219 research outputs found
Chapter 5: Overview of intervention approaches, methods, and targets
No full textEvaluating & Enhancing Children's Phonological Systems, Third Edition contains clinical applications as well as research results for evidence-based practice. Students and speech-language pathologists will gain the knowledge and skills needed to plan and implement an optimal intervention program for an individual with highly unintelligible speech. The updated 2025 third edition includes a complete guide to the Hodson Cycles Approach, including how to adapt for special populations, and bilingual/multilingual clients. *Please note that this updated information is available in the 3rd edition (maroon) and is not included in the previous editions (turquoise)
Facilitating language and literacy development: A dual language perspective
No full textThesis (M.A.)--Wichita State University, College of Health Professionals, Dept. of Communication Sciences and DisordersWith an increasingly bilingual population, children have more opportunities for dual language education. Literacy activities at home have been correlated with reading and writing success; however, helping a child learn in a language in which the parent is not fluent could create challenges. Parents of students who attend a K-8 dual language school completed a survey asking how they help their child obtain literacy skills in both languages. Over 200 surveys from both English and Spanish speaking households were analyzed to determine what strategies parents utilize. Follow up interviews were conducted by the investigator to ask additional questions about parent activities and learn if parents had special concerns about the dual language school environment. Reading books was widely chosen by parents when asked what activities they used to help facilitate literacy and language learning in both the home language and secondary language. English speaking families tended to rely more on school functions to help facilitate learning and literacy in Spanish. The Spanish speaking families reported a high usage of TV shows and movies as a tool to help their children develop their second language, English. Although some reported feeling concerned about their children learning two languages at once, the benefits that they saw from the experience outweighed any academic concerns
Emergent literacy: A look at how preschoolers begin to develop spelling skills
No full textPoster project completed at Wichita State University, Department of Communication Sciences and Disorders. Presented at the 12th Annual Capitol Graduate Research Summit, Topeka, KS, February 12, 2015.Reading and spelling success in school relies on early phonological development. Much is known about emergent reading during preschool years, but less is known about spelling, the "hard copy" of phonological processing. The purpose of this study is to determine if there is a difference in sensitivity between two spelling score systems: invented spelling and bi-gram analysis as related to phonological awareness. Scores from forty children who have participated with a caregiver in an emergent literacy play group were examined. Data were gathered from both pre- and post- tests of the APELS. Preliminary analysis suggests that there is no difference in sensitivity between invented spelling and bi-gram analysis. An analysis of variance used to determine if there is a relationship between spelling and phonological awareness suggests that there is a significant positive relationship between phonological awareness and spelling scores
The secret language of twins: Implications for language development
No full textThesis (M.A.)--Wichita State University, College of Health Professions, Dept. of Communication Sciences and DisordersTwin language has held much intrigue to both professionals and the public; however,
there is continuing debate about the influence of twin language and later language delays. The
purpose of this survey study was to determine if there was a relationship between the type of
twin (monozygotic or dizygotic) or the gender of the twins and use of twin talk. In the study,
results of 55 twin sets (20 monozygotic twins and 35 dizygotic twins) with an age range of 15
months to 55 years were analyzed. The results indicated that neither the type of twin, gender, nor
maternal education significantly impacted the use of twin talk. In addition, twin talk did not
significantly impact later language or literacy development. Few participants indicated need for
speech language services, although of those who did receive services, speech-sound deficits were
most common. Twin rates are increasing and speech-language pathologists should understand
their language needs
A comparative analysis of atypical and typical spelling abilities
No full textThesis (Ph.D.)--Wichita State University, College of Health Professions, Dept. of Communication Sciences and DisordersThe spelling abilities of older students with atypical spelling were compared to younger spelling-age matched students with typical spelling. The purpose was to determine if older students performed similarly to the younger students when spelling errors were analyzed according to four spelling components (phonological, orthographic, morphological, and mental orthographic images). Students’ errors were also analyzed based on specific orthographic spelling patterns. Fourteen students with atypical spelling (6th through 9th grades) were matched with 14 students with typical spelling (1st through 4th grades) based on their raw scores from the Test of Written Spelling-4 (TWS-4). Spelling error analysis of the 14 matched pairs was conducted by administering the Spelling Performance Evaluation of Language and Literacy (SPELL). The SPELL is a computerized program that incorporates algorithms to analyze spelling errors based on four spelling components and also 120 specific orthographic spelling patterns. A one way MANOVA was conducted with group as the independent variable and the number of intervention recommendations for each spelling component entered as the multiple dependent variables. Differences regarding the number of recommendations for each linguistic component were not significant. Although not significant, the students with atypical spelling performed better in the phonological component, while the students with typical spelling performed better in the remaining components. Regarding the broad spelling categories, a two (group) x eleven (consonants, consonant digraphs, short vowels, long vowels, other vowels, within word doubling, clusters, vocalic /r/ and /l/, silent letters, schwas, and inflected words) ANCOVA was conducted. Differences for age were significant in the consonant group. Other differences for group based on the 11 categories were not significant. Differences for group concerning the total number of possible spellings within each broad spelling category were not significant. Also, age as the covariate was not significan
Literacy habits of sixth grade students
No full textThesis (M.A.)--Wichita State University, College of Health Professions, Dept. of Communication Sciences and DisordersLiteracy continues to be important during the secondary school years; however, during
middle school motivation to read is known to decline (Hughes-Hassell & Rodge, 2007; Moss &
Hendershot, 2007; Pitcher, et al., 2007; National Institute for Literacy, 2007). There is little
research on how adolescents spend their free-time and less research regarding types of preferred
literacy related activities (Nippold, Duthie, & Larsen, 2005). Less is known about differences in
urban or rural communities. The purpose of this study is to determine to what extent sixth
graders in an urban and rural public school differ in their preferred types of literacy activities,
amount of time spent engaging in literacy activities, and the effect of time spent doing homework
on leisure reading.
Participants were 78 students from urban and rural sixth grade classes. Data were
collected using a multiple choice survey constructed to obtain information about student's freetime
activities as they relate to time spent engaging in literacy activities and homework.
Results indicated that urban students spent more time reading for fun than the rural
students and girls spent more time reading for fun than boys. There was not a significant
difference in the amount of time students spent on homework and reading for fun. All students
indicated a high preference for magazines. Additionally, urban students preferred comics while
rural students preferred non-fiction materials. Also, boys preferred comics and internet articles
while girls preferred novels and nonfiction materials
Comprehension scores among young typically developing children and children with autism: traditional and tablet-based storybooks
No full textThesis (Ph.D.)-- Wichita State University, College of Health Professions, Dept. of Communication Sciences and DisordersResearch involving assessments and interventions incorporating technology for children with autism is considered a new area of science. The purpose of the current study was to a) investigate potential differences between paper and tablet device presentation of a receptive vocabulary test (Peabody Picture Vocabulary Test (PPVT) when administered to young children with autism and their vocabulary age-matched peers and (b) determine if differences exist between children's answers to story comprehension questions from three different storybook modalities including paper and two iPad® presentations of stories. Participants (not based on classification) performed best on story comprehension questions when the story was presented via iPad® compared to traditional, paper book. These findings suggest that young children may perform better on story comprehension questions when the story is presented on the iPad®. Additionally, the findings from this study may be important to parents and educational professionals as they decide whether to use traditional, paper materials or iPad®s when presenting assessments and books to children
Free-time leisure activities
No full textForth Place winner of poster presentations at the 5th Annual Symposium on Graduate Research and Scholarly Projects (GRASP) held at the Hughes Metropolitan Complex, Wichita State University, May 1, 2009.Research completed at the Department of Communicative Sciences and Disorders, College of Health ProfessionsWhile literacy continues to be important during the secondary school years, motivation to read in middle school declines [1, 2, 3, 4]. There is little research on adolescents free-time activities that could include reading [5]. Less is known about differences in urban or rural communities. The purpose of this study was to determine to what extent sixth graders in an urban and rural public school differ in their preferred types of literacy activities, amount of time spent engaging in literacy activities, and the effect of time spent doing homework on leisure reading. Survey results of students from urban and rural sixth grade classes indicated urban students spent more time reading for fun as well as the girls in the study
Facilitating literacy development: A dual language perspective
No full textResearch completed at the Department of Communication Sciences and Disorders, College of Health ProfessionsPaper presented to the 9th Annual Symposium on Graduate Research and Scholarly Projects (GRASP) held at the Marcus Welcome Center, Wichita State University, May 8, 2013.With an increasingly bilingual population, children have more opportunities for dual language education.
Literacy activities at home have been correlated with reading and writing success; however, helping a child learn in a language in which the parent is not fluent could create challenges. Parents of students who attend a K-8 dual language school completed a survey asking how they help their child obtain literacy skills in both languages. Over 200 surveys from both English and Spanish speaking households were analyzed to determine what strategies parents utilize.The Graduate School, Academic Affairs, and University Librarie
Vietnamese Americans' attitudes concerning communication disorders
No full textThesis (M.A.)--Wichita State University, College of Health Professions, Dept. of Communication Sciences and DisordersHealth care professionals are increasingly challenged when providing patient-centered care for individuals from culturally and linguistically diverse backgrounds as the demographics continue to change in the United States. This is uniquely challenging for professionals providing care to persons with communication needs. In this study, a survey was conducted to assess the attitudes of Vietnamese Americans' concerning communication disorders. The purpose of this study was to investigate (1) the general attitudes of Vietnamese Americans' concerning communication disorders including the beliefs about causes, and general perceptions, (2) perceptions which may support or hinder seeking treatment, and (3) the differences between these attitudes based on age and English proficiency. In order to reach the greatest number of individuals, a survey format was utilized. Interview questions were designed to further investigate the opinions and experiences of ten survey participants. The results indicated that the attitudes were more positive then hypothesized. Possible hindrances included language barriers, ethnic identity and financial barriers. Overarching themes expressed in the interviews were: self reliance, collectivist culture, and communication barriers. Trends: financial barriers, lack of knowledge and generational differences were noted across themes
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