Speech Language Research Articles

Linguistic, Metalinguistic and Psychiatric Characteristics of Children with Speech Sound Disorder

Abstract: Comparing the linguistic and metalinguistic profiles in common developmental speech and language disorders is important in advancing our understanding of their clinical symptoms, as well as potentially informing the conceptual basis of novel interventions. The purpose of the present review article is summarizing linguistic, metalinguistic and psychiatric characteristics of children with speech sound disorder (SSD). Clinically and theoretically, it is important that we can understand different error pattern uses among children with SSD only and children with co-occurring SSD and language impairment (LI). Identifying differences in error pattern use will help to discovering the underlying causes of the different types of patterns. In comparison with children with SSD, children with co-occurring SSD and LI use certain patterns more frequently that suggest more global linguistic deficits. The early identification of children who are at risk for development of co-occurring SSD and LI as well as later literacy problems needs to distinguish these patterns. Identification of speech error patterns and their underlying cognitive-linguistic processing deficits will contribute to diagnosis of children at risk of co-occurring SSD and LI and reading problems. Mounting studies have reported that children with SSD, with and without language impairment have differences in phonological processing, literacy skills, and speech production patterns. Children with both speech sound and language disorders are likely to have more severe literacy problems than those with isolated speech sound disorders. In addition, this paper focuses on the comorbidity between psychiatric disorders specially attention deficit/hyperactivity disorder (ADHD) symptoms and SSD.

Vocapedia Reborn: A True Wiki Resource for Voice Teachers

Abstract: Vocapedia is NATS’ online information resource. In existence since 2014, Vocapedia has recently undergone a transformation into a true wiki format. In this article, the author reviews the history of Vocapedia, discusses its new format, and urges voice teachers, collaborative pianists, choral directors, speech language pathologists, voice researchers, and others who enjoy and study the voice to contribute to the resource and to refine and update its content.

Review of Convolutional Neural Network

Over the past decade, the domain of deep learning has emerged as a swiftly expanding area of interest among researchers globally. It offers substantial benefits over traditional shallow networks, particularly in the realms of feature extraction and model fitting. Deep learning excels at uncovering intricate, distributed features from raw data, which exhibit robust generalization capabilities. It has triumphantly addressed challenges that were once deemed intractable within the field of artificial intelligence. With the exponential growth in the volume of training data and a marked increase in computational power, deep learning has achieved remarkable strides and found applications across a spectrum of domains, including but not limited to object detection, computer vision, natural language processing, speech recognition, and semantic parsing, thereby accelerating the evolution of artificial intelligence. Deep learning encompasses a series of non-linear transformations organized hierarchically, with deep neural networks representing the predominant form of contemporary deep learning methodologies. Inspired by the neural connections found in the animal visual cortex, these networks are characterized by local connectivity, shared weights, and pooling operations. Such attributes not only simplify the network model and curtail the number of trainable parameters but also engender invariance to shifts, distortions, and scaling, thereby endowing the model with enhanced robustness and fault tolerance. This makes the training and optimization of the network structure more manageable. This paper commences with a retrospective on the evolution of convolutional neural networks (CNNs). Subsequently, it delineates the architectures of neuron models and multilayer perceptron. It proceeds to dissect the CNN architecture, which typically encompasses a sequence of convolutional and pooling layers, culminating in fully connected layers, each serving distinct functions. The paper also elaborates on various enhanced algorithms for CNNs, such as the “Network in Network” and “Spatial Transformer Networks,” while also introducing supervised and unsupervised learning methodologies pertinent to CNNs and highlighting several prevalent open-source tools. Further, the paper scrutinizes the application of CNNs in various fields, including image classification, facial recognition, audio retrieval, electrocardiogram analysis, and object detection. It posits the amalgamation of CNNs with recurrent neural networks as a potential alternative for training datasets. The research culminates in the design of CNN structures with varying parameters and depths, supported by experimental analysis that elucidates the interplay among these parameters and the ramifications of their configuration. Ultimately, the paper synthesizes the merits and lingering challenges associated with CNNs and their practical applications.

Studi Sosiolinguistik pada Nadhoman Terjemah Kitab Syu’abul Iman Karya KH. A Wahab Muhsin

Sociolinguistic studies are part of modern linguistic studies which cover all linguistic phenomena and their communities. This study can explain word preferences or language structures that differentiate one literary work from another based on the relationship between individuals, populations, periodization and people's lifestyle patterns. The source of sociolingistics research is all types of communication that use language, both spoken and written in all varieties of languages ​​in the world. This research aims to describe sociolinguistic relationships and traces of their application in Nadhoman's "Translation of Syu'abul Iman". The data used in this research are all aspects of perspective studies which include figurative sentences in the form of symbols, images, figurative language or figures of speech, as well as diction or choice of words as well as expressions in the form of loanwords, theme idioms, diction, language style, imagination and messages that describe the influence sociological and linguistic aspects of the translation of the book Syu'abul Iman by KH.A Wahab Muhsin in the form of a translation of the book Syu'abul Iman which was compiled in 1967. Researchers indicate that there are linguistic values ​​related to the situation and social relations in it. To prove this, the author analyzes it using descriptive qualitative methods. The data collection technique in this research is a reading-note technique. The technique is carried out by reading, taking notes for analysis based on the perspective study. The research results obtained prove that sociolinguistics is very influential on the building blocks of the translation of the book Syu'abul Iman.Keywords: Sociolinguistics, Sundanese Nazhoman, Translation.

Aptitude, Anxiety, and Success in L2 Speech Development: A Longitudinal Study of Chinese EFL College-Level Learners.

This study examined the second language (L2) speech development of a group of Chinese English as a Foreign Language (EFL) college-level learners (N = 83) and the association between their aptitude, anxiety, and L2 speech development. The performance of the participants' L2 speech, including speech comprehensibility and accentedness, was evaluated using a sentence reading task and a pair of picture description tasks (pre- and post-test). In addition, students completed the LLAMA tests (language learning and aptitude measurement in adults) and the Second Language Speaking Anxiety Scale (SLSAS). The t-test revealed that after one semester of English speaking and pronunciation instruction, the EFL students in the study demonstrated significant gains in their L2 speech performance in terms of accentedness and comprehensibility in both controlled and impromptu tasks. Regression analyses revealed that phonemic coding ability positively predicted gains in comprehensibility but negatively predicted gains in accentedness during sentence reading. In addition, associative memory was positively associated with comprehensibility gains in the picture description task. Anxiety appeared to be a strong predictor of participants' gains in speech comprehensibility and accentedness during the picture description task.

The Impact of The English Language Speech Assistant (ELSA) Application on Students’ Pronunciation Skills

This study aims to evaluate the impact of the ELSA Speak app on students' pronunciation learning at Universitas Muhammadiyah Makassar by comparing their performance before and after using the app. This study employed a pre-experimental design, utilizing a post-test and pre-test method with a quantitative approach. The researchers selected 40 students from the English education class A and B of 2023 at the university. A questionnaire was conducted to understand the students' perspectives on their pronunciation skills after undergoing the treatment. The results showed that only 4 students showed a decrease in scores of pre-tests and post-test (negative ranks), whereas 23 participants demonstrated an improvement from the pretest to the posttest. The data from the t-test analysis indicated that most students experienced an increase in pronunciation skills, demonstrating its effectiveness in improving the pronunciation of EFL learners. Additionally, this data shows that the ELSA Speak app has a significant impact on improving pronunciation and also motivation.

Telehealth versus face-to-face delivery of speech language pathology services: A systematic review and meta-analysis.

There is an increasing demand for the provision of speech language pathology (SLP) services via telehealth. Therefore, we systematically reviewed randomized controlled trials comparing telehealth to face-to-face provision of SLP services. We searched Medline, Embase and Cochrane, clinical trial registries, and conducted a citation analysis to identify trials. We included randomized trials comparing similar care delivered live via telehealth (phone or video), to face-to-face. Primary outcomes included: % syllables stuttered (%SS) (for individuals who stutter); change in sound pressure levels monologue (for individuals with Parkinson's disease); and key function scores (for other areas). Where data were sufficient, mean differences were calculated. Nine randomized controlled trials were included; eight evaluated video and one evaluated phone telehealth. Risk of bias was generally low or unclear, excepting blinding. There were no significant differences at any time-point up to 18 months for %SS (mean difference, MD 0.1, 95% CI -0.4 to 0.6, p = 0.70). For people with Parkinson's disease, there was no difference between groups in change in sound pressure levels (monologue) (MD 0.6, 95% CI -1.2 to 2.5, p = 0.49). Four trials investigated interventions for speech sound disorder, voice disorder and post-stroke dysphagia and aphasia; they found no differences between telehealth service delivery and face-to-face delivery. Evidence suggests that the telehealth provision of SLP services may be a viable alternative to their provision face-to-face, particularly to people who stutter and people with Parkinson's disease. The key limitation is the small number of randomized controlled trials, as well as evidence on the quality of life, well-being and satisfaction and economic outcomes.

Evaluating a targeted selective speech, language, and communication intervention at scale – Protocol for the Happy Talk cluster randomised controlled trial.

Background In areas of social disadvantage up to 40–50% of children enter preschool with speech and language skills significantly poorer than would be expected for their age. The Happy Talk trial tests if a community embedded, targeted selective speech and language programme that simultaneously engages with parents and early childhood educators, (1) improves language outcomes in children aged between 2 years 10 months and 6 years and (2) is cost effective for the health care system. Method The Happy Talk trial is a large scale cluster randomised trial of a 12-week manualised intervention delivered in pre/school settings serving socially disadvantaged communities, in Ireland. Seventy-two clusters will receive the intervention (12 participants per cluster). Parents and pre/school staff engage in group training and coaching in the form of 12 1-hour sessions for parents and four staff workshops, over the course of the pre/school year. Training/coaching includes core interaction skills (modelling, expanding, balancing questions and comments), early literacy and phonological awareness. Blinded assessments pre- and immediately post-intervention and at 6 months follow up, will measure the primary outcomes of children’s receptive and expressive language and functional impact, and secondary outcomes of quality of life. Parental responsiveness and educator-child interactions will also be evaluated. Discussion This robust study evaluates a public health approach to the delivery of speech language and communication intervention in the ‘real world’ in the community, which focuses on prevention and equity of access. Pilot work indicates that the programme is feasible, acceptable to parents and staff, cost effective, and suitable for implementation at scale. The trial includes a process evaluation, a well-developed economic evaluation and the outcomes are directly relevant to children, families and educators. This work has the potential to improve the long-term outcomes and life chances of people living in social disadvantage. Trial registration clinicaltrials.gov NCT06460090 Trial Management There is a formal governance structure to oversee the conduct and running of the trial, consisting of a trial management group and a steering committee. More details on the composition, roles and responsibilities of each committee can be found in the supplemental material.

Pragmatic motivation and willingness to communicate as predictors of L2 pragmatic knowledge

AbstractAlthough language learners' knowledge of second language (L2) speech acts is postulated to be substantially influenced by learner variables, there is little empirical evidence of the influence of pragmatic motivation (PM) and willingness to communicate (WTC). To address this gap, this study sought to investigate the impact of PM and WTC as two important multifaceted learner variables on L2 speech‐act knowledge. The participants included 500 Persian‐speaking learners of English as a foreign language. The researchers developed and validated three instruments for data collection: a multiple‐choice discourse completion task (MDCT) including five common English speech acts, a PM questionnaire, and a WTC questionnaire. Data were collected in two subsequent phases. First, the MDCT was administered, and then the participants filled out the two questionnaires. Data analysis using multiple regression revealed that both PM and WTC significantly predicted L2 speech‐act knowledge. However, PM turned out to be a stronger predictor of this knowledge than WTC. The findings imply that PM and WTC are implicated in L2 pragmatic knowledge and hence language teachers should consider these two variables to help learners enhance their pragmatic acquisition.

Dysphagia and Dysphonia After Head and Neck Cancer.

The purpose of this work is to synthesize the latest developments in diagnosis and management of acute and late dysphagia and dysphonia in oral cavity cancer. A literature search was conducted using PubMed, Web of Science, Embase and Google Scholar in May 2024 of articles published between 2021 and 2024. Keywords in the search terms included oral cavity cancer, dysphagia, dysphonia, deglutition, swallowing, voice, oral cavity cancer treatment, oral cavity radiation, chemotherapy, dysgeusia, xerostomia, swallow preservation. Twenty-seven pertinent studies fit the inclusion criteria. The most common dysphagic complaints following head and neck cancer are trismus, xerostomia, mucositis and dysphagia. Dysphonia, change in voice is reported by half of head and neck cancer survivors. Fibrosis and neuropathy following radiation therapy to the oral cavity, tongue, oropharynx and its surrounding structures is the most common etiology of post-treatment dysphonia. Oral cavity cancers cause speech and swallowing dysfunction due to both anatomic and post-treatment changes. These sequalae can be detrimental to the quality of life of the head and neck cancer survivor. For both dysphagia and dysphonia after head and neck cancer early speech and swallow therapy with a Speech Language Pathologist are essential to restoring and maintaining function.

Prevalence of and Risk Factors for Hearing Impairment in Craniofacial Microsomia

BackgroundWhile ear anomalies and hearing impairment are common in patients with craniofacial microsomia (CFM), their prevalence, characteristics, and relationship to speech-language development remain unclear. PurposeThis study analyzed the prevalence and risk factors for hearing impairment in patients with CFM. Study Design, Setting, SampleThis retrospective cohort study included patients with unilateral or bilateral CFM from a single center between January 1980 and July 2023 who had evidence of a hearing assessment at <18 years. Exclusion criteria were inconclusive CFM diagnosis by clinical examination and/or radiographs or incomplete medical records. Predictor VariablesThe predictor variables included presence or absence of cleft lip and/or palate, laterality of CFM, and external ear and mandibular anomaly scores measured using the Orbit, Mandible, Ear, Nerve, and Soft Tissue (OMENS) and Pruzansky-Kaban classifications. Main Outcome VariablesPrimary outcome variable was hearing impairment, measured through air and bone conduction audiometry and categorized by type, severity, and side. Secondary outcome variable was speech-language delay, evaluated through assessments of expressive and receptive language skills, vocabulary, speech intelligibility, general articulation, and phonological speech. CovariatesThe covariates included sex and age at first hearing assessment. AnalysesLogistic regression models were used to analyze the effect of predictors on outcomes. P-value <0.05 was considered significant. ResultsThe sample included 213 patients (61.5% male). Hearing assessments were performed at a mean age of 4.6 ± 4.8 years. Hearing impairment was found in 183 (85.9%) and was predominantly conductive (n=130, 91.5%). Of subjects with hearing impairment, 158 (86.3%) had external ear anomalies (P<0.001). In patients with unilateral CFM, 38 (21.8%) had bilateral hearing loss and 9 (5.2%) had contralateral-only hearing loss. Both M3 and E3 scores were associated with the presence and severity of hearing loss (P=0.01 and P<0.001, respectively). There was no significant association between hearing impairment and speech-language development (P>0.05). Conclusion and RelevanceAlthough the severity of mandibular and external ear anomalies was significantly associated with the prevalence and severity of hearing loss, clinicians should remain alert for concomitant or isolated contralateral hearing loss, given the high prevalence of hearing loss in ears without ipsilateral facial involvement or external abnormalities.

Evaluating ExpandED: Evaluating the effectiveness of a serious game expansion pack in teaching health professional students about interprofessional care.

The emergency department (ED) is a challenging fast-paced environment with high-acuity, undifferentiated patients who often require extensive interdisciplinary care. This paper introduces ExpandED, an expansion pack to the serious board game GridlockED, designed to enhance players' understanding of interprofessional collaboration in the ED and the diverse scope of practice of different ED professionals including physicians, residents, registered nurses, registered practical nurses, social workers, occupational therapists, and physiotherapists. This investigation evaluates the effectiveness of ExpandED as a teaching tool for medical and allied health professions students about interprofessional collaboration in the ED. A program evaluation harnessing a playtest framework was employed. Participants completed pre- and postgame surveys including quantitative measures (e.g., Likert scales) and qualitative free-text feedback that focused on participant familiarity with ED functioning, valuation of interprofessional collaboration before and after playing, and feedback on game usability and effectiveness. Recruitment was open to students in all health care and allied health professional programs at the institution. Forty-five participants were recruited from medical doctor, nursing, physiotherapy, and speech language pathology programs. ExpandED enhances participants' understanding of ED workflow (p < 0.001) and provides an enjoyable playing experience. However, participants' valuation of interdisciplinary teamwork did not change significantly before and after game play (p = 0.17). Participants expressed satisfaction with the game's accuracy in simulating the ED environment and appreciated the opportunity to collaborate with peers from different disciplines. Challenges reported included some tension among players, potential biases, and limitations of fidelity to a real-life ED. While this study has limitations regarding participant sampling and duration of gameplay sessions, it highlights the potential of ExpandED for teaching interprofessional collaboration in the ED. These findings will guide further development to optimize the expansion pack's effectiveness and its implementation into health care curricula.

Task complexity effects on L2 speech rhythm in spontaneous speech production

Task-based pronunciation teaching studies have shown that the cognitive complexity of a task affects different aspects of second language (L2) speech, such as vowel accuracy and comprehensibility. However, its impact on L2 speech rhythm is still under-researched, especially in spontaneous pronunciation-unfocused tasks. In this study, we first investigated how task complexity influences L2 speech rhythm, and we then explored how L2 speech rhythm metrics might predict global pronunciation proficiency (comprehensibility and accentedness). Eighty-two Spanish/Catalan bilingual learners of English and a control group of eight native speakers (NSs) completed a simple and a complex version of an adapted monologic decision-making task. Oral production data were analysed using well-established rhythm metrics (%V, VarcoV, nPVI-V, and VarcoC), novel distance measures (Euclidean and Mahalanobis distance scores) and ratings from 13 English NSs. Results showed differential task complexity effects on L2 speech rhythm depending on the rhythm metrics and distance measures considered. Additionally, the %V rhythm metric and the Mahalanobis distance measure accounted for a modest amount of variance in both comprehensibility and accentedness scores, with Mahalanobis distances having a more reliable predicting power. The outcomes of this study point to the importance of further examining the role of task complexity in L2 speech rhythm in spontaneous speech and to what extent L2 speech rhythm is related to global measures of L2 pronunciation proficiency. These findings also highlight the need for identifying which rhythm metrics are more suitable to depict L2 speech elicited through different methods, particularly spontaneous speech.

THE PHONOLOGICAL AND PHONETIC STUDY OF EMPHATIC PITCH RANGE BY CHINESE EFL LEARNERS

In producing second language (L2) speech, L2 learners tend to deviate from its norms, resulting in foreign-accented speech. Pitch range plays a crucial role in the perception of foreign-accented speech. This study aims to investigate the production of emphatic pitch range in English by Chinese Learners of English as a foreign language (EFL) from both the phonological and phonetic perspectives. There were seven native English speakers and fourteen Chinese EFL learners participating in this study. They were required to read the second part of eighteen dialogue pairs loudly. Through linguistic measures of the recordings, the study found significant differences in three pitch range types between the native English speakers and the learners in the phonological perspective, which might be influenced by Chinese prosody. However, no significant differences were found in the phonetic perspective, which might be impacted by the learners’ native language. In addition, English proficiency did not influence the learners’ performance in the phonological and phonetic perspectives. This may be attributed to the homogeneity among the learners and the effect of their native language. Lastly, focus position significantly influenced the phonological performance of the learners in five pitch range types, which may be explained by multiple factors. However, the effect of focus position on the learners’ phonetic performance was limited to two pitch range types, which may be explained by the principle of least effort.

The Accuracy and Efficiency of the Speech Language Early Literacy Screening Checklist

Objectives: This study aimed to develop the “Speech Language Early Literacy Screening Checklist” in order to identify speech, language, and early literacy difficulties in children aged 5-6 years before entering elementary school. This study examined the reliability, validity, sensitivity, specificity, positive predictive value, and negative predictive value to verify the accuracy and efficiency of the checklist as a screening tool.Methods: Out of the 2,880 children who participated in the initial screening test, 155 underwent diagnostic deep tests. A total of 110 children who exhibited difficulties in language, speech, and early literacy areas were classified as the high-risk group, while those who demonstrated appropriate development in all areas were classified as the general group.Results: The Cronbach’s α value for all checklist items was .884. The content validity index rated by six language development experts was 0.70 or higher for all 36 items, with an average content validity score of 0.91. Clinical validity was confirmed through the total score differences between the general and high-risk groups classified by the diagnostic deep tests. The receiver operating characteristic (ROC) curve results for the screening checklist showed an area under the curve (AUC) of 0.858, sensitivity of 84.4%, and specificity of 76.4%. The positive predictive value (PPV) calculated from the cut-off score was 92.3%.Conclusion: The “Speech Language Early Literacy Screening Checklist” developed to identify children at high risk of language development delays before school entry has shown appropriate reliability, validity, and classification accuracy. This study suggests that the implementation of this checklist will contribute to preventing school failure by effectively identifying at-risk children aged 5-6.

Assessment of Behavioral Problems among Children with Speech Difficulties

Abstract: Behavioral problems can present differently for many children with speech difficulties, some common ones outbursts or tantrums, unwillingness to follow directions, being angry or irritable, purposefully annoying others and physical aggression toward others, such as hitting, kicking, or scratching, some children may show one of these behaviors, while other children may have many. Objectives: to assess sociodemographic characteristics, behavioral problems and speech difficulties among children with speech difficulties. Methodology: A descriptive cross-sectional study design was carried out in Baghdad Teaching Hospital. A non- probability (purposive) study sample of (300) child, who attended Hearing and Speech Center. The data were analyzed using descriptive and inferential statistical procedure for data analysis. Results: The study results reveal that (41.7%) of children with age group 6-less than 8 years (73%) of them were males and remaining (27%) were females, second born among (41%) of them while (28.7%) of them were not registered and (36.7%) of children having stuttering; speech sound disorders were prevalent among (39.7%); childhood apraxia of speech prevalent among (19.7%). Conclusion: The children experience mild behavioral problems regarding somatic complaints, thought problems, and rule-breaking behaviors, and experience moderate behavioral problems regarding anxious/depressed problems, withdrawal, social problems, and aggressive behavior, while experiencing severe behavioral problems regarding attention and hyperactivity. Recommendations: the child with speech difficulties to be seen by a speech language pathologist (SLP) to assess the child to obtain a clear idea of the child’s strengths and weaknesses in speech and language.

Comparing perceived empathy and intervention strategies of an AI chatbot and human psychotherapists in online mental health support

AbstractBackgroundGiven the growing potential of artificial intelligence (AI) to enhance therapeutic interventions and work with a large number of people, it is crucial to understand AI's differences, advantages and limitations compared with human therapists.MethodologyThis study compared an AI chatbot's and human psychotherapists' capabilities in responding to mental health enquiries in an online forum. One hundred and fifty questions from a Reddit forum, where qualified therapists provide mental health support, were selected. Each question received two responses: one from a human therapist and one generated by AI. These 300 responses were coded and compared based on empathy indices and psychological intervention types.ResultsThe results indicated that AI scored significantly higher in perspective‐taking (V = 12,957, p &lt; .001, r = .53) and empathic concern (V = 17,400, p &lt; .001, r = .60). AI was more likely to use supportive interventions (42.2% vs. 21.8%) and slightly more likely to aim for insight‐driven change (6.41% vs. 4.57%). In contrast, human therapists were more inclined to provide advice and information (47.84% vs. 39.81%), explore dysfunctional patterns (19.95% vs. 10.29%) and ask clarifying questions (4.09% vs. 0.97%). A chi‐squared test confirmed significant differences between the intervention types used by AI and human therapists (χ2[8, N = 300] = 67.80, p &lt; .001).DiscussionThese findings highlight AI's potential for basic perceived empathic support, especially in administrative tasks and therapist training. However, the study's scope is limited to single interactions, without the consideration of the nuanced communication available to human therapists through speech, facial expressions and body language.

How do speech language pathologists use the Schwarz et al. (2015) rubric for read-aloud storybook selection?

ABSTRACT Reading storybooks aloud to prereaders helps them develop oral language skills; but educators struggle to select appropriate storybooks for read alouds. To better understand this selection process, we evaluated how experienced speech language pathologists (SLPs) apply the storybook selection rubric in Schwarz et al.'s (2015). A read-aloud storybook selection system for prereaders at the preschool language level: A pilot study. Journal of Speech, Language, and Hearing Research, 58(4), 1273-1291. doi:10.1044/2015_JSLHR-L-15-0056. That rubric includes: eight book characteristics, one four-level difficulty scale, and exemplar storybooks for each scale level. Using this rubric, 38 SLPs—who had served children at the preschool language level—rated 63 storybooks based on how difficult they thought the storybooks would be for children at the preschool language level to understand when the storybooks were read aloud to them. A principal component analysis identified-among the original eight characteristics a subset of five highly correlated characteristics related to overall text difficulty: vocabulary, story structure, sentence length, book length, and density. We revised the original rubric to include only four storybook characteristics: (a) text difficulty, (b) amount of inferencing, problem-solving, and abstract concepts, (c) familiarity of activities/experiences, and (d) level of support provided by the illustrations. Using quartile values of the text difficulty characteristic, we derived a four-level difficulty scale for the 63 storybooks. The revised storybook selection rubric simplifies the process of selecting appropriate storybooks for read alouds. The revised rubric and SLPs' difficulty ratings of 63 storybooks provide clinicians with a resource ready-made for clinical practice.

The ecological nature of the classroom environment for the perceptual learning of Additional Language speech

The ecological nature of the classroom environment for the perceptual learning of Additional Language speech

Age as an important variable that affects auditory and language results after cochlear implant

AbstractCochlear implant (CI) benefits deaf children's speech perception, language development and speech production. Early fitting of an implant results in improved outcomes. Over a period of more than 3 decades, cochlear implantation (CI) is firmly known as safe and effective treatment for children with bilateral severe to profound sensorineural hearing loss (SNHL) who develop minimal or no benefit from conventional hearing aid use. The primary aim of CI is to improve auditory perception of the child and hence the spoken language. The development of functional spoken language would be the major long-term benefits of CI. Children who received a cochlear implant before a real delay in spoken language development (i.e., between 12–16 months) were more able to achieve age-appropriate spoken language. These results strengthen the idea of doing cochlear implantation before 24 months of age, especially for children with a better ear aided pure tone with average thresholds greater than 65 dB prior to surgery.The main aim is to study the effect of age on CI patients results by applying simple questioners on 31 CI children, that are easy to assess the auditory perception and discrimination as an important prerequisite for language development.Results There was an inverse correlation between; age at CI, categories of auditory performance (CAPS), and meaningful auditory integration scale (MAIS) scores. While; there was direct correlation between MAIS &amp; CAPS scores.Conclusions The auditory perception development after CI in children being 3 years old or younger is much better than the older children which would be reflected on their speech perception and acquiring their 1st word and sentence, but language development did not differ between both groups for this period of follow up. With a need of further detailed full language aspects assessment and follow up to ensure these results.