Morphological Complexity in Writing: Implications for Writing Quality and Patterns of Change.

PURPOSE: The current study examined (a) the relation between morphologically complex word (MCW) use (words containing at least one derivational morpheme such as prefixes and suffixes) and teachers' ratings of writing quality, (b) average change in MCW use in writing across the school year, and (c) differential change in MCW among students with varying language abilities and linguistic backgrounds including students with developmental language disorders (DLDs) and multilingual learners (MLs). METHOD: Expository writing samples (writing for the purpose of explaining or educating) were collected in October and May from 824 fifth-grade students, including 109 with DLD and 170 who were MLs receiving English as a second language service. Students' written responses were coded for the use of MCW. Pearson product-moment correlations and two-level hierarchical linear models were employed to investigate the association between MCW usage and writing quality, as well as increases in MCW usage over the course of the academic year, taking into account the nested structure of students within classrooms. RESULTS: The relation between students' MCW use and teachers' writing quality ratings was moderately strong (r = .47). Student use of MCW in expository writing showed significant change from fall to spring across all students. However, the amount of change in MCW use across the school year was significantly lower for MLs (effect size [ES] = .09) and students identified with DLD (ES = .10). CONCLUSIONS: The relation between MCW use and teachers' writing quality ratings highlights the utility of MCW as a written language measure for progress monitoring or assessment. The presence of differential change and potential Matthew effects for MLs and students with DLD substantiates the need for further exploration of instructional components that support the increased use of complex vocabulary.

Teacher Vocabulary Use and Student Language and Literacy Achievement.

PURPOSE: We sought to examine second grade teachers' word use throughout the school day to identify the amount and type of teacher vocabulary use across content areas as well as to examine relationships between this teacher talk and student language and literacy achievement. METHOD: Second grade teachers (n = 64) and a random sample of half of their students (n = 619) participated. Teachers recorded instruction during the school day throughout the year, and students were assessed on vocabulary, grammar, and reading measures in the fall and spring. RESULTS: Findings reveal second grade students hear thousands of words spoken by the teacher each hour of the school day, including more than a thousand different words per hour on average. The large majority of words were the most common words in the English language. On average, there were few academic or curriculum vocabulary words used, but this varied widely between teachers. The proportion of academic words used by teachers during the school day significantly predicted students' end-of-year vocabulary. Teachers who used more academic words had students with higher vocabulary achievement at the end of the school year. There were no other significant relationships between teachers' language and student achievement. CONCLUSIONS: This correlational evidence adds to the existing knowledge of the importance of academic language to student school outcomes and provides implications for further research in the area of academic language at the early elementary level.

Examination of an Automated Procedure for Calculating Morphological Complexity.

PURPOSE: The aim of this study was to advance the analysis of written language transcripts by validating an automated scoring procedure using an automated open-access tool for calculating morphological complexity (MC) from written transcripts. METHOD: The MC of words in 146 written responses of students in fifth grade was assessed using two procedures: (a) hand-coding of words containing derivational morphemes by trained scorers and (b) an automated analysis of MC using Morpholex, a newly developed web-based tool. Correlational analysis between the different MC calculations was examined to consider the relation between hand-coded derivational morpheme counts and the automated measures. Additionally, all MC measures were compared to a previously gathered rating of writing quality to consider predictive validity between the automated Morpholex score and teachers' ratings of writing quality. RESULTS: Automated measures of MC had a strong relation (r = .63) with hand-coding of the number of words with derivational morphemes. Additionally, the number of derivational and inflectional and derivational morphemes accounted for a significant amount of the variation in teachers' overall ratings of writing quality. CONCLUSION: Automated scoring of MC has potential utility as a valid alternative to hand-coding language samples, which may be valuable for progress monitoring of growth in complexity across repeated samples and measuring components that influence perceived quality of academic writing.

An examination of 3rd and 5th grade students' use of dialect specific forms during a written editing task.

PURPOSE: The goal of the current study was to examine the role of variety and frequency of dialectal features in relation to General American English (GAE) editing ability. This study focused on speakers of dialect-specific forms and their ability to edit to GAE. To gain insight into this relation, the following research questions were posed: (1). How do third and fifth-grade students differ in the variety of features of dialect-specific forms they use, the frequency of their use, and their editing ability to GAE? (2). Is there a significant relation between dialect use and editing ability? METHODS: Participants included 68 third and fifth-grade students who produced at least one dialect-specific form. We measured students' ability to edit to GAE during a written editing task. Frequency and variety of dialect use were based on an oral language sample where students were asked to share their favorite game or sport. RESULTS: Fifth-grade students are significantly better at editing written dialect specific forms to reflect GAE writing conventions as compared to third-grade students. However, there was not a significant difference in the dialect specific form usage between the two grades. Finally, there was not a significant relation between dialect specific form use and editing ability. CONCLUSIONS: These results offer relevant clinical and educational implications for increasing cultural responsivity and promote the use of multiple measures across modalities to gain relevant information when assessing students who use dialect specific forms. Further, the results from this study provide further insights into how written editing ability exhibited through the awareness of GAE conventions improves with age despite the influence of dialect specific forms.

Advocacy Engagement and Self-Efficacy of School-Based Speech-Language Pathologists.

PURPOSE: The purpose of this study was to investigate advocacy engagement and self-efficacy of school-based speech-language pathologists (SLPs) and their perceptions of key issues in education and challenges to advocacy. METHOD: A 75-item survey was used to solicit information about advocacy-related experiences of 194 school-based SLPs. The survey included subsections on advocacy engagement, identity, training, and self-efficacy and solicited open-ended responses regarding perceived issues and hindrances. RESULTS: Results demonstrated low percentages of respondents had received training in advocacy (15%) and participated in an event (14%). A high percentage of respondents (45%) reported feeling ill-equipped to advocate but viewed their role as advocates to be important. Overall, respondents self-rated as moderately efficacious advocates. Age and perceived advocacy importance were significant predictors of self-efficacy. Frequently cited issues in education included lack of resources and support for educators and students, teachers' rights, and mental health. Common challenges to advocacy included time constraints, lack of knowledge and support, and fear of retaliation. CONCLUSIONS: Based on reported challenges to advocacy, more research is necessary to further investigate the extent these factors influence engagement and self-efficacy. As SLPs in this study viewed their advocacy role to be important but perceived themselves to be unprepared, additional training and professional development opportunities could support the degree to which SLPs engage in advocacy and perceive themselves to be effective advocates. SUPPLEMENTAL MATERIAL: https://doi.org/10.23641/asha.19111532.

Grammatical Verb Errors: Differences Between English Learners With and Without Diagnosed Language-Based Learning Disabilities.

PURPOSE: This study examines the written language samples of fifth grade English learner (EL) students with and without diagnosed language-based learning disabilities (LLDs) in an effort to explore the utility of such supplemental materials for aiding in differential diagnosis of ELs with and without LLDs. METHOD: This sample of 127 fifth grade students consisted of ELs without identified disabilities (n = 89) and ELs diagnosed with LLDs (n = 38). Written language samples from a classroom-based expository writing task were coded for grammaticality and specific verb type of errors. An analysis of variance (ANOVA) between the groups that differed by language abilities was conducted at two time points to compare the frequency of errors and the average change in grammaticality from the beginning of the school year to the end of the school year. RESULTS: EL students with and without LLDs performed similarly at the beginning of the school year. ELs without LLDs showed greater average change in accuracy across the school year. Significantly, higher proportions of verb tense and verb omission errors were demonstrated by ELs with LLDs when compared with their EL peers at the end of the school year. Overall grammatical accuracy was also lower for ELs with LLDs. CONCLUSIONS: Group differences at the end of the school year were confirmed in types and rate of verb errors. Results support the potential clinical utility of monitoring verb errors in writing samples over time as a supplemental tool in diagnostic evaluations and assessments for progress monitoring.

Language Variation in the Writing of African American Students: Factors Predicting Reading Achievement.

Purpose This study aims to examine the predictive relation between measures obtained from African American students' written narrative language samples and reading achievement, as measured by standardized academic assessments. Method Written language samples were elicited from 207 African American students in Grades 1-8. The samples were examined for morphosyntactic variations from standardized written Generalized American English (GAE). These variations were categorized as either (a) specific to African American English (AAE) or (b) neutral across AAE and standardized written GAE (i.e., considered ungrammatical both in AAE and in standardized written GAE). Structural equation modeling was employed to then examine the predictive relation between the density of AAE-specific forms in students' writing and their performance on standardized assessments of literacy and reading vocabulary. This relation was examined while accounting for the density of dialect-neutral morphosyntactic forms, reported family income, age, and written sample length. Results The written samples were highly variable in terms of morphosyntax. Younger students and those from lower income homes tended to use AAE-specific forms at higher rates. However, the density of AAE-specific forms did not significantly predict standardized literacy scores or reading vocabulary after accounting for dialect-neutral variations, income, and sample length. Conclusions These results support the ongoing need to better understand the language, literacy, and overall academic development of students from all backgrounds. It may be essential to focus on dialect-neutral language forms (i.e., morphosyntactic forms that are consistent across both AAE and standardized written GAE) in written samples to maximize assessment validity across students who speak varying dialects of English. Supplemental Material https://doi.org/10.23641/asha.16879558.

Challenges in Service Provision to Children and Families from Linguistically Diverse Backgrounds.

The purpose of this study was to examine and describe experiences and perceptions of speech-language pathologists (SLPs) serving children and families from culturally and linguistically diverse populations. Twenty SLPs were interviewed using an online audio platform regarding common practices, resources and supports, challenges, and communication. Participants' responses to the semi-structured questions were transcribed and analyzed to identify themes in experiences. Results suggested six overall themes including: considerations for assessment; cultural impact; linguistic access and barriers; professional preparedness; impact of COVID-19; and helpful tips and resources. The discussion includes recommendations and resources to address obstacles.

Predictors of Item Accuracy on the Test de Vocabulario en Imagenes Peabody for Spanish-English Speaking Children in the United States.

This study examines the response patterns of 288 Spanish-English dual language learners on a standardized test of receptive Spanish vocabulary. Investigators analyzed responses to 54 items on the Test de Vocabulario en Imagenes (TVIP) (Dunn & Dunn, 2007) focusing on differential accuracy on items influenced by a) cross-linguistic overlap, b) context (home/school), and c) word frequency in Spanish. The response patterns showed cross-linguistic overlap in phonology was a significant predictor of accuracy at the item level. After accounting for item number (expected difficulty level), context of exposure was a significant predictor of the likelihood of obtaining a correct response. Spanish word frequency was not a significant predictor of accuracy. The current findings substantiate the influence of cross-linguistic overlap in phonology and context on Spanish vocabulary recognition by Spanish-English speaking children. Children were more likely to obtain correct responses on lexical items that were associated with the home context. Researchers and practitioners should consider phonological cross-linguistic overlap in addition to context of word exposure and word frequency when designing and utilizing vocabulary assessments for children from linguistic minority backgrounds.

State of the Practice of Team Science in Speech-Language Pathology and Audiology.

Purpose The purpose of this study was to investigate engagement in collaborative research (team science) and perceptions of related knowledge and skills to inform personnel preparation and workforce development efforts. Method A questionnaire was used to solicit information about the team science-related experiences of 220 doctoral students, faculty, and research scientists in speech-pathology and audiology. Additionally, the questionnaire surveyed participants' perceptions of readiness, benefits, and challenges to team science. Results Results demonstrated low percentages of respondents had received training in collaborative research (17%), and those with training were more likely to engage in cross-disciplinary collaborative research. Group differences were found with female researchers reporting lower psychological safety than male researchers. The most frequently cited advantages of team science included diverse perspectives, collective expertise, innovative ideas, and productivity. Conversely, common challenges included time constraints, finding collaborators, and differing expectations. Implications Because this study yielded group difference in psychological safety between groups that differed in gender and position, results suggest additional efforts may be necessary to ensure that imbalances in the power structure of members are not allowed to dissuade members from actively contributing to team activities. Additional training opportunities in team science could support the degree to which professionals in communication science and disorders engage in collaborative research. Supplemental Material https://doi.org/10.23641/asha.15506034.

Effects of dietary active soybean trypsin inhibitors on pancreatic weights, histology and expression of STAT3 and receptors for androgen and estrogen in different tissues of rats.

Our previous study showed that soy milks could contain high levels of active soybean trypsin inhibitors (SBTI) if they were not properly processed. This study investigated the effects of consuming active SBTI on pancreatic weights, histology, trypsinogen production and expression of STAT3, receptors for androgen (AR) and estrogen (ER) in pancreas, liver and uterus of rats. Weanling Sprague-Dawley rats were randomly divided into 3 groups (8 females and 8 males/group) and fed diets containing either 20% casein protein (Casein) or 20% soy protein (SP) in the presence of high (1.42 BAEE unit/µg, SP + SBTI) or low (0.2 BAEE unit/µg, SP-SBTI) levels of active SBTI for 8 weeks. Ingestion of SP + SBTI diet markedly increased pancreatic weights and trypsinogen content (p < 0.01), and caused acinar cell hypertrophy, and reduced pancreatic STAT3, p-STAT3, AR and ERß content, and increased uterine ERα and ERß compared to the Casein or SP-SBTI diets (p < 0.05). The two SP-containing diets lowered hepatic STAT3, p-STAT3, and pancreatic ERα, and increased hepatic ERα and ERß content in the female rats compared to the Casein diet (p < 0.05). This study demonstrated for the first time that consumption of high level of active SBTI not only increased pancreatic weights and acinar cell secretions, but also attenuated the expression of pancreatic STAT3, p-STAT3, AR, and ERß proteins in both sexes and increased uterine ERα and ERß content, and that dietary soy protein affected hepatic STAT3, p-STAT3, ERα and ERß in a gender-dependent manner.

The Relation Between Academic Word Use and Reading Comprehension for Students From Diverse Backgrounds.

Purpose The aims of the current project were twofold: (a) to describe the use of academic words in written language samples by fifth-grade students and (b) to examine the predictive relation between academic word use in academic writing and reading comprehension. Method Investigators utilized written expository responses of 1,128 students in fifth grade who differed in English proficiency and language ability. The sample included 214 students who were English learners (ELs) and 144 students with identified language learning disabilities (LLD). Group differences in the use of academic words from the Coxhead word list were examined. Results ELs and students with LLD used academic words less frequently than their peers and demonstrated less variety in their academic word use. There was a significant relation between students' use of academic words and reading comprehension. Academic word use accounted for 16% of the variance in reading comprehension, which was not significantly different for ELs or students with LLD. The relation was moderated by economic advantage, with the strength of the relation being lower for students who were eligible for free/reduced lunch. Conclusions Findings support the need for additional research on ways to improve academic vocabulary skills to minimize achievement gaps. The relation between academic word use and reading comprehension warrants further consideration.

Young children's narrative retell in response to static and animated stories.

BACKGROUND: The format of narrative prompts used within language assessment has remained relatively constant; however, the use of animated video prompts deserves exploration given the increase in access to technology. AIMS: To investigate the effect of story presentation format (static picture book versus animated video) on preschool children's narrative retells. It was hypothesized that children would produce more advanced narrative language elements in response to an animated video than a book. METHODS & PROCEDURES: A total of 73 children between the ages of 3 and 5 years completed two narrative retells. One of these retells was in response to a 3-min animated video presented on a computer; the other retell was in response to static pictures presented in a book format. Children's stories were then transcribed and coded for linguistic and narrative elements. OUTCOMES & RESULTS: Paired sample t-tests revealed that children produced significantly longer stories, greater syntactic complexity and lexical variety, and more action verbs when retelling an animated story compared with a book. Furthermore, a post-hoc analysis revealed that examiners provided significantly fewer prompts when eliciting the retell with animation. CONCLUSIONS & IMPLICATIONS: Typically developing children demonstrated higher quantity and quality of language within a story retell in response to an animated video than after viewing images from the video presented in a static picture book. Although the extent to which these findings may be similar for children with language disorder has yet to be determined, researchers or clinicians should consider the effect of elicitation procedures on children's retells.

Preschool teachers' language and vocabulary knowledge: Development and predictive associations for a new measure.

The present study reports on the development, structure, and associations with practice for a new measure of preschool teachers' knowledge about language and vocabulary development and how to support this development in the classroom. Results from item response theory models with responses from a sample of 248 preschool teachers indicated that four scales measuring pedagogical content knowledge and content knowledge for vocabulary and language, respectively, had adequate psychometric characteristics. Confirmatory factor analyses further supported a four-factor structure, although all scales were correlated. In an overlapping sample of 94 preschool teachers, preliminary investigation of associations between knowledge and teachers' self-reported practices, observed instructional time allocation, and the quality of classroom language environments were mixed. Results indicate promise for the measure yet add to prior research suggesting that connections between knowledge and practice are highly complex and likely interwoven with many other influences on instructional decision-making in early childhood classrooms.

Psychometric Evaluation of the Bilingual English-Spanish Assessment Sentence Repetition Task for Clinical Decision Making.

Purpose The purpose of this study was (a) to examine the underlying components or factor structure of the Bilingual English-Spanish Assessment (BESA; Peña, Gutiérrez-Clellen, Iglesias, Goldstein, & Bedore, 2014 ) sentence repetition task and (b) to examine the relationship between Spanish-English speaking children's sentence repetition and vocabulary performance. Method Participants were 291 Spanish-English speaking children in kindergarten and 1st grade. Item analyses were used to evaluate the underlying factor structure for each language version of the sentence repetition tasks of the BESA. The tasks were then examined in relation to a measure of English receptive vocabulary. Results Bifactor models, which include a single underlying general factor and multiple specific factors, provided the best overall model fit for both the Spanish and English versions of the task. There was no relation between children's overall Spanish sentence repetition performance and their English vocabulary. However, children's pronoun, noun phrase, and verb phrase item scores in Spanish significantly predicted their English vocabulary scores. For English sentence repetition, both children's overall performance and their specific performance on the noun phrase items were predictors of their English vocabulary scores. Follow-up analyses revealed that, for the purposes of clinical assessment, the BESA sentence repetition tasks can be considered essentially unidimensional, lending support to the current scoring structure of the test. Conclusions Study findings suggest that sentence repetition tasks can provide insight into Spanish-English speaking children's vocabulary skills in addition to their morphosyntactic skills when used on a broad research scale. From a clinical assessment perspective, results indicate that the sentence repetition task has strong internal validity and support to the use of this measure in clinical practice.

Item Bias: Predictors of Accuracy on Peabody Picture Vocabulary Test-Fourth Edition Items for Spanish-English-Speaking Children.

Purpose This study examines the response patterns of 278 Spanish-English dual language learners (DLLs) on a standardized test of receptive English vocabulary. Method Investigators analyzed responses to 131 items on the Peabody Picture Vocabulary Test-Fourth Edition ( Dunn & Dunn, 2007 ) focusing on differential accuracy on items influenced by (a) cross-linguistic overlap in phonology, (b) part of speech, and (c) word frequency. Results The differential response patterns showed cross-linguistic overlap, part of speech, and word frequency were significant predictors of the likelihood of obtaining a correct response above and beyond the expected difficulty level of the item. Conclusions All 3 factors predicted DLLs' response patterns beyond expected difficulty. Items with the highest likelihood of error included words with few or no shared features between Spanish and English translation equivalents, verbs or modifiers, and words with low frequency of occurrence. Implications Researchers should consider a cross-linguistic overlap in addition to part of speech and word frequency when designing vocabulary assessments for DLLs or utilizing such tests in research and clinical practice. Recognizing potential bias, clinicians should triangulate the appraisal of DLLs' language skills across multiple sources or measures and use caution when interpreting vocabulary assessments.

Dietary supplementation with L-lysine affects body weight and blood hematological and biochemical parameters in rats.

L-Lysine (Lys) is a popular additive in foods, but the physiological effects of excess Lys supplementation are poorly understood and upper limits of safe intake have not been established. The objectives of this study were to examine the effects of dietary supplementation with increasing amounts of Lys on body weight (BW), food intake, and various blood hematological and biochemical parameters in rats. Male Sprague-Dawley rats at 10 weeks of age were assigned to ten diet groups (eight rats/group) and fed diets containing either 7% or 20% casein and supplemented with either 0% (Control), 1.5%, 3%, 6% Lys, or 6% Lys + 3% arginine for 1 week. Rats fed 7% casein with ≥ 1.5% Lys supplementation had lower serum albumin and leptin and higher LDL cholesterol (LDLC), ratios of total cholesterol (TC):HDL cholesterol (HDLC) and LDLC:HDLC than those fed 7% casein Control diet (P < 0.05). Rats fed 7% casein diet supplemented with 3% Lys diet had lower BW gain, food intake, serum alkaline phosphatase activity, and increased mean corpuscular hemoglobin concentration, blood urea nitrogen and serum pancreatic polypeptide compared to rats fed the Control diet (P < 0.05). Addition of 6% Lys in 7% casein caused significant BW loss (P < 0.001) and altered additional parameters. Addition of 6% Lys in a 20% casein diet reduced BW gain and food intake and altered numerous parameters. Arg supplementation normalized many of the endpoints changed by Lys. Collectively, these results show that Lys supplementation affects BW, food intake and a number of hematological and biochemical parameters. These effects of Lys supplementation were confined primarily in diets with lower levels of dietary protein. In the context of a low protein diet (7% casein), levels of Lys supplementation ≥ 1.5% may exert adverse health effects in rats.

Relationship Between Children's Lexical Diversity in Written Narratives and Performance on a Standardized Reading Vocabulary Measure.

The purpose of this study was to examine construct validity of methods of calculating lexical diversity in written narrative samples relative to children's performance on a reading vocabulary measure. For 234 children in 1st-5th grade, written narratives were examined and compared between grades for number of different words (NDW), total words (TNW), NDW in a truncated 50 word sample, and type token ratio (TTR). The relationship between lexical diversity in written narratives and a standardized reading vocabulary measure (GMRT-4) was analyzed by comparing correlations. Grade differences were observed in measures of lexical diversity and productivity. Lexical diversity showed a significant moderate correlation with the GMRT-4. NDW had a stronger relationship to GMRT-4 scores than TTR for participants in first and second grade. Considering length (TNW, NDW constrained to 50 words, or TTR) did not result in a stronger relationship with reading vocabulary. Following additional study establishing probe equivalence, NDW in written narratives may be an efficient, educationally relevant, marker of language maturity and a good predictor of performance on a standardized reading vocabulary measure.

Dietary L-lysine supplementation altered the content of pancreatic polypeptide, enzymes involved in glutamine metabolism, and ß-actin in rats.

This study investigated the effects of Lys supplementation on serum pancreatic polypeptide (PP), glutamine (Gln) levels and the expression of PP, Gln synthetase (GlnS), glutaminase (Gls) and ß-actin in different tissues such as pancreas, skeletal muscle, liver and kidney in rats. Male Sprague-Dawley rats were fed diets containing 7% casein supplemented with either 0% (Control), 1%, 1.5%, 3% Lys or 3% Lys with 1.5% Arg for a week. All rats were necropsied for collection of blood and tissues. Expression of PP, GlnS, Gls, and ß-actin in tissues were determined using Western blotting. The results showed that the rats fed 3% supplemental Lys had significantly lower body weight gain (BWG) and food intake than the ≤ 1.5% Lys groups (P < 0.05). Supplementation with ≥ 1% Lys increased serum PP level (P < 0.05), but had no significant effect on pancreatic PP abundance (P > 0.05). GlnS expression was significantly lowered in skeletal muscle by ≥ 1.5% supplemental Lys compared to the Control (P < 0.05). The expression of Gls in the kidney was increased by the addition of 1.5% Arg to 3% Lys diet (P < 0.05). Liver ß-actin significantly increased with both Lys and Arg supplementation and muscle ß-actin significantly decreased (P < 0.05) with ≥ 1.5% supplemental Lys. Kidney ß-actin significantly increased with Arg supplementation vs 3% Lys alone (P < 0.05). These results showed that dietary supplementation with ≥ 1.5% Lys significantly suppressed GlnS expression in the skeletal muscle, which may contribute to the decreased serum Gln levels, and that increased serum PP by Lys may be due to suppressed catabolism rather than increased synthesis of PP. Lys-induced PP may play a role in reducing food intake and BWG.