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44 Works

Dual language (Spanish–English) preschoolers (Gusewski & Rojas, 2017)

Svenja Gusewski & Raúl Rojas
This longitudinal study investigated the emergence of English tense marking in young (Spanish–English) dual language learners (DLLs) over 4 consecutive academic semesters, addressing the need for longitudinal data on typical acquisition trajectories of English in DLL preschoolers.
Supplemental Material S1. Growth curve model parameter estimates: finite verb morphology composite (FVMC).
Supplemental Material S2. Growth curve model parameter estimates: adapted FVMC.
Supplemental Material S3. Growth curve model parameter estimates: productive FVMC.
Supplemental Material S4. Empirical growth plot for individual growth...

Long-term outcomes following pediatric cochlear implantation: Correlation matrices (Hunter et al., 2017)

Cynthia R. Hunter, William G. Kronenberger, Irina Castellanos & David B. Pisoni
We sought to determine whether speech perception and language skills measured early after cochlear implantation in children who are deaf, and early postimplant growth in speech perception and language skills, predict long-term speech perception, language, and neurocognitive outcomes.
Supplemental Material S1. Correlation matrix for Year 1 speech-language measures.
Supplemental Material S2. Correlation matrix for Year 1 speech-language measures, controlling for chronological age.
Supplemental Material S3. Correlation matrix for Year 2 speech-language measures.
Supplemental Material S4. Correlation matrix for...

Long-term outcomes following pediatric cochlear implantation: Correlation matrices (Hunter et al., 2017)

Cynthia R. Hunter, William G. Kronenberger, Irina Castellanos & David B. Pisoni
We sought to determine whether speech perception and language skills measured early after cochlear implantation in children who are deaf, and early postimplant growth in speech perception and language skills, predict long-term speech perception, language, and neurocognitive outcomes.
Supplemental Material S1. Correlation matrix for Year 1 speech-language measures.
Supplemental Material S2. Correlation matrix for Year 1 speech-language measures, controlling for chronological age.
Supplemental Material S3. Correlation matrix for Year 2 speech-language measures.
Supplemental Material S4. Correlation matrix for...

Dimensionality of oral language skills (Lonigan & Milburn, 2017)

Christopher J. Lonigan & Trelani F. Milburn
Language is a multidimensional construct from prior to the beginning of formal schooling to near the end of elementary school. The primary goals of this study were to identify the dimensionality of language and to determine whether this dimensionality was consistent in children with typical language development from preschool through 5th grade.
Supplemental Material S1. Description of measures.
Supplemental Material S2. Raw scores on language measures by grade group.
Supplemental Material S3. Correlations between age-standardized scores by grade...

Ultrasound biofeedback sample videos and practice data (Preston et al., 2017)

Jonathan L. Preston, Megan C. Leece, Kerry McNamara & Edwin Maas
The purpose of this study was to evaluate the role of practice variability, through prosodic variation during speech sound training, in biofeedback treatment for children with childhood apraxia of speech. It was hypothesized that variable practice would facilitate speech sound learning.
Supplemental Material S1. Sample video of prepractice. Prepractice included verbal and visual instruction to help the participant understand what was required for a correct production of the target movements.
Supplemental Material S2. Sample video of the...

Sub-analyses of the shortened nonword repetition task (NWR-S) compared with the nonword repetition task (NWR) per study group: children with specific language impairment (SLI), reading impairment (RI), both SLI and RI, and two control groups (le Clercq et al., 2017)

Carlijn M. P. Le Clercq, Marc P. Van Der Schroeff, Judith E. Rispens, Liesbet Ruytjens, André Goedegebure, Gijs Van Ingen & Marie-Christine Franken
"Purpose: The purpose of this research note was to validate a simplified version of the Dutch nonword repetition task (NWR; Rispens & Baker, 2012). The NWR was shortened and scoring was transformed to correct/incorrect nonwords, resulting in the shortened NWR (NWR-S).Method: NWR-S and NWR performance were compared in the previously published data set of Rispens and Baker (2012; N = 88), who compared NWR performance in 5 participant groups: specific language impairment (SLI), reading impairment...

Sample script for explicit word learning teaching trial (Kelley, 2017)

Elizabeth Spencer Kelley
"The explicit word learning measure was designed to examine the word learning of preschool children after brief, explicit teaching of novel words as an indication of how children might respond in instructional settings. Key components of evidence-based explicit vocabulary instruction were incorporated into brief lessons for each word. A sample script of a teaching trial is provided here."
Kelley, E. S. (2017). Measuring explicit word learning of preschool children: A development study. American Journal of Speech-Language...

Model estimates and model comparisons (Boerma et al., 2017)

Tessel Boerma, Frank Wijnen, Paul Leseman & Elma Blom
"Purpose: Grammatical morphology is often a locus of difficulty for both children with language impairment (LI) and bilingual children. In contrast to previous research that mainly focused on verbal tense and agreement markings, the present study investigated whether plural and past participle formation can disentangle the effects of LI and bilingualism and, in addition, can point to weaknesses of LI that hold across monolingual and bilingual contexts. Method: Monolingual and bilingual children with and without...

Judgment of emotion in speech: Three-factor bar graphs for emotion categories "fear," "disgust," "sadness," "happiness," and "neutral" (Morgan & Ferguson, 2017)

Shae D. Morgan & Sarah Hargus Ferguson
"Communication partners of individuals with hearing loss are often counseled and trained to 'speak clearly' to help their partners receive this intelligibility benefit and improve communication. However, audiology patients sometimes complain anecdotally of communication partners sounding angry when in fact these communication partners are only trying to speak clearly. In the present study, we investigated the basis for these complaints by examining whether listeners perceive anger or other emotional content when they listen to speech...

Dual language (Spanish–English) preschoolers (Gusewski & Rojas, 2017)

Svenja Gusewski & Raúl Rojas
This longitudinal study investigated the emergence of English tense marking in young (Spanish–English) dual language learners (DLLs) over 4 consecutive academic semesters, addressing the need for longitudinal data on typical acquisition trajectories of English in DLL preschoolers.
Supplemental Material S1. Growth curve model parameter estimates: finite verb morphology composite (FVMC).
Supplemental Material S2. Growth curve model parameter estimates: adapted FVMC.
Supplemental Material S3. Growth curve model parameter estimates: productive FVMC.
Supplemental Material S4. Empirical growth plot for individual growth...

Sample script for explicit word learning teaching trial (Kelley, 2017)

Elizabeth Spencer Kelley
"The explicit word learning measure was designed to examine the word learning of preschool children after brief, explicit teaching of novel words as an indication of how children might respond in instructional settings. Key components of evidence-based explicit vocabulary instruction were incorporated into brief lessons for each word. A sample script of a teaching trial is provided here."
Kelley, E. S. (2017). Measuring explicit word learning of preschool children: A development study. American Journal of Speech-Language...

Judgment of emotion in speech: Three-factor bar graphs for emotion categories "fear," "disgust," "sadness," "happiness," and "neutral" (Morgan & Ferguson, 2017)

Shae D. Morgan & Sarah Hargus Ferguson
"Communication partners of individuals with hearing loss are often counseled and trained to 'speak clearly' to help their partners receive this intelligibility benefit and improve communication. However, audiology patients sometimes complain anecdotally of communication partners sounding angry when in fact these communication partners are only trying to speak clearly. In the present study, we investigated the basis for these complaints by examining whether listeners perceive anger or other emotional content when they listen to speech...

Detailed components of the different study phases, and Tau-U and improvement rate difference (IRD) data (Soto & Clarke, 2017)

Gloria Soto & Michael T. Clarke
This study was conducted to evaluate the effects of a conversation-based intervention on the expressive vocabulary and grammatical skills of children with severe motor speech disorders and expressive language delay who use augmentative and alternative communication.
Eight children aged from 8 to 13 years participated in the study. After a baseline period, a conversation-based intervention was provided for each participant, in which they were supported to learn and use linguistic structures essential for the formation of...

Search terms and details, exclusionary criteria, and risk factor information and effect size data extracted from each study included in the meta-analysis (Rudolph, 2017)

Johanna M. Rudolph
In this study, systematic review and meta-analytic procedures were used to determine whether any case history factors can be used to identify toddlers at risk of developing specific language impairment (SLI). Eleven risk factors were found to be statistically significant predictors of SLI. Among these, maternal education level, 5-min Apgar score, birth order, and biological sex met criteria for clinical significance.
Supplemental Material S1. Details of database searches.
Supplemental Material S2. Terms used in automated filter during...

Model estimates and model comparisons (Boerma et al., 2017)

Tessel Boerma, Frank Wijnen, Paul Leseman & Elma Blom
"Purpose: Grammatical morphology is often a locus of difficulty for both children with language impairment (LI) and bilingual children. In contrast to previous research that mainly focused on verbal tense and agreement markings, the present study investigated whether plural and past participle formation can disentangle the effects of LI and bilingualism and, in addition, can point to weaknesses of LI that hold across monolingual and bilingual contexts. Method: Monolingual and bilingual children with and without...

Ultrasound biofeedback sample videos and practice data (Preston et al., 2017)

Jonathan L. Preston, Megan C. Leece, Kerry McNamara & Edwin Maas
The purpose of this study was to evaluate the role of practice variability, through prosodic variation during speech sound training, in biofeedback treatment for children with childhood apraxia of speech. It was hypothesized that variable practice would facilitate speech sound learning.
Supplemental Material S1. Sample video of prepractice. Prepractice included verbal and visual instruction to help the participant understand what was required for a correct production of the target movements.
Supplemental Material S2. Sample video of the...

Dimensionality of oral language skills (Lonigan & Milburn, 2017)

Christopher J. Lonigan & Trelani F. Milburn
Language is a multidimensional construct from prior to the beginning of formal schooling to near the end of elementary school. The primary goals of this study were to identify the dimensionality of language and to determine whether this dimensionality was consistent in children with typical language development from preschool through 5th grade.
Supplemental Material S1. Description of measures.
Supplemental Material S2. Raw scores on language measures by grade group.
Supplemental Material S3. Correlations between age-standardized scores by grade...

Search terms and details, exclusionary criteria, and risk factor information and effect size data extracted from each study included in the meta-analysis (Rudolph, 2017)

Johanna M. Rudolph
In this study, systematic review and meta-analytic procedures were used to determine whether any case history factors can be used to identify toddlers at risk of developing specific language impairment (SLI). Eleven risk factors were found to be statistically significant predictors of SLI. Among these, maternal education level, 5-min Apgar score, birth order, and biological sex met criteria for clinical significance.
Supplemental Material S1. Details of database searches.
Supplemental Material S2. Terms used in automated filter during...

Sub-analyses of the shortened nonword repetition task (NWR-S) compared with the nonword repetition task (NWR) per study group: children with specific language impairment (SLI), reading impairment (RI), both SLI and RI, and two control groups (le Clercq et al., 2017)

Carlijn M. P. Le Clercq, Marc P. Van Der Schroeff, Judith E. Rispens, Liesbet Ruytjens, André Goedegebure, Gijs Van Ingen & Marie-Christine Franken
"Purpose: The purpose of this research note was to validate a simplified version of the Dutch nonword repetition task (NWR; Rispens & Baker, 2012). The NWR was shortened and scoring was transformed to correct/incorrect nonwords, resulting in the shortened NWR (NWR-S).Method: NWR-S and NWR performance were compared in the previously published data set of Rispens and Baker (2012; N = 88), who compared NWR performance in 5 participant groups: specific language impairment (SLI), reading impairment...

Detailed components of the different study phases, and Tau-U and improvement rate difference (IRD) data (Soto & Clarke, 2017)

Gloria Soto & Michael T. Clarke
This study was conducted to evaluate the effects of a conversation-based intervention on the expressive vocabulary and grammatical skills of children with severe motor speech disorders and expressive language delay who use augmentative and alternative communication.
Eight children aged from 8 to 13 years participated in the study. After a baseline period, a conversation-based intervention was provided for each participant, in which they were supported to learn and use linguistic structures essential for the formation of...

Group and individual data for all variables; detailed information about individual children (Maas & Mailend, 2017)

Edwin Maas & Marja-Liisa Mailend
Supplemental Material S2. Group and individual data for all variables.
Supplemental Material S3. Detailed information about individual children, including precise p values and effect sizes with 95% credible intervals.
"The focus of this study was on fricative contrast and anticipatory CV coarticulation, as indexed by acoustic measures obtained from the first spectral moment (m1) at three points during the fricative (onset, midpoint, offset). Acoustic measures were based on tokens in which both fricative and vowel were...

Analysis results for error rate, duration, and spectral mean (Maas & Mailend, 2017)

Edwin Maas & Marja-Liisa Mailend
Supplemental Material S1. Group means and standard deviations for error rate, duration median, and m1 median, by target and timepoint, are provided in a table; analysis results are described, including ANOVA interactions, p values, and significant/not significant effects. Provided figure shows group data for spectral mean, by target and timepoint, for adults vs. TD6 vs. TD9, TD6 vs. SSD6, and TD9 vs. SSD9.
"The focus of this study was on fricative contrast and anticipatory CV coarticulation,...

Lists of trained and untrained stimuli used in this study (Meigh, 2017)

Kimberly M. Meigh
All stimuli were comprised of nine phonemes with syllable stress recorded on the first, second, or third syllable by a speaker knowledgeable in phonetic transcription and trained to maintain a slow, natural rate of speech. Three independent raters perceptually evaluated all stimuli for accurate syllable stress and pronunciation prior to the experiment. All experimental stimuli (trained and untrained) are listed below with corresponding syllable stress position. All Trained stimuli are marked with first or second...

Video showing interactive game feedback to participants (Yunusova et al., 2017)

Yana Yunusova, Elaine Kearney, Madhura Kulkarni, Brandon Haworth, Melanie Baljko & Petros Faloutsos
After training, participants in the study were given feedback in the form of interactive games. The video displays the game, and a transcript is also included.
Yunusova, Y., Kearney, E., Kulkarni, M., Haworth, B., Baljko, M. & Faloutsos, P. (2017). Game-based augmented visual feedback for enlarging speech movements in Parkinson’s disease. Journal of Speech, Language, and Hearing Research, 60(6S), 1818–1825.

Detailed information regarding participant grouping, probe and treatment stimuli, severity criteria, and accuracy of production of target sounds (Wambaugh et al., 2017)

Julie L. Wambaugh, Christina Nessler, Sandra Wright, Shannon C. Mauszycki, Catharine DeLong, Kiera Berggren & Dallin J. Bailey
The purpose of this investigation was to compare the effects of schedule of practice (i.e., blocked vs. random) on outcomes of Sound Production Treatment (SPT) for speakers with chronic acquired apraxia of speech and aphasia.
A combination of group and single-case experimental designs was used. Twenty participants each received SPT administered with randomized stimuli presentation (SPT-R) and SPT applied with blocked stimuli presentation (SPT-B). Treatment effects were examined with respect to accuracy of articulation as...

Resource Types

  • Collection
    16
  • Text
    10
  • Audiovisual
    6
  • Dataset
    6
  • Image
    6

Publication Year

  • 2017
    44

Data Centers

  • figshare ASHA Publications
    44