Language Speech and Hearing Services in Schools最新文献_第5页

Development and Validation of Kindergarten Dynamic Assessments of Early Reading and Language. 幼儿园早期阅读与语言动态评价的发展与验证。

IF 2.4 3区医学

Language Speech and Hearing Services in Schools Pub Date : 2025-07-10 DOI: 10.1044/2025_lshss-24-00078

Eunsoo Cho,Mina Son,Sarah Reiley,Eun Ha Kim

{"title":"Development and Validation of Kindergarten Dynamic Assessments of Early Reading and Language.","authors":"Eunsoo Cho,Mina Son,Sarah Reiley,Eun Ha Kim","doi":"10.1044/2025_lshss-24-00078","DOIUrl":"https://doi.org/10.1044/2025_lshss-24-00078","url":null,"abstract":"PURPOSEThe purpose of this study was to develop and evaluate the initial reliability and validity evidence of the dynamic assessment (DA) of early reading and language as a second-stage screener in kindergarten, the first year of formal schooling. The DA comprises three subtests that capture students' ability to learn letter sounds and blending and infer word meaning from context by providing a series of graduated prompts, from the least to most helpful sequence, depending on students' responsiveness and documenting students' learning process.METHODConcurrent data on DA and static screeners at the beginning of kindergarten (N = 164, Mage = 5.60, 4-6 years old) were analyzed using item response theory, confirmatory factor analyses, and receiver operating characteristics curve models.RESULTSItem response theory analyses identified the optimal number of prompts for each DA subtest, and they were rescaled accordingly. Confirmatory factor analyses of the rescaled DA indicated three distinct subscales comprising letter sound, blending, and vocabulary learning with high reliability coefficients and construct validity evidence demonstrating theoretically expected correlations with the static screener. Finally, when DA was added to the static screener for identifying students with disabilities, DA improved specificity by reducing the number of false positives.CONCLUSIONSOur preliminary investigation demonstrated the DA's appropriate reliability and validity as a supplemental screener. Future directions include evaluating the DA's predictive validity evidence and classification accuracy with a large student sample and norm-referenced standardized measures, addressing the limitation of the current study using school-identified disability classification as a criterion measure.SUPPLEMENTAL MATERIALhttps://doi.org/10.23641/asha.29425259.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"22 1","pages":"1-16"},"PeriodicalIF":2.4,"publicationDate":"2025-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144603423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

"It's a Lot of Collaboration": Related Service Providers Supporting Literacy Instruction for Learners Who Use Augmentative and Alternative Communication. “这是大量的合作”：相关服务提供商支持识字教学的学习者谁使用增强和替代交流。

IF 2.4 3区医学

Language Speech and Hearing Services in Schools Pub Date : 2025-07-10 DOI: 10.1044/2025_lshss-24-00034

Jessica G Caron,Salena Babb,Hannah Stokes,Christine Holyfield,Nicole Romano

{"title":"\"It's a Lot of Collaboration\": Related Service Providers Supporting Literacy Instruction for Learners Who Use Augmentative and Alternative Communication.","authors":"Jessica G Caron,Salena Babb,Hannah Stokes,Christine Holyfield,Nicole Romano","doi":"10.1044/2025_lshss-24-00034","DOIUrl":"https://doi.org/10.1044/2025_lshss-24-00034","url":null,"abstract":"PURPOSECollaborative teaming has been found to be one of the most critical components in maximizing student outcomes in individuals who use augmentative and alternative communication (AAC). This study aimed to understand roles, barriers, and facilitators of related service providers when working on and collaborating in literacy instruction with learners who use AAC to maximize literacy outcomes.METHODThis study used an exploratory-descriptive qualitative design based on an in-person focus group of related service providers (occupational therapists, physical therapists, and speech-language pathologists) who all contribute to the development and implementation of literacy goals for students who use AAC. Qualitative analysis methods were used to transcribe and code the data thematically.RESULTSAfter analysis, four themes and nine subthemes were identified by the research team. Results highlight considerations including positioning and access, coaching, direct instruction, defined roles, common goals, and collaboration. Although the qualitative study captures the perspectives of members of a single school team, the findings help to support future research directions and implementation facilitators.CONCLUSIONSThere is limited research that documents the various roles of related service providers when considering literacy adaptations and implementation (e.g., positioning needs to access literacy materials, the consistency of instruction, and increasing time in instruction). Collaborative teaming and goal planning among related service providers can potentially maximize literacy instruction for learners who use AAC.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"109 1","pages":"1-16"},"PeriodicalIF":2.4,"publicationDate":"2025-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144603671","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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 Explicit Intervention to Target Grammatical Forms With Spanish-English Bilingual Children With Developmental Language Disorder. 探索对发育性语言障碍的西英双语儿童目标语法形式的显性干预。

IF 2.4 3区医学

Language Speech and Hearing Services in Schools Pub Date : 2025-07-02 DOI: 10.1044/2025_lshss-24-00132

Miriam Kornelis,Kerry Danahy Ebert,Lizbeth H Finestack

{"title":"Exploring Explicit Intervention to Target Grammatical Forms With Spanish-English Bilingual Children With Developmental Language Disorder.","authors":"Miriam Kornelis,Kerry Danahy Ebert,Lizbeth H Finestack","doi":"10.1044/2025_lshss-24-00132","DOIUrl":"https://doi.org/10.1044/2025_lshss-24-00132","url":null,"abstract":"INTRODUCTIONSpeech-language pathologists have limited evidence-based methods for grammar intervention to use with multilingual children with developmental language disorder (DLD). Explicit grammatical intervention is a promising approach for this population and has the potential to facilitate cross-linguistic transfer to an untreated language. In this clinical focus article, we present steps for implementing a grammatical language intervention for bilingual children that integrates explicit connections between a child's languages and examine evidence of a treatment effect.METHODThree 4- to 8-year-old Spanish-English speaking children with DLD participated in a single-subject nonconcurrent multiple-baseline design study. The participants received an explicit-based grammatical intervention in English, adapted to promote cross-linguistic transfer to Spanish, targeting regular past tense and present tense forms. We describe how each step in the intervention could be adapted and implemented by monolingual clinicians.RESULTSParticipants showed preliminary evidence of a positive treatment effect on English -ed and -s, with varying degrees of transfer to corresponding Spanish grammatical measures.CONCLUSIONSThis is the first investigation of an explicit-based grammatical language treatment involving Spanish-English bilingual children with DLD. With careful design and planning, this approach has the potential for providing benefits in the child's untreated first language by drawing on metalinguistic strengths and cross-linguistic similarities.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"25 1","pages":"1-17"},"PeriodicalIF":2.4,"publicationDate":"2025-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144533659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Integrating the International Classification of Functioning, Disability and Health Contextual Factors and a Trauma Lens to Inform Speech-Language Pathologists' Practice With Children and Families. 整合国际功能、残疾和健康背景因素分类和创伤镜头，以告知语言病理学家与儿童和家庭的实践。

IF 2.9 3区医学

Language Speech and Hearing Services in Schools Pub Date : 2025-06-30 DOI: 10.1044/2025_LSHSS-24-00122

Anna Rupert, Michelle Phoenix, Leticia Gracia

{"title":"Integrating the International Classification of Functioning, Disability and Health Contextual Factors and a Trauma Lens to Inform Speech-Language Pathologists' Practice With Children and Families.","authors":"Anna Rupert, Michelle Phoenix, Leticia Gracia","doi":"10.1044/2025_LSHSS-24-00122","DOIUrl":"10.1044/2025_LSHSS-24-00122","url":null,"abstract":"Purpose: This article highlights how the World Health Organization's International Classification of Functioning, Disability and Health framework aligns with a trauma lens in speech-language pathology practice by considering risk and protective factors in a client's life and within clinical care interactions at individual, family, and community and population levels. This approach shifts practitioners from a traditional biomedical model to a holistic biopsychosocial model that considers the needs, strengths, and priorities of family members, in alignment with shifts in the field. Appropriate models of service delivery, the application of trauma-informed principles, and the need for changing systems and policies to promote equity in services are also discussed.Conclusions: By addressing both personal and environmental contextual factors, speech-language pathologists can better understand and support their clients' unique experiences and needs. This comprehensive understanding fosters a more inclusive, effective, and compassionate practice, ultimately enhancing the overall well-being and outcomes of clients.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"1-10"},"PeriodicalIF":2.9,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144531120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Trauma-Informed Care: A Guide for Speech-Language Pathologists in the Schools. 创伤知情护理：学校语言病理学家指南。

IF 2.9 3区医学

Language Speech and Hearing Services in Schools Pub Date : 2025-06-27 DOI: 10.1044/2025_LSHSS-24-00128

Julia J Yi

{"title":"Trauma-Informed Care: A Guide for Speech-Language Pathologists in the Schools.","authors":"Julia J Yi","doi":"10.1044/2025_LSHSS-24-00128","DOIUrl":"10.1044/2025_LSHSS-24-00128","url":null,"abstract":"Purpose: A history of trauma is significantly related to the likelihood of having a language disorder. Given that one in seven children experience maltreatment in the United States, it is essential that school-based speech-language pathologists are well prepared to engage in trauma-informed practice when working with children and adolescents who have a history of trauma. The primary purpose of this tutorial is to provide an overview of trauma and its relationship to language and to synthesize the extant literature on trauma-informed approaches that could be used by speech-language pathologists. Trauma-informed practices include preventing retraumatization and recognizing trauma responses, creating a safe environment, collaborating with team members, using a strengths-based approach, obtaining a comprehensive case history to guide decisions, and empowering the students by including them in choices.Conclusion: This tutorial discusses each of these approaches, describes how these approaches could be used in the context of speech-language practice, provides a questionnaire that was developed to obtain the case histories of students with a history of trauma, and illustrates case examples of how trauma-informed approaches might be implemented by speech-language pathologists.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"1-16"},"PeriodicalIF":2.9,"publicationDate":"2025-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144531122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Correlation Between Emergent Literacy Skills and Reading Abilities in Young Autistic Children: A Meta-Analysis. 自闭症儿童阅读能力与新兴读写能力的相关性：一项元分析。

IF 2.4 3区医学

Language Speech and Hearing Services in Schools Pub Date : 2025-06-20 DOI: 10.1044/2025_lshss-24-00108

Kendall Willems,Susan J Loveall,J Marc Goodrich,Danika Lang

{"title":"Correlation Between Emergent Literacy Skills and Reading Abilities in Young Autistic Children: A Meta-Analysis.","authors":"Kendall Willems,Susan J Loveall,J Marc Goodrich,Danika Lang","doi":"10.1044/2025_lshss-24-00108","DOIUrl":"https://doi.org/10.1044/2025_lshss-24-00108","url":null,"abstract":"PURPOSEAutistic individuals often exhibit poorer emergent literacy skills (e.g., phonological awareness, print knowledge, oral language) relative to their non-autistic peers. Although emergent literacy skills are known to impact future reading success in typical development, their relationship with word recognition and reading comprehension in autistic children remains unclear. The purpose of this meta-analysis was to identify the correlation between emergent literacy skills and reading abilities (i.e., word recognition and reading comprehension) in young autistic children.METHODFourteen correlational studies, including 837 autistic children ranging in age from 28 to 109 months, met the inclusion criteria. Robust variance estimation was used to compute an average weighted effect size, and possible moderator variables were also explored.RESULTSResults indicated a significant, positive correlation between emergent literacy skills and reading abilities. Moderator analyses indicated that the correlations between emergent literacy and reading ability did not differ based on the type of reading ability (i.e., word recognition vs. reading comprehension) or emergent literacy skill (i.e., code- vs. meaning-based skills). However, IQ was a marginally significant moderator, and the relation between emergent literacy and reading ability was stronger in studies with participants with lower average IQ scores.CONCLUSIONSThese findings have important implications for research and practice for young autistic children. There is a need for educators and other practitioners to (a) assess emergent literacy skills in early childhood to better identify autistic children who are at risk for reading difficulties and (b) actively promote and teach emergent literacy skills in young autistic children, as these skills are related to more advanced reading abilities.SUPPLEMENTAL MATERIALhttps://doi.org/10.23641/asha.29231057.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"1 1","pages":"1-17"},"PeriodicalIF":2.4,"publicationDate":"2025-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144335249","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Morphological Awareness: Connecting Language Foundations and Academic Literacy Success for Students With Language and Literacy Deficits. 形态意识：连接语言基础和学术素养的学生与语言和读写能力的缺陷。

IF 2.4 3区医学

Language Speech and Hearing Services in Schools Pub Date : 2025-06-18 DOI: 10.1044/2025_lshss-24-00119

Laura Green,Julie Wolter

{"title":"Morphological Awareness: Connecting Language Foundations and Academic Literacy Success for Students With Language and Literacy Deficits.","authors":"Laura Green,Julie Wolter","doi":"10.1044/2025_lshss-24-00119","DOIUrl":"https://doi.org/10.1044/2025_lshss-24-00119","url":null,"abstract":"PURPOSEFor school-age students with language and literacy deficits (LLD), such as those with developmental language disorder (DLD) and/or dyslexia, literacy challenges can affect reading comprehension, written language, and overall academic success. Researchers have established that instruction in morphological awareness, especially with a phonological, orthographic, semantic, and syntactic focus, results in positive reading and writing outcomes. The purpose of this clinical focus article is to provide evidence for a multilinguistic literacy intervention approach grounded in morphological awareness, along with a case-based tutorial for its implementation in a relevant academic context.METHODFocusing on the morphological meaning components within words provides an ideal opportunity to reflect on how these units provide clues and support to other linked language components such as phonology or word pronunciation, orthographic spelling, semantic meaning, and syntactic grammar. A discussion is provided for leveraging morphological awareness across a multilinguistic literacy intervention approach to connect foundational linguistic knowledge and bridge strategy, meaning, and purpose. We address how this intervention can be integrated with a classroom curricular unit and implemented via individual, small-group, or classroom-based intervention using a case-based example.CONCLUSIONSMorphological awareness intervention has been found to be effective in supporting the vocabulary, decoding, spelling, and reading comprehension of students with LLD. Thus, infusing this metalinguistic strategy in multilinguistic literacy intervention that integrates academically relevant texts can be a powerful tool for speech-language pathologists and literacy specialists to support the literacy success of students with DLD and/or dyslexia.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"13 1","pages":"1-16"},"PeriodicalIF":2.4,"publicationDate":"2025-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144320291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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 Perceptions of an Asynchronous Video-Based Training on Developmental Language Disorder: A Mixed-Methods Study. 照顾者对发展性语言障碍异步视频培训的看法：一项混合方法研究。

IF 2.4 3区医学

Language Speech and Hearing Services in Schools Pub Date : 2025-05-21 DOI: 10.1044/2025_lshss-24-00091

Katharine M Radville,Tim DeLuca,Danika L Pfeiffer,Shaun Ziegenfusz,Mary Rasner,Tiffany P Hogan

{"title":"Caregiver Perceptions of an Asynchronous Video-Based Training on Developmental Language Disorder: A Mixed-Methods Study.","authors":"Katharine M Radville,Tim DeLuca,Danika L Pfeiffer,Shaun Ziegenfusz,Mary Rasner,Tiffany P Hogan","doi":"10.1044/2025_lshss-24-00091","DOIUrl":"https://doi.org/10.1044/2025_lshss-24-00091","url":null,"abstract":"PURPOSECaregivers of children with developmental language disorder (DLD) face numerous challenges, including limited evidence-backed options for learning about oral language and DLD. This explanatory sequential, mixed-methods study quantified and described caregiver perceptions of learning about DLD through an online asynchronous training.METHODWe used quantitative methods to measure self-perceived knowledge of DLD as well as self-efficacy for supporting the child before and after participation in the training. We also measured usability and overall satisfaction with the training. We conducted 1:1 structured interviews with a subset of participants and used an inductive approach to thematic analysis to explain and expand upon quantitative results.RESULTSCaregivers reported higher knowledge and self-efficacy related to DLD after completing the training. Usability and satisfaction ratings were high. Qualitative data provided nuanced explanation of quantitative findings, indicating that the training can increase caregiver knowledge and self-efficacy and can positively impact interactions, support, and understanding of the child. We also found that while caregivers find learning about DLD helpful, they also seek additional information and support related to their own child.CONCLUSIONOnline asynchronous learning is a useful, satisfactory means by which to disseminate information about DLD to caregivers.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"59 1","pages":"1-18"},"PeriodicalIF":2.4,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144114220","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Functional Language Proficiency in Bilingual Children: A Conceptual Framework, Culturally Responsive Practice, and Measurement Approach. 双语儿童的功能语言能力：概念框架、文化响应实践和测量方法。

IF 2.4 3区医学

Language Speech and Hearing Services in Schools Pub Date : 2025-05-19 DOI: 10.1044/2025_lshss-24-00166

Genesis D Arizmendi

{"title":"Functional Language Proficiency in Bilingual Children: A Conceptual Framework, Culturally Responsive Practice, and Measurement Approach.","authors":"Genesis D Arizmendi","doi":"10.1044/2025_lshss-24-00166","DOIUrl":"https://doi.org/10.1044/2025_lshss-24-00166","url":null,"abstract":"PURPOSEFunctional language proficiency is presented as a conceptual framework that builds upon cultural-linguistic assets in bilingually developing children and bridges the theory of natural translation, translanguaging, and language brokering practices. A novel task was developed based on this framework for quantifying Spanish-English bilingual children's functional language proficiency. The development, feasibility, face, and convergent validity of the Functional Language Proficiency (FLiP) task are detailed as part of this work, as well as its application and utility as a culturally responsive practice.METHODA conceptual framework and novel task were developed based on bilingual communication practices. This article details the conceptual framework and development process of the task, including considerations for cultural relevance, memory demands, linguistic complexity, and scoring procedures. The FLiP was administered to 90 Spanish-English learning Latino children in first, second, and third grade (30 per grade).RESULTSAll 90 first-, second-, and third-grade children completed the task, generating an expectedly wide range of proficiency profiles across both languages. Importantly, 86% of the children reported that they had engaged in these language practices in their daily lives. There was strong interrater reliability (94%), and scores on the FLiP were positively correlated with measures of language sample analyses in both languages.CONCLUSIONSThe results of this study showed that the FLiP was an age-appropriate, asset-based, and culturally relevant task for measuring functional language proficiency in most Spanish-English school-age bilinguals. The role of functional proficiency is discussed, along with future research directions including validation, item analysis, and task refinement.SUPPLEMENTAL MATERIALhttps://doi.org/10.23641/asha.28946261.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"54 1","pages":"1-19"},"PeriodicalIF":2.4,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144097714","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Parent-Reported Speech and Language in Early Childhood Is an Early Indicator of Indigenous Australian Children's Literacy and Numeracy Outcomes. 儿童早期父母报告的言语和语言是澳大利亚土著儿童读写和计算结果的早期指标。

IF 2.4 3区医学

Language Speech and Hearing Services in Schools Pub Date : 2025-05-19 DOI: 10.1044/2025_lshss-23-00200

Sharynne McLeod,Linda J Harrison,Catherine McMahon,Cen Wang,John Robert Evans

{"title":"Parent-Reported Speech and Language in Early Childhood Is an Early Indicator of Indigenous Australian Children's Literacy and Numeracy Outcomes.","authors":"Sharynne McLeod,Linda J Harrison,Catherine McMahon,Cen Wang,John Robert Evans","doi":"10.1044/2025_lshss-23-00200","DOIUrl":"https://doi.org/10.1044/2025_lshss-23-00200","url":null,"abstract":"PURPOSEThe aim of this study was to longitudinally investigate parent-reported children's speech and language in early childhood as an early indicator of Indigenous Australians' school-age educational outcomes.METHODParticipants were 1,534 children from the Longitudinal Study of Indigenous Children (LSIC) whose parents reported on expressive and receptive speech and language concern (SLC) at 3-5 years using the Parents' Evaluation of Developmental Status. A total of 467 children (30.4%) were identified as having SLC, of whom 308 had only expressive SLC, 65 had only receptive SLC, and 81 had both expressive and receptive SLC. Educational outcomes included (a) National Assessment Program-Literacy and Numeracy (NAPLAN) tests (Grade 3, 8-9 years), (b) teacher-reported literacy and numeracy on the Academic Rating Scale (ARS; 8-9, 9-10 years), and (c) research officer-administered Progressive Achievement Tests in Reading (PAT-Reading; 6-7, 7-8, 8-9, 9-10 years) and Progressive Achievement Tests in Mathematics (PAT-Maths; 8-9, 9-10 years).RESULTSAfter controlling for covariates (child age, sex, having hearing problems, having a disability, speaking an Indigenous language, parent education, family life events, community socioeconomic status, and remoteness), SLC was associated with significantly lower scores on all NAPLAN subtests (Reading, Writing, Spelling, Grammar, Numeracy), teacher-rated ARS for Language and Literacy (9-10 years), and PAT-Reading (6-7 years) and PAT-Maths (9-10 years). Subgroup comparisons indicated that children with both expressive and receptive SLC had the poorest outcomes on NAPLAN and ARS subtests.CONCLUSIONParental reporting of Indigenous Australian children's SLC in early childhood is an important early indicator of education outcomes at school, indicating the importance of families throughout a child's trajectory of learning and development.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"45 1","pages":"1-17"},"PeriodicalIF":2.4,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144097720","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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