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American Journal of Speech-language... Jul 2023We sought to compare raw scores, standard scores, and age equivalences on two commonly used vocabulary tests, the Peabody Picture Vocabulary Test (PPVT) and the... (Comparative Study)
Comparative Study
PURPOSE
We sought to compare raw scores, standard scores, and age equivalences on two commonly used vocabulary tests, the Peabody Picture Vocabulary Test (PPVT) and the Receptive One-Word Picture Vocabulary Test (ROWPVT).
METHOD
Sixty-two children, 31 with hearing loss (HL) and 31 with normal hearing (NH), were given both the PPVT and ROWPVT as part of an ongoing longitudinal study of emergent literacy development in preschoolers with and without HL. All children were between 3 and 4 years old at administration, and the two tests were administered within 3 weeks of each other. Both tests were given again 6 months later. Standard scores and age equivalencies were calculated for both tests using published guidelines.
RESULTS
There was no significant effect of test for any of our analyses. However, there was a main effect of time, with both standard scores and age equivalencies being significantly higher at the second test. Children with NH had significantly higher standard scores and age equivalencies than children with NH, but there was no interaction between hearing status and time, suggesting that the two groups were growing at the same rate.
CONCLUSIONS
Clinicians can be comfortable administering both the PPVT and ROWPVT to estimate children's vocabulary levels, but there may be practice effects when administering the tests twice within a calendar year. These data also indicate that children with HL continue to lag behind their peers with NH on vocabulary development.
SUPPLEMENTAL MATERIAL
https://doi.org/10.23641/asha.23232848.
Topics: Humans; Child, Preschool; Deafness; Hearing Loss; Language Tests; Vocabulary; Longitudinal Studies; Male; Female
PubMed: 37276459
DOI: 10.1044/2023_AJSLP-22-00352 -
The Journal of Pediatrics Jan 2020To assess the extent to which associations between shared reading at age 1 years and child vocabulary at age 3 years differ based on the presence of sensitizing alleles...
OBJECTIVE
To assess the extent to which associations between shared reading at age 1 years and child vocabulary at age 3 years differ based on the presence of sensitizing alleles in the dopaminergic and serotonergic neurotransmitter systems.
STUDY DESIGN
We conducted a secondary analysis of data from a national urban birth cohort using mother reports in conjunction with child assessments and salivary genetic data. Child vocabulary was assessed using the Peabody Picture Vocabulary Test. The primary exposure was mother-reported shared reading. We used data on gene variants that may affect the function of the dopaminergic and serotonergic systems. We examined associations between shared reading and Peabody Picture Vocabulary Test score using multiple linear regression. We then included interaction terms between shared reading and the presence of sensitizing alleles for each polymorphism to assess potential moderator effects adjusting for multiple comparisons.
RESULTS
Of the 1772 children included (56% black, 52% male), 31% of their mothers reported reading with their child daily. Daily shared reading was strongly associated with child Peabody Picture Vocabulary Test scores in unadjusted (B = 7.9; 95% CI, 4.3-11.4) and adjusted models (B = 5.3; 95% CI, 2.0-8.6). The association differed based on the presence of sensitizing alleles in the dopamine receptor 2 and serotonin transporter genes.
CONCLUSIONS
Among urban children, shared reading at age 1 years was associated with greater vocabulary at age 3 years. Although children with sensitizing alleles on the dopamine receptor 2 and serotonin transporter genes were at greater risk when not read to, they fared as well as children without these alleles when shared reading occurred.
Topics: Child Rearing; Child, Preschool; Cohort Studies; Female; Gene-Environment Interaction; Humans; Infant; Language Development; Language Tests; Male; Reading; Vocabulary
PubMed: 31402141
DOI: 10.1016/j.jpeds.2019.07.008 -
The British Journal of Educational... Mar 2021Decoding and vocabulary are two essential abilities to reading comprehension. Investigating the roles of decoding and vocabulary in Chinese reading development can not...
BACKGROUNDS
Decoding and vocabulary are two essential abilities to reading comprehension. Investigating the roles of decoding and vocabulary in Chinese reading development can not only provide empirical evidence to enrich the current reading theories but also have implications for educational practice.
AIMS
To examine the developing importance of decoding and vocabulary to reading comprehension and the reciprocal relationship between decoding and vocabulary across the reading development.
SAMPLE
A total of 186 Chinese children were followed from grade 1 to grade 3 (aged 6.5 to 8.5 years).
METHODS
Participants' decoding, vocabulary, and reading comprehension abilities were measured once a year for three years. Hierarchical multiple regression analyses were conducted to obtain the unique contributions of decoding and vocabulary to reading comprehension in the different grades. A cross-lagged structural equation model was used to explore the reciprocal relationship between decoding and vocabulary over the three years.
RESULTS
Decoding and vocabulary explained nearly 40% of the variance to reading comprehension across grades, and the unique contribution of decoding decreased over the grades (from 29% to 8%) while that of vocabulary increased (from 3% to 9%). Moreover, vocabulary always predicted decoding from grade 1, but decoding predicted later vocabulary only started in grade 2.
CONCLUSIONS
Decoding skills are important to reading comprehension in the early learn-to-read grades. However, vocabulary becomes more critical for reading comprehension in later grades. Larger oral vocabularies promote the development of decoding skills, and vice versa.
Topics: Child; China; Comprehension; Humans; Longitudinal Studies; Reading; Vocabulary
PubMed: 32656775
DOI: 10.1111/bjep.12365 -
Journal of Speech, Language, and... Apr 2023The purpose of this study was to explore the relationship between speech perception, speech production, and vocabulary abilities in children with and without speech...
PURPOSE
The purpose of this study was to explore the relationship between speech perception, speech production, and vocabulary abilities in children with and without speech sound disorders (SSDs), analyzing the data both by group and continuously.
METHOD
Sixty-one Australian English-speaking children aged 48-69 months participated in this study. Children's speech production abilities ranged along the continuum from SSDs through to typical speech. Their vocabulary abilities ranged along the continuum from typical to above average ("lexically precocious"). Children completed routine speech and language assessments in addition to an experimental Australian English lexical and phonetic judgment task.
RESULTS
When analyzing data by group, there was no significant difference between the speech perception ability of children with SSDs and that of children without SSDs. Children with above-average vocabularies had significantly better speech perception ability than children with average vocabularies. When analyzing data continuously, speech production and vocabulary were both significant positive predictors of variance in speech perception ability, both individually in simple linear regression and when combined in multiple linear regression. There was also a significant positive correlation between perception and production of two of the four target phonemes tested (i.e., /k/ and /ʃ/) among children in the SSD group.
CONCLUSIONS
Results from this study provide further insight into the complex relationship between speech perception, speech production, and vocabulary abilities in children. While there is a clinical and important need for categorical distinctions between SSDs and typically developing speech, findings further highlight the value of investigating speech production and vocabulary abilities continuously and categorically. By capturing the heterogeneity among children's speech production and vocabulary abilities, we can advance our understanding of SSDs in children.
SUPPLEMENTAL MATERIAL
https://doi.org/10.23641/asha.22229674.
Topics: Humans; Child; Speech; Vocabulary; Speech Perception; Australia; Phonetics
PubMed: 36940475
DOI: 10.1044/2022_JSLHR-22-00441 -
PloS One 2023Lying appears in everyday oral and written communication. As a consequence, detecting it on the basis of linguistic analysis is particularly important. Our study aimed...
Lying appears in everyday oral and written communication. As a consequence, detecting it on the basis of linguistic analysis is particularly important. Our study aimed to verify whether the differences between true and false statements in terms of complexity and sentiment that were reported in previous studies can be confirmed using tools dedicated to measuring those factors. Further, we investigated whether linguistic features that differentiate true and false utterances in English-namely utterance length, concreteness, and particular parts-of-speech-are also present in the Polish language. We analyzed nearly 1,500 true and false statements, half of which were transcripts while the other half were written statements. Our results show that false statements are less complex in terms of vocabulary, are more concise and concrete, and have more positive words and fewer negative words. We found no significant differences between spoken and written lies. Using this data, we built classifiers to automatically distinguish true from false utterances, achieving an accuracy of 60%. Our results provide a significant contribution to previous conclusions regarding linguistic deception indicators.
Topics: Language; Vocabulary; Linguistics; Speech; Deception
PubMed: 36730363
DOI: 10.1371/journal.pone.0281179 -
BMJ Open Jun 2023Evidence suggests that over one-third of young children with developmental language disorder (DLD) or speech sound disorder (SSD) have co-occurring features of both. A...
Shared characteristics of intervention techniques for oral vocabulary and speech comprehensibility in preschool children with co-occurring features of developmental language disorder and a phonological speech sound disorder: protocol for a systematic review with narrative synthesis.
INTRODUCTION
Evidence suggests that over one-third of young children with developmental language disorder (DLD) or speech sound disorder (SSD) have co-occurring features of both. A co-occurring DLD and SSD profile is associated with negative long-term outcomes relating to communication, literacy and emotional well-being. However, the best treatment approach for young children with this profile is not understood. The aim of the proposed review is to identify intervention techniques for both DLD and SSD, along with their shared characteristics. The findings will then be analysed in the context of relevant theory. This will inform the content for a new or adapted intervention for these children.
METHODS AND ANALYSIS
This search will build on a previous systematic review by Roulstone (2015) but with a specific focus on oral vocabulary (DLD outcome) and speech comprehensibility (SSD outcome). These outcomes were identified by parents and speech and language therapists within the prestudy stakeholder engagement work. The following databases will be searched for articles from January 2012 onwards: Ovid Emcare, MEDLINE Complete, CINAHL, APA PsycINFO, Communication Source and ERIC. Two reviewers will independently perform the title/abstract screening and the full-text screening with the exclusion criteria document being revised in an iterative process. Articles written in languages other than English will be excluded. Data will be extracted regarding key participant and intervention criteria, including technique dosage and delivery details. This information will then be pooled into a structured narrative synthesis.
ETHICS AND DISSEMINATION
Ethical approval is not needed for a systematic review protocol. Dissemination of findings will be through peer-reviewed publications, social media, and project steering group networks.
PROSPERO REGISTRATION NUMBER
CRD4202237393.
Topics: Humans; Child, Preschool; Speech; Speech Sound Disorder; Speech Therapy; Vocabulary; Language Development Disorders; Apraxias; Stuttering
PubMed: 37263699
DOI: 10.1136/bmjopen-2022-071262 -
CoDAS 2021To verify whether the performance in the first assessment of pretend play of children with diagnostic hypothesis of developmental language disorder, correlates with the...
PURPOSE
To verify whether the performance in the first assessment of pretend play of children with diagnostic hypothesis of developmental language disorder, correlates with the performance in formal tests of non-verbal intellectual function and both receptive and expressive vocabulary after 5 years old.
METHODS
The research comprised 26 subjects, 19 of whom were male, and 7 were female, with an mean age of 4:10. All participants presented a diagnostic hypothesis of developmental language disorder based on inclusion and exclusion criteria described internationally. Data were analyzed in relation to pretend play, vocabulary and performance in standardized intellectual assessment test; we also investigated correlation between them. All data underwent statistical analysis and the confidence intervals were 95%.
RESULTS
As for pretend play, it was found that most children with suspected developmental language disorder present more primitive symbolic development. Regarding vocabulary, the data show greater performance in receptive vocabulary than in expressive. In the assessment of the intelligence quotient, the children obtained, in their majority, classifications in the mean score and superior score to their age. Regarding the interaction between studied variables, no correlation was found.
CONCLUSION
No relationship was found between the studied variables. The data are discussed in the light of international literature and promote important reflections on the symbolic-linguistic development of this population.
Topics: Child; Child, Preschool; Female; Humans; Intelligence Tests; Language Development; Language Development Disorders; Language Tests; Linguistics; Male; Vocabulary
PubMed: 33978108
DOI: 10.1590/2317-1782/20202020068 -
Journal of Deaf Studies and Deaf... Jun 2021This meta-analysis study aims to quantify the group differences in reading skills between children with cochlear implants and their hearing peers and between children... (Meta-Analysis)
Meta-Analysis
This meta-analysis study aims to quantify the group differences in reading skills between children with cochlear implants and their hearing peers and between children with cochlear implants and children with hearing aids (aged between 3 and 18 years old). Of the 5,642 articles screened, 47 articles met predetermined inclusion criteria (published between 2002 and 2019). The robust variance estimation based meta-analysis models were used to synthesize all the effect sizes. Children with cochlear implants scored significantly lower than their hearing peers in phonological awareness (g = -1.62, p < 0.001), vocabulary (g = -1.50, p < 0.001), decoding (g = -1.24, p < 0.001), and reading comprehension (g = -1.39, p < 0.001), but not for fluency (g = -0.67, p = 0.054). Compared to children with hearing aids, children with cochlear implants scored significantly lower in phonological awareness (g = -0.30, p = 0.028). The percentage of unilateral cochlear implant negatively impacts the group difference between children with cochlear implants and their hearing peers. Findings from this study confirm a positive shift in reading outcomes for profoundly deaf children due to cochlear implantation. Some children with cochlear implants may need additional supports in educational settings.
Topics: Adolescent; Child; Child, Preschool; Cochlear Implantation; Cochlear Implants; Deafness; Hearing Aids; Humans; Reading; Vocabulary
PubMed: 33993237
DOI: 10.1093/deafed/enab010 -
PLoS Computational Biology Feb 2021
Topics: Artificial Intelligence; Biomedical Technology; Computational Biology; Deep Learning; Humans; Machine Learning; Vocabulary
PubMed: 33571194
DOI: 10.1371/journal.pcbi.1008531 -
Computational Intelligence and... 2022With the economy's continued and stable growth, China's political and economic influence in the international community has grown, and more and more friends from all...
With the economy's continued and stable growth, China's political and economic influence in the international community has grown, and more and more friends from all over the world are requesting to learn Chinese and visit China. The growth of information technology and curriculum integration has had a significant impact on TCFL (teaching Chinese as a foreign language). Facing the new situation will enable us to gain a fresh perspective on the current state of TCFL grammar system research. Through specific teaching practice, this paper verifies the effectiveness of teaching Chinese as a foreign language and cultural vocabulary. This paper proposes a grammar error correction scheme based on hybrid models-Transformer model and N-gram model-that dynamically combine the outputs of different neural modules to improve the model's ability to capture semantic information, with the goal of correcting Chinese grammar errors. Experiments show that the Transformer and N-gram model-based Chinese grammar error correction strategy performs well in the global effect, and the overall performance is the best in the detection and positioning levels. At the detection level, the model in this document has the highest error correction accuracy of 0.64 and the highest recall rate of 0.67. The results show that adding an attention mechanism to a grammatical error correction model can improve its computational efficiency.
Topics: Humans; Linguistics; Neural Networks, Computer; Semantics; Technology; Vocabulary
PubMed: 35814572
DOI: 10.1155/2022/9800539