An Exploration of the Nature of Vocabulary Change Following Language and Literacy Together Intervention.

PURPOSE: This exploratory study evaluates how bilingual first graders' vocabulary use in narrative changed after a Spanish-language intervention that focuses on connection between language and literacy. METHOD: Ten Spanish-English bilingual first graders produced three English and three Spanish narratives based on the Test of Narrative Language protocol pre- and postintervention. All samples were transcribed. Based on comprehensive word inventories, all words produced by the children were identified as being core words; Tiers 1, 2, and 3 words; and/or cognates in both languages. We also coded all utterances for use of internal state terms (ISTs). We evaluated total and unique production of these kinds of words. RESULTS: Postintervention children increased their total number of cognates and ISTs across languages. They also increased the unique core words, Tier 1 words, and cognates postintervention. They also used more of each of these kinds of words in Spanish-the language of intervention-than in English. CONCLUSIONS: Children make qualitative changes to their vocabulary postintervention. There is greater change in the use of core words and Tier 1 words in Spanish. These increases in productivity and variability were indicated by the number of unique words added to the children's repertoires in ways that supported narrative production.

Effect of clear speech intervention program on speech intelligibility in persons with idiopathic Parkinson's disease: A pilot study.

Purpose: This preliminary study was designed to assess the feasibility of Clear Speech Intervention Program (CSIP) on improving speech intelligibility of persons with idiopathic Parkinson's disease (PD). Clear Speech is a behavioural approach which focuses on improving speech intelligibility of persons with PD within a relatively short frame of time.Method: A single group pretest-posttest design was used to assess the effectiveness of CSIP. Fifteen adults diagnosed with PD participated in 8 sessions of CSIP with each session lasting 45-50 minutes over a period of 4 weeks in South Korea. All the data were collected in a quiet room with an ambient noise level of equal to or less than 40 dB SPL. Data on acoustical/aerodynamic, auditory-perceptual, and self-perceptual measures were obtained pre- and post-intervention. The Phonatory Aerodynamic System (PAS) was used to analyse acoustical/aerodynamic data.Result: The acoustical/aerodynamic assessment revealed statistically significant (p < 0.01) improvements in habitual pitch, pitch range, speaking rate, and number of respirations. In the auditory-perceptual assessment, statistically significant (p < 0.01) improvements were observed in overall speech intelligibility, tone, intonation, intensity, and articulation. Medium to large effect sizes were observed for significant results. The Pearson correlation analysis showed significant (p < 0.01) and strong correlation between articulation and speech intelligibility.Conclusion: The preliminary data has provided promising results and warrants future large-scale studies with suitable controls. Additionally, future research must focus on investigating long term effects of the intervention.

Semantic Category Convergence in Spanish-English Bilingual Children With and Without Developmental Language Disorder.

Purpose The study examines the extent of convergence of semantic category members in Spanish-English bilingual children with reference to adults using a semantic fluency task. Method Thirty-seven children with developmental language disorder (DLD), matched pairwise with 37 typically developing (TD) children in the age range of 7;0-9;11 (years;months), produced items in 7 semantic categories (3 taxonomic and 4 slot-filler) in both Spanish and English. The 10 most frequently produced items for each category by 20 Spanish-English bilingual adults were identified as the most prototypical responses. The top 10 items generated by TD children and children with DLD, in their order of production, were analyzed for the amount of convergence with adults' responses. Results The top 5 items produced by children with DLD showed similar convergence scores as those produced by their TD peers. However, their responses in the 6th to 10th positions showed lower convergence scores than their TD peers. Children's convergence scores were higher for the slot-filler condition compared to taxonomic in both English and Spanish. The convergence scores also significantly differed across the semantic categories. Conclusion The children with DLD show greater convergence on the typical items generated earlier in their word lists than the items generated later. This pattern of convergence and divergence highlights their strengths and weaknesses in the representation of lexical-semantic knowledge for typical versus less typical items. Supplemental Material https://doi.org/10.23641/asha.8323613.

Core vocabulary in the narratives of bilingual children with and without language impairment.

PURPOSE: Children with primary language impairment (PLI) demonstrate deficits in morphosyntax and vocabulary. We studied how these deficits may manifest in the core vocabulary use of bilingual children with PLI. METHOD: Thirty bilingual children with and without PLI who were matched pairwise (experimental group) narrated two Spanish and two English stories in kindergarten and first grade. Core vocabulary was derived from the 30 most frequently used words in the stories of 65 and 37 typically developing (TD) first graders (normative group) for Spanish and English, respectively. The number of words each child in the experimental group produced out of the 30 identified core vocabulary words and frequency of each of the core words produced each year were analysed. RESULT: Children with PLI produced fewer core vocabulary words compared to their TD peers after controlling for total words produced. This difference was more pronounced in first grade. They produced core vocabulary words less frequently in kindergarten than their TD peers. Both groups produced core vocabulary words more frequently in English than Spanish. CONCLUSIONS: Bilingual children with PLI demonstrate a less productive core vocabulary use compared to their TD peers in both their languages illustrating the nature of their grammatical and lexical-semantic deficits.

Typicality Effect and Category Structure in Spanish-English Bilingual Children and Adults.

Purpose: The study examines the typicality effect in Spanish-English bilingual children and adults in their 2 languages. Method: Two studies were conducted using a category-generation task to compare the typical items generated by children with those generated by adults. Children in the 1st study differed orthogonally with respect to age (older, younger) and language use (higher Spanish use, higher English use). In the 2nd study, the older and younger children were matched with adults on their current Spanish use to delineate the influence of test language and age. Results: Children with higher English use generated more typical items, and these occurred earlier in their word lists in English than in Spanish. Participants at all levels of Spanish experience generated fewer typical items in Spanish than in English. Thus, there was less convergence of items considered typical among participants in Spanish. Older and younger children did not differ in the number of typical items generated. However, when participants were matched for language use, older children produced typical items earlier in their word lists than did younger children. Conclusion: This study demonstrates the influence of language use and test language in generation of typical items in bilingual children.Supplemental Materials: https://doi.org/10.23641/asha.5089888.