Speaking Fundamental Frequency and Individual Variability in Caucasian and African American School-Age Children

2014 ◽  
Vol 23 (3) ◽  
pp. 395-406 ◽  
Author(s):  
Marylou Pausewang Gelfer ◽  
Sara L. Denor
Keyword(s):  
African American ◽  
Fundamental Frequency ◽  
Individual Variability ◽  
School Age Children ◽  
School Age ◽  
American School ◽  
Speaking Fundamental Frequency

Speaking Fundamental Frequency Characteristics of White, African American, and Hispanic Kindergartners

1996 ◽  
Vol 39 (3) ◽  
pp. 573-577 ◽  
Author(s):  
Shaheen N. Awan ◽  
Peter B. Mueller
Keyword(s):  
African American ◽  
Fundamental Frequency ◽  
Frequency Characteristics ◽  
African American Children ◽  
Racial Groups ◽  
Hispanic Children ◽  
Speech Language Pathologist ◽  
American Children ◽  
Speaking Fundamental Frequency

Speech samples from groups of White, African American, and Hispanic kindergarten-age children were compared on measures of mean speaking fundamental frequency (F o ), maximum and minimum speaking F o , pitch sigma, and speaking range (in semitones). Results indicate that there are significant differences between racial groups on measures of mean speaking F o and speaking range. In particular, the Hispanic children were observed to have increased mean speaking F O S in comparison with the African American children and reduced speaking ranges as compared to both African American and White racial groups. Results indicate that the speech-language pathologist must exercise discretion when assessing the speaking F o characteristics (particularly mean speaking F o and speaking range) of children from different racial groups.

Rare Vocabulary Production in School-Age Narrators From Low-Income Communities

2021 ◽  
Vol 52 (1) ◽  
pp. 51-63 ◽  
Author(s):  
Jamie Mahurin-Smith ◽  
Monique T. Mills ◽  
Rong Chang
Keyword(s):  
African American ◽  
Low Income ◽  
American English ◽  
Automated Analysis ◽  
African American English ◽  
School Age Children ◽  
School Age ◽  
Language Tests ◽  
Male Sex ◽  
Language Sample

Purpose This study was designed to assess the utility of a tool for automated analysis of rare vocabulary use in the spoken narratives of a group of school-age children from low-income communities. Method We evaluated personal and fictional narratives from 76 school-age children from low-income communities ( M age = 9;3 [years;months]). We analyzed children's use of rare vocabulary in their narratives, with the goal of evaluating relationships among rare vocabulary use, performance on standardized language tests, language sample measures, sex, and use of African American English. Results Use of rare vocabulary in school-age children is robustly correlated with established language sample measures. Male sex was also significantly associated with more frequent rare vocabulary use. There was no association between rare vocabulary use and use of African American English. Discussion Evaluation of rare vocabulary use in school-age children may be a culturally fair assessment strategy that aligns well with existing language sample measures.

Social support characteristics among nonclinical African-American and Filipino-American parents with school-age children

1996 ◽  
Vol 18 (8) ◽  
pp. 659-692 ◽  
Author(s):  
Cheryl A. Richey ◽  
Vanessa G. Hodges ◽  
Pauline Agbayani-Siewert ◽  
Kimberly Petitt
Keyword(s):  
Social Support ◽  
African American ◽  
School Age Children ◽  
School Age ◽  
Filipino American

Normal aerobic and anaerobic exercise data for North American school-age children

1988 ◽  
Vol 112 (2) ◽  
pp. 223-233 ◽  
Author(s):  
Reginald L. Washington ◽  
Jeff C. van Gundy ◽  
Craig Cohen ◽  
Henry M. Sondheimer ◽  
Robert R. Wolfe
Keyword(s):  
North American ◽  
Anaerobic Exercise ◽  
School Age Children ◽  
School Age ◽  
American School ◽  
Aerobic And Anaerobic
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