition processes and informing assessment tools, intervention programs, and educational curricula for PA-speaking children.</p>","PeriodicalId":51254,"journal":{"name":"Journal of Speech Language and Hearing Research","volume":" ","pages":"1402-1423"},"PeriodicalIF":2.2,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142774374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"\"Speech Is Golden\": The Importance of Colloquial Arabic for Reading Standard Arabic for Beginning Readers.","authors":"Natalia V Rakhlin, Nan Li, Abdullah Aljughaiman, Elena L Grigorenko","doi":"10.1044/2024_JSLHR-23-00522","DOIUrl":"10.1044/2024_JSLHR-23-00522","url":null,"abstract":"<p><strong>Purpose: </strong>We investigated the role of spoken language in the acquisition of literacy in the context of Arabic diglossia, where the written language, Standard Arabic, deviates substantially from the spoken language, Colloquial Arabic, children acquire naturally from birth.</p><p><strong>Method: </strong>The participants (<i>N</i> = 110; 40 girls) were Saudi Arabic-speaking children in Grades 2-4. Children completed assessments of oral paragraph reading and word decoding using a vowelized script. They also completed three spoken assessments of Colloquial Arabic, which include sentence comprehension, sentence completion, and pragmatic knowledge, as well as a test of phonological awareness. We used path analysis to investigate the contributions of each of the spoken language indicators, decoding, and phonological awareness to reading comprehension (RC) in single and multiple serial mediator models.</p><p><strong>Results: </strong>We found that spoken language (i.e., sentence comprehension, sentence completion, and pragmatic knowledge) and word decoding uniquely contributed to RC. Moreover, word decoding mediated the association between spoken language and RC. The path from spoken language to phonological awareness, then to word decoding, and finally to RC was inconclusive.</p><p><strong>Conclusions: </strong>While most studies on literacy acquisition in the context of Arabic diglossia focus on the linguistic distance between the colloquial (spoken) and the standard (written) language varieties, our results highlight the important contribution of spoken language skills to reading skills in Arabic despite this linguistic gap. The important implication of these findings is that spoken language interventions aimed at boosting children's narrative language skills in their home language (Colloquial Arabic) are an important tool for building a foundation for literacy in diglossia contexts.</p>","PeriodicalId":51254,"journal":{"name":"Journal of Speech Language and Hearing Research","volume":" ","pages":"1441-1467"},"PeriodicalIF":2.2,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141421785","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Emergence and Development of Palestinian Arabic Lexicon and Morphosyntax From 18 to 36 Months: A Communicative Development Inventory Study.","authors":"Lina Hashoul-Essa, Sharon Armon-Lotem","doi":"10.1044/2024_JSLHR-23-00606","DOIUrl":"10.1044/2024_JSLHR-23-00606","url":null,"abstract":"<p><strong>Purpose: </strong>This study presents a comprehensive exploration of lexical and grammatical development in Palestinian Arabic (PA). The study aims to test the validity of the Palestinian Arabic Communicative Development Inventory (PA-CDI) as well as generate growth curves for lexical and morphosyntactic development, examine the order of emergence of both lexical and morphosyntactic categories, and explore the contribution of demographic and developmental factors to language development.</p><p><strong>Method: </strong>Data were collected from 1,399 parents of PA children aged 18-36 months using an online PA-CDI.</p><p><strong>Results: </strong>The results show that as age increased, so did lexical and morphosyntactic production, along with considerable variability across individuals. While lexical development in PA resembles the order observed in other languages with nouns preceding verbs and adjectives, morphosyntactic development indicates early emergence of verbal inflectional morphology prior to noun pluralization or negation. Age of word combination and health problems are predictive of lexical and morphosyntactic development, and so are parental concerns.</p><p><strong>Conclusions: </strong>Our findings indicate the potential of the PA-CDI as an assessment tool for lexical and morphosyntactic development among PA-speaking children in Israel. Our developmental growth curves may also be used to identify children at risk for developmental language disorder, particularly those falling below the 10th percentile, thus allowing for early identification and early intervention. The use of background variables, specifically parental concerns, health issues, and word combinations, along with the PA-CDI, could potentially enhance the precision of language delay assessment.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.26026777.</p>","PeriodicalId":51254,"journal":{"name":"Journal of Speech Language and Hearing Research","volume":" ","pages":"1382-1401"},"PeriodicalIF":2.2,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141433310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Impact of Verb Inflectional Distance on Morphological Awareness in Arabic Diglossia: Insights From a Longitudinal Study (Kindergarten to Grade 3).","authors":"Nancy Joubran-Awadie, Yasmin Shalhoub-Awwad","doi":"10.1044/2024_JSLHR-23-00456","DOIUrl":"10.1044/2024_JSLHR-23-00456","url":null,"abstract":"<p><strong>Purpose: </strong>The main aim of the current study was to examine the longitudinal impact of verb inflectional distance on morphological awareness among Arabic-speaking children from kindergarten (K) to third grade. The study also investigated the impact of testing children in two language varieties, Spoken Palestinian dialect (SPD) and Modern Standard Arabic (MSA), on the development of morphological awareness.</p><p><strong>Method: </strong>Sixty-two children were followed longitudinally at three time points: K, Grade 1 (G1), and Grade 3 (G3). Each child completed two parallel orally administered inflectional awareness pseudoverb tasks in the spoken and in the standard variety at each grade. The items were classified by form and function into two main distance levels: low-diglossic and high-diglossic, representing the closest and the farthest distance between SPD and MSA morphemes, respectively.</p><p><strong>Results: </strong>The findings indicated that morphological awareness was more difficult for high-diglossic morphemes than for low-diglossic ones. Moreover, the findings point to different paths in the developmental trajectory of verb inflectional awareness by distance levels and language variety: In SPD, the difference in children's awareness between low-diglossic morphemes and high-diglossic morphemes decreased across grades and disappeared in G3, whereas, in MSA, this difference significantly increased from K to G1 and G3.</p><p><strong>Conclusions: </strong>These findings demonstrate the substantial impact of verb inflectional distance on morphological awareness development before and during the initial process of learning to read. Results are discussed within the context of linguistic distance and the development of metalinguistic processing skills with implications for assessment and intervention.</p>","PeriodicalId":51254,"journal":{"name":"Journal of Speech Language and Hearing Research","volume":" ","pages":"1424-1440"},"PeriodicalIF":2.2,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140861374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Arabic Typical and Atypical Acquisition: Introduction to the Special Issue.","authors":"Elinor Saiegh-Haddad, Sharon Armon-Lotem","doi":"10.1044/2024_JSLHR-24-00803","DOIUrl":"10.1044/2024_JSLHR-24-00803","url":null,"abstract":"","PeriodicalId":51254,"journal":{"name":"Journal of Speech Language and Hearing Research","volume":" ","pages":"1348-1354"},"PeriodicalIF":2.2,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143694333","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Word Learning in Arabic Diglossia in Children With Typical Language Development and Developmental Language Disorder.","authors":"Ola Ghawi-Dakwar, Elinor Saiegh-Haddad","doi":"10.1044/2024_JSLHR-23-00618","DOIUrl":"10.1044/2024_JSLHR-23-00618","url":null,"abstract":"<p><strong>Purpose: </strong>Word learning requires the creation of phonological and semantic representations and links in long-term memory. Phonological distance of a given word from the spoken language affects children's lexical-phonological representations and processing. The study investigates the role of the phonological distance of Modern Standard Arabic (StA) words from the child's Spoken Arabic (SpA) vernacular in word learning in Arabic diglossia. It also examines whether, given their vulnerable phonological skills, children with developmental language disorder (DLD) show a stronger impact of phonological distance on word learning than children with typical language development (TLD).</p><p><strong>Method: </strong>One hundred children with TLD and DLD in kindergarten and in first grade (25 per group) were tested on comprehension and production word-learning probes manipulating phonological distance. Learning monosyllabic and disyllabic nonwords encoding only SpA phonemes was compared with the learning of parallel nonwords encoding one unique StA consonant each.</p><p><strong>Results: </strong>Repeated-measures analyses of variance showed higher word learning scores in children with TLD on both probes and for both syllable lengths. Moreover, all children fared significantly lower, in both comprehension and production probes, when the target stimulus was phonologically distant from the spoken language. Finally, an interaction effect was observed on the production probes, revealing differences in the developmental dynamics of phonological distance effects between the groups: Phonological distance hindered word learning among children with TLD in kindergarten, but among children with DLD in the first grade.</p><p><strong>Conclusions: </strong>The results support the role of phonological distance as a phonological complexity factor in word learning in Arabic diglossia. Furthermore, they show that the effect of phonological distance is complex and it interacts with modality, language aptitude, and grade level. The theoretical and clinical implications are discussed.</p>","PeriodicalId":51254,"journal":{"name":"Journal of Speech Language and Hearing Research","volume":" ","pages":"1533-1551"},"PeriodicalIF":2.2,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142395057","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Early Oral Language and Cognitive Predictors of Emergent Literacy Skills in Arabic-Speaking Children: Evidence From Saudi Children With Developmental Language Disorder.","authors":"Zakiyah A Alsiddiqi, Vesna Stojanovik, Emma Pagnamenta","doi":"10.1044/2024_JSLHR-23-00643","DOIUrl":"10.1044/2024_JSLHR-23-00643","url":null,"abstract":"<p><strong>Purpose: </strong>Although children with developmental language disorder (DLD) are known to have difficulties with emergent literacy skills, few available studies have examined emergent literacy skills in Arabic-speaking children with DLD. Even though Arabic language characteristics, such as diglossia and orthographic structure, influence the acquisition of literacy in Arabic-speaking children, research shows that oral language skills, such as vocabulary, and cognitive skills, such as verbal short-term memory (VSTM), predict literacy in Arabic-speaking children. Moreover, linguistic and memory abilities are impaired in children with DLD, including Arabic-speaking children. The current study examines the relationships between oral language, VSTM, and emergent literacy skills in Arabic-speaking typically developing (TD) children and children with DLD.</p><p><strong>Method: </strong>Participants were 40 TD children (20 girls; aged 4;0-6;11 [years;months]) and 26 children with DLD (nine girls, aged 4;0-6;11). All participants were monolingual Arabic speakers and matched on age and socioeconomic status. A set of comprehensive Arabic language (vocabulary knowledge, morphosyntactic, and listening comprehension skills), VSTM, and emergent literacy (phonological awareness and letter knowledge skills) tests were administered.</p><p><strong>Results: </strong>The DLD group scored significantly lower than the TD group on language, VSTM, and emergent literacy measures. Results revealed that the contributions of oral language and VSTM to emergent literacy skills across TD and DLD groups were different. In the TD group, VSTM predicted emergent literacy skills, whereas in the DLD groups, both vocabulary knowledge and VSTM predicted emergent literacy skills.</p><p><strong>Conclusions: </strong>This study represents an important first step in understanding emergent literacy skills and their relationships to language and memory in Arabic-speaking children with and without DLD. The implications of these findings for clinical and education provision are discussed.</p>","PeriodicalId":51254,"journal":{"name":"Journal of Speech Language and Hearing Research","volume":" ","pages":"1505-1520"},"PeriodicalIF":2.2,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142407203","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}