Speech Pathology and Audiology Faculty Research and Publications Copyright (c) 2013 Marquette University All rights reserved. http://epublications.marquette.edu/spaud_fac Recent documents in Speech Pathology and Audiology Faculty Research and Publications en-us Sat, 26 Jan 2013 11:47:04 PST 3600 Speaking Rate Effects on Normal Aspects of Articulation: Outcomes and Issues http://epublications.marquette.edu/spaud_fac/13 http://epublications.marquette.edu/spaud_fac/13 Thu, 26 Jul 2012 13:32:46 PDT The articulatory effects of speaking rate have been a point of focus for a substantial literature in speech science. The normal aspects of speaking rate variation have influenced theories and models of speech production and perception in the literature pertaining to both normal and disordered speech. While the body of literature pertaining to the articulatory effects of speaking rate change is reasonably large, few speaker-general outcomes have emerged. The purpose of this paper is to review outcomes of the existing literature and address problems related to the study of speaking rate that may be germane to the recurring theme that speaking rate effects are largely idiosyncratic.

]]> Jeffery Berry Relationships Between Vocabulary Size, Working Memory, and Phonological Awareness in Spanish-Speaking English Language Learners http://epublications.marquette.edu/spaud_fac/12 http://epublications.marquette.edu/spaud_fac/12 Mon, 23 Jul 2012 17:04:22 PDT Purpose: The goals of this study were to evaluate the impact of short-term phonological awareness (PA) instruction presented in children's first language (L1; Spanish) on gains in their L1 and second language (L2; English) and to determine whether relationships exist between vocabulary size, verbal working memory, and PA in Spanish-speaking English language learners (ELLs).

Method: Participants included 25 kindergartners who received PA instruction and 10 controls. A 2-way within-subjects repeated measures multivariate analysis of variance (MANOVA) was conducted to evaluate gains. Relationships between PA gains, Spanish and English vocabulary, and memory, as measured using nonword repetition and experimental working memory tasks, were analyzed using correlation and regression analyses.

Results: Results indicated significant and equivalent gains in both languages of children in the experimental group and no gains in the control group. Spanish vocabulary size was significantly related to PA gains in both languages and was more strongly related to English gains than was English vocabulary size. The memory tasks predicted gains in each language in distinct ways.

Conclusion: Results support the conclusion that PA instruction and strong vocabulary skills in an individual's L1 benefit PA development in both the L1 and L2. Results also indicate that dynamic relationships exist between vocabulary size, storage and processing components of working memory, and PA development in both languages of ELLs.

]]> Brenda K. Gorman Production of Korean Case Particles in an English-Korean Bilingual Child with Specific Language Impairment: A Preliminary Study http://epublications.marquette.edu/spaud_fac/11 http://epublications.marquette.edu/spaud_fac/11 Mon, 23 Jul 2012 15:13:07 PDT The purpose of this study was to investigate the use of Korean case particles in a Korean-English bilingual child with specific language impairment (SLI). The child's production of four types of Korean case particles were compared to those of three typically developing children during probe and storytelling tasks. The Korean-English bilingual child with SLI produced the vocative and the nominative for person case particles similar to children matched on age and mean length of utterance (MLU). He produced the nominative for object and accusative case particles similar to the MLU-matched child but exhibited lower performance than that of his age-matched peers. The results suggest that longer duration of Korean case particles in the phrase-final position may provide perceptual salience and not pose particular difficulty for the Korean-English bilingual with SLI. Frequent omission of the accusative by the child with SLI and his MLU-matched peer, however, supports the argument that frequency effect in linguistic input influences morphological development. (Contains 6 tables and 1 figure.)

]]> Soyoung Lee et al. Phonological awareness in Spanish: A tutorial for speech-language pathologists http://epublications.marquette.edu/spaud_fac/10 http://epublications.marquette.edu/spaud_fac/10 Thu, 19 Jul 2012 16:27:30 PDT In the United States, more than 2 million children in Grades pre-K through 6 speak Spanish as their primary language. Approximately 50% of these students receive academic instruction in Spanish. This tutorial provides research-based recommendations for presenting phonological awareness tasks to children who receive literacy instruction in Spanish. The authors also discuss how phonological awareness development may differ between monolingual children learning Spanish and monolingual children learning English, and the implications of these differences for choosing appropriate phonological awareness tasks for Spanish speakers.

]]> Brenda K. Gorman et al. Grammatical Morphology in School-Age Children With and Without Language Impairment: A Discriminant Function Analysis http://epublications.marquette.edu/spaud_fac/9 http://epublications.marquette.edu/spaud_fac/9 Thu, 19 Jul 2012 16:22:48 PDT Purpose: The purpose of this study was to test Bedore and Leonard's (1998) proposal that a verb morpheme composite may hold promise as a clinical marker for specific language impairment (SLI) in English speakers and serve as an accurate basis for the classification of children with and without SLI beyond the preschool level.

Method: The language transcripts of 50 school-age children with SLI (Mage = 7;9 [years;months]) and 50 age-matched typically developing peers (Mage = 7;9) were analyzed. Following the Bedore and Leonard (1998) procedure, 3 variables were measured: a finite verb morpheme composite, a noun morpheme composite, and mean length of utterance in morphemes (MLUm).

Results: Overall findings indicated that neither grammatical morpheme composite alone adequately discriminated the groups at this developmental level. However, combining the verb and noun grammatical morpheme composite measures with MLUm resulted in good discriminant accuracy in classifying subgroups of the youngest children with and without SLI in the school-age sample.

Conclusion: Verb morphology alone is not a useful clinical marker of SLI in school-age children. Potential explanations for these findings and ideas for future research are discussed.

]]> Maura Jones Moyle et al. English Literacy Development for English Language Learners: Does Spanish Instruction Promote or Hinder? http://epublications.marquette.edu/spaud_fac/8 http://epublications.marquette.edu/spaud_fac/8 Tue, 17 Jul 2012 14:30:39 PDT In this brief, the authors consider whether instruction in a child's native language (particularly Spanish) hinders or promotes learning of literacy in English. The authors conduct a four-step process for identifying research on this topic, examining this literature, and then determining the answer to this clinical question. The results suggest that supporting a child's home/native language promotes rather than hinders development of English literacy skills.

]]> Brenda K. Gorman et al. Nonword Repetition and Interactions Among Vocabulary, Phonotactic probability, and Phonological Awareness in Four Linguistic Groups http://epublications.marquette.edu/spaud_fac/7 http://epublications.marquette.edu/spaud_fac/7 Tue, 17 Jul 2012 13:25:23 PDT The current study was designed to compare the English nonword repetition accuracy in 7-year-old monolingual English, Korean–English bilingual, Chinese–English bilingual, and Spanish–English bilingual children. The relationships among nonword repetition accuracy, vocabulary, phonological awareness, and phonotactic probability in each group of children were also examined. The results indicated significant differences among the groups’ accuracy of consonants and vowels by syllable length. Different correlational patterns emerged among nonword repetition accuracy, vocabulary, and phonological awareness. Theoretical and clinical implications for the use of nonword repetition tasks for children from various linguistic backgrounds are discussed.

]]> Sue Ann S. Lee et al. Cross-Linguistic Universals in Reading Acquisition with Applications to English-Language Learners with Reading Disabilities http://epublications.marquette.edu/spaud_fac/6 http://epublications.marquette.edu/spaud_fac/6 Wed, 11 Jul 2012 13:44:01 PDT There is a considerable gap in English reading achievement between English-language learners and native speakers in the United States. Differentiation of whether English language learners’ struggles are symptomatic of reading disability or related to second language acquisition is often challenging. These issues highlight the need for increased insight into reading development and disability in this population. The purpose of this article is to provide an overview of cross-linguistic universals in reading acquisition, how reading disabilities manifest in various languages, and whether diagnostic and instructional approaches that are effective for native English speakers are also appropriate for English-language learners. Recommendations for assessment and intervention practices for at-risk and reading-disabled English-language learners are provided.

]]> Brenda K. Gorman Creative and Stylistic Devices Employed by Children During a Storybook Narrative Task: A Cross-Cultural Study http://epublications.marquette.edu/spaud_fac/5 http://epublications.marquette.edu/spaud_fac/5 Wed, 11 Jul 2012 13:15:02 PDT Purpose: The purpose of this study was to analyze the effects of culture on the creative and stylistic features children employ when producing narratives based on wordless picture books.

Method: Participants included 60 first- and second-grade African American, Latino American, and Caucasian children. A subset of narratives based on wordless picture books collected as part of a larger study was coded and analyzed for the following creative and stylistic conventions: organizational style (topic centered, linear, cyclical), dialogue (direct, indirect), reference to character relationships (nature, naming, conduct), embellishment (fantasy, suspense, conflict), and paralinguistic devices (expressive sounds, exclamatory utterances).

Results: Many similarities and differences between ethnic groups were found. No significant differences were found between ethnic groups in organizational style or use of paralinguistic devices. African American children included more fantasy in their stories, Latino children named their characters more often, and Caucasian children made more references to the nature of character relationships.

Conclusion: Even within the context of a highly structured narrative task based on wordless picture books, culture influences children’s production of narratives. Enhanced understanding of narrative structure, creativity, and style is necessary to provide ecologically valid narrative assessment and intervention for children from diverse cultural backgrounds.

]]> Brenda K. Gorman et al. Conceptualizing Bilingualism: Defining the Standard for Child Language Assessment http://epublications.marquette.edu/spaud_fac/4 http://epublications.marquette.edu/spaud_fac/4 Wed, 11 Jul 2012 12:42:50 PDT Brenda K. Gorman et al. Language and Discourse Contributions to Word Recognition and Text Interpretation: Implications of a Dynamic Systems Perspective http://epublications.marquette.edu/spaud_fac/3 http://epublications.marquette.edu/spaud_fac/3 Tue, 27 Mar 2012 10:31:13 PDT

]]> Ronald B. Gillam et al. Covariation Among Vowel Height Effects on Acoustic Measures http://epublications.marquette.edu/spaud_fac/2 http://epublications.marquette.edu/spaud_fac/2 Tue, 31 Jan 2012 11:31:16 PST Covariation among vowel height effects on vowel intrinsic fundamental frequency (IF0), voice onset time (VOT), and voiceless interval duration (VID) is analyzed to assess the plausibility of a common physiological mechanism underlying variation in these measures. Phrases spoken by 20 young adults, containing words composed of initial voiceless stops or /s/ and high or low vowels, were produced in habitual and voluntarily increased F0 conditions. High vowels were associated with increased IF0 and longer VIDs. VOT and VID exhibited significant covariation with IF0 only for males at habitual

]]> Jeffrey Berry et al. Accuracy of the NDI Wave Speech Research System http://epublications.marquette.edu/spaud_fac/1 http://epublications.marquette.edu/spaud_fac/1 Wed, 18 Jan 2012 11:24:53 PST Purpose: This work provides a quantitative assessment of the positional tracking accuracy of the NDI Wave Speech Research System.

Method: Three experiments were completed: (a) static rigid-body tracking across different locations in the electromagnetic field volume, (b) dynamic rigid-body tracking across different locations within the electromagnetic field volume, and (c) human jaw-movement tracking during speech. Rigid-body experiments were completed for 4 different instrumentation settings, permuting 2 electromagnetic field volume sizes with and without automated reference sensor processing.

Results: Within the anthropometrically pertinent "near field" (< 200 mm) of the NDI Wave field generator, at the 300-mm3 volume setting, 88% of dynamic positional errors were < 0.5 mm and 98% were < 1.0 mm. Extreme tracking errors (> 2 mm) occurred within the near field for < 1% of position samples. For human jaw-movement tracking, 95% of position samples had < 0.5 mm errors for 9 out of 10 subjects.

Conclusions: Static tracking accuracy is modestly superior to dynamic tracking accuracy. Dynamic tracking accuracy is best for the 300-mm3 field setting in the 200-mm near field. The use of automated head correction has no deleterious effect on tracking. Tracking errors for jaw movements during speech are typically < 0.5 mm.

]]> Jeffrey Berry