Communication Sciences and Disorders Commons^™

Intensifying English Vocabulary Instruction For English Language Learners, Lisa A. Fitton Ph.D., Kristina Nichole Bustamante, Mary Claire Wofford, Dana Brown, Clariebelle Gabas, Rachel Hoge, Carla Wood

Faculty Publications

English vocabulary development is a key component of language and literacy development for English language learners (ELLs) living in the United States. With the increase in the number of speech-language pathologists (SLPs) with ELLs on their caseloads, it has become increasingly important for SLPs to be able to facilitate vocabulary growth in ELLs. To assist SLPs working with ELLs in schools, the present paper provides an overview of strategies to enhance English vocabulary instruction for ELLs, drawing on evidence from research with both monolingual and bilingual students. Strategies included are: leveraging the native language, teaching comprehension monitoring, embedding instruction in …

Interfaces Between Linguistic Systems: Evidence From Child Language, Lyle Lustigman

Faculty Publications

Interfaces between grammatical domains have been considered from various perspectives in child language research and in general linguistics. The study aims to provide evidence for interfaces in acquisition of early clause-structure, based on longitudinal data from three Hebrew-acquiring toddlers. Two facets of their early speech output were examined: Usage productivity in verb-inflection, identified by a criterion of contextual appropriateness; and structural transparency/opacity of children’s speech output, with transparent forms being unambiguous in relation to their grammatical targets. These factors yielded two distinct developmental periods for the three children: I – from the onset of verb usage to productive verb inflection, …

What Do Children Use Complements For? Representing Speaker Perspectives In Recounting Conversations, Lyle Lustigman

Faculty Publications

No abstract provided.

Listener Perceptions Of Simulated Fluent Speech In Nonfluent Aphasia, Tyson G. Harmon, Adam Jacks, Katarina L. Haley, Richard A. Faldowski

Faculty Publications

Background: People with aphasia (PWA) are frequently perceived less favorably by listeners than their peers. These perceptions include incorrect assumptions that can prevent successful social interactions. While communication partner training has been shown to improve social outcomes related to the listener (see e.g., Kagan, Black, Duchan, Simmons-Mackie, & Square, 2001), changing the verbal output of PWA may also yield more favorable listener perceptions about the speech, speaker, and their own affective response. We investigated the effects of artificially altered fluency (i.e., simulated fluency) on listeners’ subjective impressions.

Aims: The purpose of the study was to (1) confirm that listeners perceive …

Comparing Methods For Assessing The English Grammatical Development Of Spanish-Speaking English Learners, Lisa A. Fitton Ph.D., Mary Claire Wofford, Kristina N. Bustamante, Natasha De Novi, Bibiana Nuñez, Carla L. Wood

Faculty Publications

Identifying valid and informative approaches for assessing young English learners (ELs) is essential for school-based speech-language pathologists (SLPs). The present paper focuses on two distinct approaches for assessing English grammatical development, a key component and indicator of language development for ELs. The approaches addressed are standardized normreferenced assessment and grammatical feature coding from story retell narratives. The authors review the utility of these approaches for evaluating the English grammatical development of Spanish-speaking ELs. A research example is provided to illustrate how a small sample (n = 18) of ELs performed on each of these English-based tasks. Findings reveal that children …