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Reliance On Auditory Feedback In Children With Childhood Apraxia Of Speech, Jenya Iuzzini-Seigel, Tiffany P. Hogan, Anthony J. Guarino, Jordan R. Green

Speech Pathology and Audiology Faculty Research and Publications

Children with childhood apraxia of speech (CAS) have been hypothesized to continuously monitor their speech through auditory feedback to minimize speech errors. We used an auditory masking paradigm to determine the effect of attenuating auditory feedback on speech in 30 children: 9 with CAS, 10 with speech delay, and 11 with typical development. The masking only affected the speech of children with CAS as measured by voice onset time and vowel space area. These findings provide preliminary support for greater reliance on auditory feedback among children with CAS.

Learning outcomes: Readers of this article should be able to (i) …

Relationships Between Vocabulary Size, Working Memory, And Phonological Awareness In Spanish-Speaking English Language Learners, Brenda K. Gorman

Speech Pathology and Audiology Faculty Research and Publications

Purpose: The goals of this study were to evaluate the impact of short-term phonological awareness (PA) instruction presented in children's first language (L1; Spanish) on gains in their L1 and second language (L2; English) and to determine whether relationships exist between vocabulary size, verbal working memory, and PA in Spanish-speaking English language learners (ELLs).

Method: Participants included 25 kindergartners who received PA instruction and 10 controls. A 2-way within-subjects repeated measures multivariate analysis of variance (MANOVA) was conducted to evaluate gains. Relationships between PA gains, Spanish and English vocabulary, and memory, as measured using nonword repetition and experimental …

Speech-Language Pathologists Collaborating With Head Start To Improve Children’S Early Language And Literacy Skills: Efficacy And Intensity Effects, Maura Jones Moyle, Sue Berman

Speech Pathology and Audiology Faculty Research and Publications

The current study examined the efficacy of a speech-language pathologist–designed and implemented emergent literacy program for Head Start preschoolers and the influence of intensity of intervention on children’s gains. Results indicated that children who participated in the intervention program exhibited greater gains than the control group on oral language, phonological awareness, and alphabet/print knowledge. Children who received a higher dosage of intervention made greater gains on vocabulary and oral language compared to the lower intensity group. Speech-language pathologists may be valuable collaborators in promoting emergent literacy skills in at-risk children.