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Communication Sciences and Disorders Commons™
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- African American English (6)
- Aphasia (4)
- Emergent literacy (4)
- Phonological awareness (4)
- Reading (4)
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- Language (3)
- Phonemic awareness (3)
- Specific language impairment (3)
- Intelligibility (2)
- Language acquisition (2)
- SLI (2)
- Toddlers (2)
- AAC Interfaces (1)
- AAC apps (1)
- AAE (1)
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- Acquisition (1)
- Adolescent (1)
- Adolescents (1)
- African American preschoolers (1)
- African American shared book reading behaviors (1)
- African american english (1)
- Aging (1)
- Alphabet (1)
- Alphabet storybooks (1)
- Alzheimer's disease (1)
- Aphasia therapy (1)
- Assessment (1)
- Auditory brainstem response (1)
- Auditory perception (1)
Articles 31 - 43 of 43
Full-Text Articles in Communication Sciences and Disorders
Child Acquisition Of Referring Expressions, Carlton M. Downey
Child Acquisition Of Referring Expressions, Carlton M. Downey
LSU Doctoral Dissertations
Children, like adults, use referring expressions to refer to specific objects, events, or people. Research has provided insights into how children use referring expressions and the appearance of forms developmentally (Radford, 1990; Abu-Akel, et al., 2004; Pine & Lieven, 1997). This study examined how three, four, and five year-old children use referring expressions across increasingly more decontextualized tasks as defined by the Situational-Discourse-Semantic (SDS) Model (Norris & Hoffman, 1993, 2002) . The participants included 4 three-year-old, 12 four-year-old, and 20 five-year-old children. Language samples were elicited using seven tasks of increasing difficulty. The referring expressions produced for each task were …
Children's Production Of Verbal -S By Dialect Type And Clinical Status, Lesli H. Cleveland
Children's Production Of Verbal -S By Dialect Type And Clinical Status, Lesli H. Cleveland
LSU Doctoral Dissertations
The study examined children’s use of verbal –s marking (e.g., he walks) in two nonmainstream dialects of English, African American English (AAE), and Southern White English (SWE). Verbal –s marking was of interest because there are gaps in the literature about the nature of this structure within and across typically developing children who speak AAE and SWE and about the nature of this structure in AAE- and SWE-speaking children with specific language impairment (SLI). To address these gaps, children’s verbal –s marking was examined as a function of their dialect and clinical status and as a function of a number …
The Effects Of Visual Representations On Teacher Training Of Phonological Awareness Principles, Rachel Kennedy Powell
The Effects Of Visual Representations On Teacher Training Of Phonological Awareness Principles, Rachel Kennedy Powell
LSU Doctoral Dissertations
Teachers are now being held to high accountability standards in reading instruction, yet studies show that teachers lack adequate knowledge in reading and phonological awareness principles (Moats, 1994, 2009; Spencer, Schuele, Guillot, & Lee, 2008). The purpose of this study was to determine the effects of visual representations of letter/sound production (i.e., Phonic Faces, Norris, 2001) on improving teacher knowledge of phonological awareness principles, and to determine if there is a concomitant improvement in phonological awareness and reading acquisition for children in those classrooms. Seventeen kindergarten teachers from a Mississippi school were pretested on phonological awareness principles, then divided into …
Language Learning Through Storybook Reading In Headstart, Patricia Minnis Brazier-Carter
Language Learning Through Storybook Reading In Headstart, Patricia Minnis Brazier-Carter
LSU Doctoral Dissertations
The purpose of this study is to explore whether storybooks designed to elicit talk about letters and sounds, termed "alphabet-storybooks" will generate more print referencing behaviors from Head Start teachers than traditional storybooks, and if there is a concomitant positive impact on the learning of the children in these classrooms. In addition, the meaning reference behaviors of adults and impact on children also will be measured to determine if meaning is sacrificed at the expense of print referencing.
The Investigation Of Treatment Outcomes For Adults With Chronic Brain Injury Following Intensive Multidisciplinary Treatment, Donna Mineo Fitzgerald-Dejean
The Investigation Of Treatment Outcomes For Adults With Chronic Brain Injury Following Intensive Multidisciplinary Treatment, Donna Mineo Fitzgerald-Dejean
LSU Doctoral Dissertations
Although communication sciences and disorders (COMD) research supports intensive treatment for individuals with chronic brain injury, funding to provide these services is limited. This study explored the use of interdepartmental university resources to provide an intensive, multidisciplinary chronic brain injury program. Methodologically, treatment regimes were designed with clinical faculty as practicum experiences for COMD master’s degree students. Subjects with a single onset head injury or cerebral vascular accident greater than one year were recruited to participate in the Intensive Treatment, Weekly Treatment or Control Groups. Pre, Post, and Post-Post Testing were used to measure cognitive-linguistic, quality of life and physical …
Phonemic Awareness And Sight Word Reading In Toddlers, Alicia Tonya Mcinnis
Phonemic Awareness And Sight Word Reading In Toddlers, Alicia Tonya Mcinnis
LSU Doctoral Dissertations
This study investigated emerging phonemic awareness skills and printed sight word recognition abilities in two-year-old toddlers using plain text and MorphoPhonic Face words on flash cards. MorphoPhonic Face words were used to determine if this learning process is enhanced when words are iconically represented to show the first sound and the word's meaning (purposefully creating idiosyncratic cues) using pictures superimposed into the letters. Sixteen (16) age-matched toddlers were assigned to alternate treatment groups and received exposure to both printed and MorphoPhonic pictured words three times weekly for six weeks. During each session, children were taught 16 sight words (8 in …
Effect Of Adapted Phonic Faces Story Books On Phonological Skills Of Children With Severe Expressive Language Disorders, Meher Hormazd Banajee
Effect Of Adapted Phonic Faces Story Books On Phonological Skills Of Children With Severe Expressive Language Disorders, Meher Hormazd Banajee
LSU Doctoral Dissertations
Although No Child Left Behind (2001) encourages the inclusion of all children within the regular curriculum, children with severe speech and physical disabilities rarely are provided with the literacy education provided to grade-level peers. This study taught alphabetic skills to three children with severe speech and physical impairments in the context of traditional alphabet books versus Phonic Faces Storybooks. Both storybooks were converted into e-books using Microsoft Office PowerPoint (Microsoft Office, 2003) and accessed using a single rocking lever switch. Two graphemes were selected based on incorrect responses from the pretest administration of the The Phonological Awareness Test (Roberson & …
A Study Of Auxiliary Be In African American English: A Comparison Of Children With And Without Specific Language Impairment, April W. Garrity
A Study Of Auxiliary Be In African American English: A Comparison Of Children With And Without Specific Language Impairment, April W. Garrity
LSU Doctoral Dissertations
This study’s purpose was to examine the use of auxiliary BE forms in African American English (AAE)-speaking children with and without language impairment. The impetus for this work was a lack of information in the literature about BE use in AAE as a function of form, language status, and tasks, and the relevance of this type of data for testing one theoretical model of childhood language impairment, the Extended Optional Infinitive account (EOI; Rice, Wexler, & Cleave, 1995). Thirty African Americans participated: 10 six-year-olds with specific language impairment (SLI); 10 age controls (AM); and, 10 language controls (LM). All of …
Alphabetic And Phonemic Awareness In Toddlers, Pamela A. Terrell
Alphabetic And Phonemic Awareness In Toddlers, Pamela A. Terrell
LSU Doctoral Dissertations
The ability of 20-24 month-old toddlers to recognize graphemes and phonemes was investigated by reading a Phonic Faces (PF) alphabet picture book. Phonic Faces iconically picture a letter in the mouth of a character producing the sound (the curve of the P looks like the top lip popping the /p/ sound). The book was composed of nine letters and was read individually to experimental subjects three times weekly for six weeks. The control group received no treatment, but engaged in individual play activities for comparable time. Following six-weeks the groups alternated so the former control group now received the alphabet …
Grammatical Morphology Of Children Reared In Poverty: Implications For Specific Language Impairment, Sonja L. Pruitt
Grammatical Morphology Of Children Reared In Poverty: Implications For Specific Language Impairment, Sonja L. Pruitt
LSU Doctoral Dissertations
In the current study, the past tense systems of children reared in poverty were examined. Guiding the study was Rice and Wexler’s (1996) Extended Optional Infinitive (EOI) account, which makes a number of predictions about the past tense systems of children with specific language impairment (SLI). The goal of the current study was to determine if these predictions apply to other children with weak language systems, such as those reared in poverty. The participants included 15 six-year-olds from low-income backgrounds (LSES), 15 age-matched peers from middle-income backgrounds (AM), and 15 language-matched peers from middle-income backgrounds (LM). All were African American …
Examining Middle School Students Learning Language Arts Skills In Context, Erica L. Dinkins
Examining Middle School Students Learning Language Arts Skills In Context, Erica L. Dinkins
LSU Doctoral Dissertations
The purpose of this study was to investigate whether the embedded language approach is effective in teaching the traditional language arts curriculum, and whether it holds any advantages over the more traditional approach. Twelve teachers in ten different schools taught language skills using the embedded language approach, while twelve matched teachers explicitly taught the same skills using traditional workbook practice activities for six weeks. Treatment efficacy was assessed using gain scores between pretest and posttest using a battery of informal and standardized measures. In addition, weekly comprehension probes were administered to examine whether language arts skills taught during the week …
Behavioral And Electrophysiological Assessment Of Children With A Specific Temporal Processing Disorder, Annette Hurley
Behavioral And Electrophysiological Assessment Of Children With A Specific Temporal Processing Disorder, Annette Hurley
LSU Doctoral Dissertations
Auditory processing disorders (APDs) have received considerable attention over the past few decades. Much of the attention has focused on the controversy surrounding the operational definition of APD, the heterogeneous nature of APD, and an appropriate test battery for APD assessment. Temporal processing deficits are one characteristic of APD and are the focus of the present investigation. This investigation reports behavioral and early electrophysiological measures in a group of children with specific temporal processing difficulties and an age-matched control group. In an effort to better describe the subjects, two language tests and the SCAN-C were administered. Significant differences were found …
Factors Influencing The Efficacy Of Delayed Auditory Feedback In Treating Dysarthria Associated With Parkinson's Disease, Paul Gerard Blanchet
Factors Influencing The Efficacy Of Delayed Auditory Feedback In Treating Dysarthria Associated With Parkinson's Disease, Paul Gerard Blanchet
LSU Doctoral Dissertations
Parkinson's disease patients exhibit a high prevalence of speech deficits including excessive speech rate, reduced intelligibility, and disfluencies. The present study examined the effects of delayed auditory feedback (DAF) as a rate control intervention for dysarthric speakers with Parkinson's disease. Adverse reactions to relatively long delay intervals are commonly observed during clinical use of DAF, and seem to result from improper "matching" of the delayed signal. To facilitate optimal use of DAF, therefore, clinicians must provide instruction, modeling, and feedback. Clinician instruction is frequently used in speech-language therapy, but has not been evaluated during use of DAF-based interventions. Therefore, the …