Definitional Skills of Learners with and without Developmental Language Disorder

Definitions exhibit aspects of mental lexicon organization. Learners with Developmental Language Disorder (DLD) have limited vocabulary knowledge (in breadth and depth) and, thus, less mature definitional skills. Word characteristics affect the definitional skills. This study investigated the definitional skills of learners with and without DLD considering different word characteristics. Moreover, issues like deviant vs. delayed abilities and the link between breadth and depth of vocabulary knowledge are addressed. Thirty-six learners were divided into three groups (a DLD and two control groups [CG] of typically developing learners matched on either age or vocabulary). They were asked to define 16 words. Answers were scored for content and form. Findings revealed that the DLD group scored lower than both CGs in content, while no differences were found in form. Definitions of abstract and compound words were more demanding for all. Correlations between vocabulary and definitional skills were detected only in the age-matched CG. From the above, we deduce that DLD learners’ definitional skills are deviant. In addition, clinical practice should not look at effects of isolated variables, but rather investigate the interrelation of different parameters. Finally, the link between breadth and depth of vocabulary knowledge may require more time to emerge in DLD learners.

Factors Influencing Cognate Performance for Young Multilingual Children's Vocabulary: A Research Synthesis

Purpose The purpose of this systematic review was to determine evidence of a cognate effect for young multilingual children (ages 3;0–8;11 [years;months], preschool to second grade) in terms of task-level and child-level factors that may influence cognate performance. Cognates are pairs of vocabulary words that share meaning with similar phonology and/or orthography in more than one language, such as rose – rosa (English–Spanish) or carrot – carotte (English–French). Despite the cognate advantage noted with older bilingual children and bilingual adults, there has been no systematic examination of the cognate research in young multilingual children. Method We conducted searches of multiple electronic databases and hand-searched article bibliographies for studies that examined young multilingual children's performance with cognates based on study inclusion criteria aligned to the research questions. Results The review yielded 16 articles. The majority of the studies (12/16, 75%) demonstrated a positive cognate effect for young multilingual children (measured in higher accuracy, faster reaction times, and doublet translation equivalents on cognates as compared to noncognates). However, not all bilingual children demonstrated a cognate effect. Both task-level factors (cognate definition, type of cognate task, word characteristics) and child-level factors (level of bilingualism, age) appear to influence young bilingual children's performance on cognates. Conclusions Contrary to early 1990s research, current researchers suggest that even young multilingual children may demonstrate sensitivity to cognate vocabulary words. Given the limits in study quality, more high-quality research is needed, particularly to address test validity in cognate assessments, to develop appropriate cognate definitions for children, and to refine word-level features. Only one study included a brief instruction prior to assessment, warranting cognate treatment studies as an area of future need. Supplemental Material https://doi.org/10.23641/asha.12753179

KARAKTERISTIK PENGELOLA PROGRAM PENGENDALIAN PENYAKIT PNEUMONIA BALITA DI PUSKESMAS SE-KABUPATEN GIANYAR

ABSTRAK Pneumonia merupakan bentuk terparah ISPA yang secara khusus menyerang paru-paru dan dapat menular dengan cepat. Pneumonia adalah penyakit yang disebabkan kuman pneumococcus, staphylococcus, streptococcus dan virus. Cakupan penemuan pneumonia di Kabupaten Gianyar 28,8% sehingga masih dibawah target nasional sebesar 80% dengan permasalahan yang dihadapi yaitu deteksi kasus yang masih rendah karena belum adanya pelatihan untuk pengelola program pengendalian penyakit pneumonia dan perilaku pengelola program pneumonia dalam praktik penemuan kasus pneumonia memiliki peranan yang sangat penting sehingga perlu digambarkan karakteristik pengelola program pengendalian penyakit pneumonia di puskesmas se-Kabupaten Gianyar. Desain crossectional bersifat deskriptif yang dilakukan untuk menggambarkan karakteristik pengelola program pengendalian penyakit pneumonia balita di 65 puskesmas pembantu yang ada di Kabupaten Gianyar. Hasil penelitian menunjukkan sebagian besar responden berumur <40 tahun (60,0%) dengan seluruh responden berjenis kelamin perempuan yang berpendidikan terakhir D3 (100,0%). Selain itu, sebagian besar responden dalam penelitian tidak pernah mendapatkan pelatihan sebanyak (96,9%) akan tetapi sebagian besar responden memiliki pengetahuan, sikap dan praktik yang baik atau sesuai standar. Diperlukan pelatihan yang serta keaktifan dalam mengikuti pelatihan tersebut. Kata Kunci: Karakteristik pengelola program, pneumonia, Gianyar ABSTRACT Pneumonia is the worst form of ISPA that specifically attack the lungs and can spread quickly. Pneumonia is a disease which are caused by microbe pneumococcus, staphylococcus, streptococcus and virus. The scope of pneumonia detection in Gianyar regency still below national target of 28,8% with the problem is faced which are case detection that is still low because there is no training for the worker of pneumonia control program and the behavior of the worker of pneumonia control program in practice of case pneumonia detection has an important role that make it is necessary to describe the characteristics of worker of pneumonia control program at health center in Gianyar regency. The study design in this study is descriptive crossectional design that done to describe the characteristics worker of toddler pneumonia control program at 65 auxiliary health center in Gianyar Regency. The results showed that the majority of respondents were <40 years old (60,0%) with a history of D3 education of 65 people (100,0%). In addition, most of the respondents in the study never received training as many as people (96,9%) but most of the respondents had good or standard knowledge, attitudes and practices.Training is needed as well as active in participating in the training. Key Word : Characteristics of managers program, pneumonia, Gianyar

Implementing Evidence-Based Practice: Selecting Treatment Words to Boost Phonological Learning

Purpose Word selection has typically been thought of as an inactive ingredient in phonological treatment, but emerging evidence suggests that word selection is an active ingredient that can impact phonological learning. The goals of this tutorial are to (a) review the emerging single-subject evidence on the influence of word characteristics on phonological learning in clinical treatment, (b) outline hypotheses regarding the mechanism of action of word characteristics, and (c) provide resources to support clinicians incorporating word selection as an active ingredient in their approach to phonological treatment. Method Research demonstrating the influence of the word frequency, neighborhood density, age of acquisition, and lexicality of treatment stimuli on phonological learning is summarized. The mechanism of action for each characteristic is hypothesized. Methods from the research studies are used to create a free set of evidence-based treatment materials targeting most of the mid-8 and late-8 consonants. Results Clinicians have numerous evidence-based options to consider when selecting stimuli for phonological treatment including (a) high-frequency and high-density words, (b) low-frequency and high-density words, (c) high-frequency and mixed-density words, (d) low-frequency and late-acquired words, and (e) nonwords. Conclusion Incorporating word characteristics into phonological treatment may boost phonological learning. KU ScholarWorks Supplemental Material http://hdl.handle.net/1808/24768

Instability of word reading errors of typical and poor readers

We examined the instability of reading errors, that is whether a child reads the same word sometimes correctly and sometimes incorrectly, and whether typical readers differ in their instability from poor readers. With an interval of a few days, Dutch CVC words were read twice by typically developing first and second graders and reading-level matched poor readers. Error instability was considerable and second graders produced more unstable errors than first graders. Poor readers did not differ from typical readers, suggesting a developmental lag for poor readers. Of the word characteristics studied, frequency was the strongest predictor: the higher word frequency, the higher error instability. Our study indicates that error instability can be considered as an indicator of the transition from incompetence to reading competence.