Discrimination of Time-Altered Sentential Approximations and Monosyllables by Children with Reading Problems

1978 ◽  
Vol 21 (3) ◽  
pp. 497-506 ◽  
Author(s):  
Barry A. Freeman ◽  
Daniel S. Beasley
Keyword(s):  
Reading Problems ◽  
Normal Reading ◽  
Impaired Children ◽  
Picture Identification

This study compared the performance of normal-reading and reading-impaired children using time-compressed three- and five-word sentential approximations to full grammatically, and the Word Intelligibility by Picture Identification (WIPI) test presented with and without pictures. Results suggested that reading-impaired children could be differentiated from normal readers by scores on these measures and by types of errors made. Theoretical and pragmatic implications are discussed.

A Picture Identification Test for Hearing-Impaired Children

1970 ◽  
Vol 13 (1) ◽  
pp. 44-53 ◽  
Author(s):  
Mark Ross ◽  
Jay Lerman
Keyword(s):  
Correlation Coefficients ◽  
Hearing Impaired ◽  
Second Phase ◽  
Speech Discrimination ◽  
Clinical Tool ◽  
Discrimination Ability ◽  
Identification Test ◽  
Impaired Children ◽  
Picture Identification ◽  
Hearing Impaired Children

A picture identification test for measuring speech discrimination ability in hearing-impaired children was developed in two phases. In the first phase the word stimuli were evaluated to determine whether they were within the recognition vocabulary of the children and whether the pictorial representations of the words were adequate. Before the second phase, the test was revised to consist of 25 plates with 6 pictures on each plate, with only 4 of the pictures on each plate used as test stimuli. These 4 lists were given to 61 hearing-impaired children on two separate occasions. The results indicate reliability coefficients in excess of 0.87 for all four lists, with mean differences of less than 3% and correlation coefficients between lists greater than 0.84. The test appears to be a potentially valuable clinical tool in pediatric audiology. We call it the Word Intelligibility by Picture Identification test (WIPI).

The Effects of Stimulus Variation on Lexical Learning

1983 ◽  
Vol 48 (2) ◽  
pp. 192-201 ◽  
Author(s):  
Lesley Olswang ◽  
Barbara Bain ◽  
Carla Dunn ◽  
Judith Cooper
Keyword(s):  
Learning Strategies ◽  
Individual Variation ◽  
Early Stage ◽  
Verbal Label ◽  
Stimulus Presentation ◽  
Object Manipulation ◽  
Single Subject ◽  
Language Impaired ◽  
Impaired Children ◽  
Picture Identification

At some early stage in a child's development of the comprehension and production of language, he/she must recognize that single words correspond to referents in the environment. How to best present the critical aspects of the environment to which a verbal label is attached is not entirely known. For language-impaired children it is important to know how to highlight this relationship between linguistic and nonlinguistic cues so that therapy will be most effective. To examine how language-impaired children best learn single word lexical items, nouns and verbs were taught expressively through two modes of stimulus presentation thought to highlight the nonlinguistic environment: object manipulation and picture identification. The efficacy of these two treatment conditions was assessed with four children functioning at Piaget's sensorimotor period of development by using a single subject, alternating treatments design. The results indicated individual variation in learning strategies. Two of the children learned more single words (nouns and verbs) in the object manipulation condition. One child learned equally well in both conditions and the fourth child learned best in the picture identification condition. Variables accounting for the individual variation are discussed.

Systematic Modification of Parental Input to Train Language Symbols

1981 ◽  
Vol 12 (1) ◽  
pp. 4-12 ◽  
Author(s):  
Barbara Culatta ◽  
Donna Horn
Keyword(s):  
Language Learning ◽  
Meaningful Use ◽  
Hearing Impaired ◽  
Specific Language ◽  
Parental Input ◽  
Language Exposure ◽  
Therapy Sessions ◽  
Impaired Children ◽  
Hearing Impaired Children ◽  
At Home

This study attempted to maximize environmental language learning for four hearing-impaired children. The children's mothers were systematically trained to present specific language symbols to their children at home. An increase in meaningful use of these words was observed during therapy sessions. In addition, as the mothers began to generalize the language exposure strategies, an increase was observed in the children's use of words not specifically identified by the clinician as targets.

Vocal Communications of a Developmentally Delayed Child

1987 ◽  
Vol 18 (2) ◽  
pp. 112-130
Author(s):  
Mary Ann Romski ◽  
Sharon Ellis Joyner ◽  
Rose A. Sevcik
Keyword(s):  
Language Learning ◽  
Developmental Delays ◽  
Developmentally Delayed ◽  
Language Impaired ◽  
Diary Data ◽  
Word Acquisition ◽  
Diary Studies ◽  
Usage Patterns ◽  
Vocal Communications ◽  
Impaired Children

Studies of first-word acquisition in typical language-learning children frequently take the form of diary studies. Comparable diary data from language-impaired children with developmental delays, however, are not currently available. This report describes the spontaneous vocalizations of a child with a developmental delay for 14 months, from the time he was age 6:5 to age 7:7. From a corpus of 285 utterances, 47 phonetic forms were identified and categorized. Analysis focused on semantic, communicative, and phonological usage patterns.

Equivalent Noise Dose Obtained Through Hearing Aids in the Classrooms of Hearing-Impaired Children

1990 ◽  
Vol 21 (3) ◽  
pp. 147-150
Author(s):  
Ronald A. Wilde
Keyword(s):  
Hearing Aids ◽  
High Gain ◽  
Hearing Impaired ◽  
Deaf Children ◽  
Impaired Children ◽  
Very High ◽  
Hearing Impaired Children

A commercial noise dose meter was used to estimate the equivalent noise dose received through high-gain hearing aids worn in a school for deaf children. There were no significant differences among nominal SSPL settings and all SSPL settings produced very high equivalent noise doses, although these are within the parameters of previous projections.

Using Conventional Articulation Tests With Highly Unintelligible Children

1992 ◽  
Vol 23 (1) ◽  
pp. 52-60 ◽  
Author(s):  
Pamela G. Garn-Nunn ◽  
Vicki Martin
Keyword(s):  
Test Results ◽  
Phonological Processes ◽  
Rule Based ◽  
Severity Level ◽  
Error Sensitivity ◽  
Conventional Tests ◽  
Severity Levels ◽  
Conventional Test ◽  
Impaired Children

This study explored whether or not standard administration and scoring of conventional articulation tests accurately identified children as phonologically disordered and whether or not information from these tests established severity level and programming needs. Results of standard scoring procedures from the Assessment of Phonological Processes-Revised, the Goldman-Fristoe Test of Articulation, the Photo Articulation Test, and the Weiss Comprehensive Articulation Test were compared for 20 phonologically impaired children. All tests identified the children as phonologically delayed/disordered, but the conventional tests failed to clearly and consistently differentiate varying severity levels. Conventional test results also showed limitations in error sensitivity, ease of computation for scoring procedures, and implications for remediation programming. The use of some type of rule-based analysis for phonologically impaired children is highly recommended.

Accuracy of Four Language Analysis Procedures Performed Automatically

2001 ◽  
Vol 10 (2) ◽  
pp. 180-188 ◽  
Author(s):  
Steven H. Long ◽  
Ron W. Channell
Keyword(s):  
Automatic Identification ◽  
Published Data ◽  
Typically Developing ◽  
Language Impaired ◽  
Productivity Data ◽  
Language Analysis ◽  
Word Classes ◽  
Human Coder ◽  
Impaired Children ◽  
Metalinguistic Skills

Most software for language analysis has relied on an interaction between the metalinguistic skills of a human coder and the calculating ability of the machine to produce reliable results. However, probabilistic parsing algorithms are now capable of highly accurate and completely automatic identification of grammatical word classes. The program Computerized Profiling combines a probabilistic parser with modules customized to produce four clinical grammatical analyses: MLU, LARSP, IPSyn, and DSS. The accuracy of these analyses was assessed on 69 language samples from typically developing, speech-impaired, and language-impaired children, 2 years 6 months to 7 years 10 months. Values obtained with human coding and by the software alone were compared. Results for all four analyses produced automatically were comparable to published data on the manual interrater reliability of these procedures. Clinical decisions based on cutoff scores and productivity data were little affected by the use of automatic rather than human-generated analyses. These findings bode well for future clinical and research use of automatic language analysis software.

The Development of Language-Training Programs for Postrubella Hearing-Impaired Children

1973 ◽  
Vol 38 (1) ◽  
pp. 15-24 ◽  
Author(s):  
Linda Lynch ◽  
Annette Tobin
Keyword(s):  
Hearing Impaired ◽  
Treatment Programs ◽  
Individual Treatment ◽  
Target Behaviors ◽  
Systematic Fashion ◽  
Development Of Language ◽  
The Individual ◽  
Impaired Children ◽  
Hearing Impaired Children

This paper presents the procedures developed and used in the individual treatment programs for a group of preschool, postrubella, hearing-impaired children. A case study illustrates the systematic fashion in which the clinician plans programs for each child on the basis of the child’s progress at any given time during the program. The clinician’s decisions are discussed relevant to (1) the choice of a mode(s) for the child and the teacher, (2) the basis for selecting specific target behaviors, (3) the progress of each program, and (4) the implications for future programming.

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