Disfluencies and phonological revisions in a nonword repetition task in school-age children who stutter

2019 ◽  
Vol 81 ◽  
pp. 105917
Author(s):  
Jayanthi Sasisekaran ◽  
Erin J. Weathers
Keyword(s):  
Nonword Repetition ◽  
School Age Children ◽  
School Age ◽  
Repetition Task

scholarly journals A Prosodically Controlled Word and Nonword Repetition Task for 2- to 4-Year-Olds

2004 ◽  
Vol 47 (1) ◽  
pp. 223-234 ◽  
Author(s):  
Penny Roy ◽  
Shula Chiat
Keyword(s):  
Developmental Change ◽  
Language Skills ◽  
Receptive Vocabulary ◽  
Nonword Repetition ◽  
School Age Children ◽  
Prosodic Structure ◽  
School Age ◽  
Very Young Children ◽  
Language Difficulties ◽  
Repetition Task

An association has been found between nonword repetition and language skills in school-age children with both typical and atypical language development (C. Dollaghan & T. F. Campbell, 1998; S. Ellis Weismer et al., 2000; S. E. Gathercole & A. D. Baddeley, 1990; J. W. Montgomery, 2002). This raises the possibility that younger children's repetition performance may be predictive of later language deficits. In order to investigate this possibility, it is important to establish that elicited repetition with very young children is both feasible and informative. To this end, a repetition task was designed and carried out with 66 children between 2 and 4 years of age. The task consisted of 18 words and 18 matched nonwords that were systematically manipulated for length and prosodic structure. In addition, an assessment of receptive vocabulary was administered. The repetition task elicited high levels of response. Total scores as well as word and nonword scores were sensitive to age. Lexical status and item length affected performance regardless of age: Words were repeated more accurately than nonwords, and 1-syllable items were repeated more accurately than 2-syllable items, which were in turn repeated more accurately than 3-syllable items. The effect of prosodic structure was also significant. Whole syllable errors were almost exclusive to unstressed syllables, with those preceding stress being most vulnerable. Performance on the repetition task was significantly correlated with performance on the receptive vocabulary test. This repetition task effectively elicited responses from most of the 2- to 4-year-old participants, tapped developmental change in their repetition skills, and revealed patterns in their performance; and thus it has the potential to identify deficits in very early repetition skills that may be indicative of wider language difficulties.

Nonword Repetition and Child Language Impairment

1998 ◽  
Vol 41 (5) ◽  
pp. 1136-1146 ◽  
Author(s):  
Chris Dollaghan ◽  
Thomas F. Campbell
Keyword(s):  
Language Impairment ◽  
Language Intervention ◽  
Nonword Repetition ◽  
School Age Children ◽  
Language Test ◽  
Likelihood Ratios ◽  
Language Tests ◽  
Traditional Language ◽  
High Degree ◽  
Repetition Task

A brief, processing-dependent, nonword repetition task, designed to minimize biases associated with traditional language tests, was investigated. In Study 1, no overlap in nonword repetition performance was found between a group of 20 school-age children enrolled in language intervention (LI) and a group of 20 age-matched peers developing language normally (LN). In Study 2, a comparison of likelihood ratios for the nonword repetition task and for a traditional language test revealed that nonword repetition distinguished between children independently identified as LI and LN with a high degree of accuracy, by contrast with the traditional language test. Nonword repetition may have considerable clinical utility as a screening measure for language impairment in children. Information on the likelihood ratios associated with all diagnostic tests of language is badly needed.

scholarly journals Reading Outcomes in Elementary School–Age Children With Hearing Loss Who Use Listening and Spoken Language: A Preliminary Report

2020 ◽  
Vol 5 (5) ◽  
pp. 1188-1198
Author(s):  
Sneha V. Bharadwaj ◽  
Whitney Barlow
Keyword(s):  
Elementary School ◽  
Hearing Loss ◽  
Nonword Repetition ◽  
School Age Children ◽  
School Age ◽  
Grammatical Knowledge ◽  
Reading Outcomes ◽  
Elementary School Age ◽  
Analytical Reasoning ◽  
Children With Hearing Loss

Purpose This study examined reading outcomes and a comprehensive set of linguistic and cognitive factors considered to be associated with reading outcomes in children with hearing loss who use hearing aids or cochlear implants. Method Seventeen children with bilateral, prelingual hearing loss who use listening and spoken language and attended Grades 3–5 at a private oral school for the deaf participated in this study. Children were administered 13 subtests from norm-referenced tests pertaining to reading outcomes (reading comprehension and decoding), linguistic factors (vocabulary, background information, literal inferencing, nonliteral inferencing, and grammatical knowledge), and cognitive factors (verbal working memory, short-term memory, phonological short-term memory, and analytical reasoning). Results Performance of children with hearing loss was within normal ranges when compared to the normative means on all factors assessed except for nonword repetition. Furthermore, the performance of children with cochlear implants was comparable to that of the hearing aid users on all measures except for nonword repetition. Decoding was positively correlated with grammatical knowledge, analytical reasoning, and nonword repetition, whereas reading comprehension was positively correlated with grammatical knowledge, analytical reasoning, and inferencing. Conclusions Preliminary findings from this study suggest that elementary school–age children with hearing loss demonstrated positive outcomes with respect to reading outcomes and other factors assessed except for the nonword repetition task. Findings suggest that a nonword repetition task may be used to flag children with hearing loss who may experience difficulties with decoding. Given that grammatical knowledge and analytical reasoning showed moderate-to-moderately strong correlation with both reading outcome measures, it is recommended that multicomponent reading intervention programs for elementary school–age children with hearing loss incorporate explicit instruction in these domains.

scholarly journals Pronunciation simplification strategies in child language. Experimental study

2017 ◽  
pp. 46-72
Author(s):  
Eglė Krivickaitė
Keyword(s):  
Primary School ◽  
Preschool Age ◽  
School Age Children ◽  
Consonant Clusters ◽  
School Age ◽  
Older Children ◽  
Word Repetition ◽  
Preschool Age Children ◽  
Primary School Age ◽  
Repetition Task

The aim of this study is to determine the strategies of pronunciation simplification. The sample of the study consisted of 288 Lithuanian children: 96 preschool age children (4;00–4;11), 95 pre-primary school age children (6;00–6;11) and 97 junior primary school age children (8;00–8;11). The data were collected using a non-word repetition task in Lithuanian.The results of the research have shown that Lithuanian children apply universal strategies of pronunciation simplification, mostly substitution and omission; other strategies such as consonant assimilation, metathesis, sound migration to another syllable and sound addition were much less frequent. Also the results show that children possibly apply associations with real Lithuanian words or their derivational forms.The research has demonstrated that the ability to repeat different structure words is related to the rules of Lithuanian phonotactics. Consonant clusters which are typical of Lithuanian words were pronounced accurately, whereas clusters which are rare in Lithuanian words were simplified in their pronunciation. Age was an important factor in the present study: older children repeated non-words more accurately. Older children have a larger lexicon and eventually develop it further; they learn new consonant clusters, which they are capable to pronounce more accurately.

Nonword Repetition Performance in School-Age Children With and Without Language Impairment

2000 ◽  
Vol 43 (4) ◽  
pp. 865-878 ◽  
Author(s):  
Susan Ellis Weismer ◽  
J. Bruce Tomblin ◽  
Xuyang Zhang ◽  
Paula Buckwalter ◽  
Jan Gaura Chynoweth ◽  
...  
Keyword(s):  
Language Impairment ◽  
Nonword Repetition ◽  
School Age Children ◽  
School Age

A Therapeutic Technique for the Improvement of Lingua-Alveolar Valving Abilities

1978 ◽  
Vol 9 (3) ◽  
pp. 169-175 ◽  
Author(s):  
James Paul Dworkin
Keyword(s):  
School Age Children ◽  
School Age ◽  
Bite Block ◽  
Therapeutic Technique ◽  
Remedial Program

This study was designed to determine if a remedial program using a bite-block device could inhibit hypermandibular activity (HMA) and thereby improve the lingua-alveolar valving (LAV) abilities of four school-age children who demonstrated multiple lingua-alveolar (LA) phonemic errors. The results revealed significant improvements in LAV and LA phoneme articulatory skills in all of the children who used the bite-block device to reduce HMA subsequent to comprehensive training sessions.

Dimensions of Multiskilling

1999 ◽  
Vol 30 (1) ◽  
pp. 4-10 ◽  
Author(s):  
Carole E. Johnson
Keyword(s):  
Hearing Loss ◽  
Service Delivery ◽  
Monitoring Program ◽  
School Age Children ◽  
School Age ◽  
Support Personnel ◽  
Educational Personnel ◽  
Educational Audiology ◽  
Children With Hearing Loss ◽  
Improve Service Delivery

Educational audiologists often must delegate certain tasks to other educational personnel who function as support personnel and need training in order to perform assigned tasks. Support personnel are people who, after appropriate training, perform tasks that are prescribed, directed, and supervised by a professional such as a certified and licensed audiologist. The training of support personnel to perform tasks that are typically performed by those in other disciplines is calledmultiskilling. This article discusses multiskilling and the use of support personnel in educational audiology in reference to the following principles: guidelines, models of multiskilling, components of successful multiskilling, and "dos and don’ts" for multiskilling. These principles are illustrated through the use of multiskilling in the establishment of a hearing aid monitoring program. Successful multiskilling and the use of support personnel by educational audiologists can improve service delivery to school-age children with hearing loss.

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