The reliability of the Motor-Free Visual Perceptual Test (MVPT-3) when translated into Afrikaans, on a first language Afrikaans urban population aged 8 years 0 months to 8 years 11 months

The objective of this paper is to examine first language influence on phonic perception capabilities by non-native speakers of Spanish and subsequently analyze some of the existing links between perception and production processes in foreign language acquisition. The assumption is made that both processes are interlinked, and that they develop in line with each other, as the phonological categorization of new units—whereby proper speech production is achieved—starts from complex perceptual processes wherein the first language (L1) plays a crucial role. In order to conduct the study, a perceptual test was taken by 300 students (both men and women) from 20 different countries. Spanish levels ranged from A2 to C1. Data collected (61,200 responses) has been analyzed both quantitatively and qualitatively. Our results show that first language influence on perception is low. They also suggest that, although dependent on each other, production and perception are developed differently.

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Adaptation of the Connected Speech Test: Rerecording and Passage Equivalency

American Journal of Audiology ◽

10.1044/2019_aja-19-00052 ◽

2020 ◽

Vol 29 (2) ◽

pp. 259-264 ◽

Cited By ~ 2

Author(s):

Hasan K. Saleh ◽

Paula Folkeard ◽

Ewan Macpherson ◽

Susan Scollie

Keyword(s):

Speech Perception ◽

North American ◽

First Language ◽

Intraclass Correlation ◽

Normal Hearing ◽

Connected Speech ◽

Internal Reliability ◽

Speech Test ◽

The Mean ◽

Unit Standard

Purpose The original Connected Speech Test (CST; Cox et al., 1987) is a well-regarded and often utilized speech perception test. The aim of this study was to develop a new version of the CST using a neutral North American accent and to assess the use of this updated CST on participants with normal hearing. Method A female English speaker was recruited to read the original CST passages, which were recorded as the new CST stimuli. A study was designed to assess the newly recorded CST passages' equivalence and conduct normalization. The study included 19 Western University students (11 females and eight males) with normal hearing and with English as a first language. Results Raw scores for the 48 tested passages were converted to rationalized arcsine units, and average passage scores more than 1 rationalized arcsine unit standard deviation from the mean were excluded. The internal reliability of the 32 remaining passages was assessed, and the two-way random effects intraclass correlation was .944. Conclusion The aim of our study was to create new CST stimuli with a more general North American accent in order to minimize accent effects on the speech perception scores. The study resulted in 32 passages of equivalent difficulty for listeners with normal hearing.

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Pre-Referral Procedures: Meeting Unique Needs of English Language Learners

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

10.1044/cds8.1.4 ◽

2002 ◽

Vol 8 (1) ◽

pp. 4-6 ◽

Cited By ~ 1

Author(s):

Vera Joanna Burton ◽

Betsy Wendt

Keyword(s):

English Language Learners ◽

Language Learners ◽

School System ◽

English Language ◽

First Language ◽

The United States ◽

Public School System ◽

Language Difference ◽

Number Of Children ◽

School Team

An increasingly large number of children receiving education in the United States public school system do not speak English as their first language. As educators adjust to the changing educational demographics, speech-language pathologists will be called on with increasing frequency to address concerns regarding language difference and language disorders. This paper illustrates the pre-referral assessment-to-intervention processes and products designed by one school team to meet the unique needs of English Language Learners (ELL).

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A Strengths-Based Approach to Autism: Neurodiversity and Partnering With the Autism Community

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp2.sig1.56 ◽

2017 ◽

Vol 2 (1) ◽

pp. 56-68 ◽

Cited By ~ 8

Author(s):

Amy L. Donaldson ◽

Karen Krejcha ◽

Andy McMillin

Keyword(s):

Broad Spectrum ◽

First Language ◽

Family Members ◽

Community Identity ◽

Speech Language Pathologists

The autism community represents a broad spectrum of individuals, including those experiencing autism, their parents and/or caregivers, friends and family members, professionals serving these individuals, and other allies and advocates. Beliefs, experiences, and values across the community can be quite varied. As such, it is important for the professionals serving the autism community to be well-informed about current discussions occurring within the community related to neurodiversity, a strengths-based approach to partnering with autism community, identity-first language, and concepts such as presumed competence. Given the frequency with which speech-language pathologists (SLPs) serve the autism community, the aim of this article is to introduce and briefly discuss these topics.

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Working With Interpreters to Support Students Who Are English Language Learners

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp1.sig16.15 ◽

2016 ◽

Vol 1 (16) ◽

pp. 15-27 ◽

Cited By ~ 3

Author(s):

Henriette W. Langdon ◽

Terry Irvine Saenz

Keyword(s):

United States ◽

English Language Learners ◽

Language Learners ◽

English Language ◽

First Language ◽

The United States ◽

The Other ◽

Primary Language ◽

Second Best ◽

Support Students

The number of English Language Learners (ELL) is increasing in all regions of the United States. Although the majority (71%) speak Spanish as their first language, the other 29% may speak one of as many as 100 or more different languages. In spite of an increasing number of speech-language pathologists (SLPs) who can provide bilingual services, the likelihood of a match between a given student's primary language and an SLP's is rather minimal. The second best option is to work with a trained language interpreter in the student's language. However, very frequently, this interpreter may be bilingual but not trained to do the job.

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