Issue Editor Foreword: Components of Reading and Writing Success for Deaf and Hard of Hearing Children: Research Challenges for the New Era
No abstract available (Source: Topics in Language Disorders)
Source: Topics in Language Disorders - April 1, 2015 Category: Speech Therapy Tags: Issue Editor Foreword Source Type: research
From the Editor: Preparing to Support Literacy Achievements by Children Who Are Deaf or Hard of Hearing in the New Era
No abstract available (Source: Topics in Language Disorders)
Source: Topics in Language Disorders - April 1, 2015 Category: Speech Therapy Tags: From the Editor Source Type: research
Continuing Education Instructions and Questions
No abstract available (Source: Topics in Language Disorders)
Source: Topics in Language Disorders - January 1, 2015 Category: Speech Therapy Tags: Continuing Education Instructions and Questions Source Type: research
Pragmatic Features in Original Narratives Written by African American Students at Three Grade Levels
African American English has a rich oral tradition, with identifiable features across all 5 systems of language—phonology, morphology, syntax, semantics, and pragmatics. This is an investigation of the extent to which pragmatic features of African American oral storytelling traditions are apparent in the written stories of African American students (n = 30) at fourth-, sixth-, and ninth-grade levels in an urban school district in the Midwest compared with stories written by 61 European American students in the same urban (n = 20) and a nearby rural school district (n = 41). Results showed that African American students u...
Source: Topics in Language Disorders - January 1, 2015 Category: Speech Therapy Tags: Original Articles Source Type: research
When It Comes to Explaining: A Preliminary Investigation of the Expository Language Skills of African American School-Age Children
This research investigated the expository language of school-age speakers of African American English. Specifically, the study describes the language productivity, syntax, and pragmatic features present in expository language samples produced by African American children and compares their performance with White children in the extant literature. The study also explores relationships between the various language measures. Twenty-one children, aged 8 years 2 months to 9 years 11 months, produced expository language samples using the favorite game or sport elicitation task. The samples were transcribed, coded, and analyzed f...
Source: Topics in Language Disorders - January 1, 2015 Category: Speech Therapy Tags: Original Articles Source Type: research
Ways of Examining Speech Acts in Young African American Children: Considering Inside-out and Outside-in Approaches
To develop a framework for further study of pragmatic behavior in young children from African American English (AAE) speaking backgrounds, one aspect of pragmatic behavior is explored in this article, specifically, speech acts. The aims of this article are to (1) examine examples of how external taxonomies (i.e., an “etic” or “outside-in” approach) have been applied to the speech act behavior of AAE child speakers and to note that etic approaches alone do not identify cultural characteristics that influence the presentation of speech acts in this population; (2) conceptualize a culture-sensitive framework where com...
Source: Topics in Language Disorders - January 1, 2015 Category: Speech Therapy Tags: Original Articles Source Type: research
African American Preschoolers' Emotion Explanations Can Provide Evidence of Their Pragmatic Skills
This study provides qualitative and quantitative evidence of how an emotion explanation task can reflect African American preschoolers' pragmatic skills. We used an emotion explanation task to assess pragmatic skills among 19 children (aged 3–5 years) related to (1) engaging in conversational turn-taking, (2) answering Wh- questions, (3) engaging in communicative perspective-taking, (4) producing coherent discourse for exposition, and (5) demonstrating an understanding that emotions can be attributed to interpersonal interactions and situational events. The majority of children were capable of demonstrating their pragmat...
Source: Topics in Language Disorders - January 1, 2015 Category: Speech Therapy Tags: Original Articles Source Type: research
Pragmatic Language of African American Children and Adolescents: A Systematic Synthesis of the Literature
Conclusions: We (a) explain the current state of knowledge about African American pragmatic language behaviors, (b) explain major findings and implications of the extant literature in this topical area and how it may inform speech–language pathology practice, and (c) identify directions for future research on pragmatic language of African American children and adolescents. (Source: Topics in Language Disorders)
Source: Topics in Language Disorders - January 1, 2015 Category: Speech Therapy Tags: Original Articles Source Type: research
Issue Editor Foreword: “The Road Less Traveled”: Pragmatic Language Development in African American Children and Adolescents
No abstract available (Source: Topics in Language Disorders)
Source: Topics in Language Disorders - January 1, 2015 Category: Speech Therapy Tags: Issue Editor Foreword Source Type: research
From the Editor: Reflections on a Road Less Traveled
No abstract available (Source: Topics in Language Disorders)
Source: Topics in Language Disorders - January 1, 2015 Category: Speech Therapy Tags: From the Editor Source Type: research
In Memory–Dr. Sylvia Onesti Richardson: You Led the Way and You Lead Us Still (September 12, 1920–October 24, 2014)
No abstract available (Source: Topics in Language Disorders)
Source: Topics in Language Disorders - January 1, 2015 Category: Speech Therapy Tags: In Memory Source Type: research
Continuing Education Instructions and Questions
No abstract available (Source: Topics in Language Disorders)
Source: Topics in Language Disorders - October 1, 2014 Category: Speech Therapy Tags: Continuing Education Instructions and Questions Source Type: research
A Developmental Perspective for Promoting Theory of Mind
Social neuroscience research has resulted in changing views of the theory of mind (ToM) construct. Theory of mind is no longer viewed as a unitary construct, but rather as a multidimensional construct comprising cognitive and affective ToM and interpersonal and intrapersonal ToM, each of which has differing neurophysiological/neuroanatomical foundations and behavioral manifestations. Clinicians working with persons with social communication/pragmatic communication disorders should consider evaluating these dimensions of ToM and the cognitive, social–emotional, and language components underlying them. Then they might use ...
Source: Topics in Language Disorders - October 1, 2014 Category: Speech Therapy Tags: Original Articles Source Type: research
Applying Theory of Mind Concepts When Designing Interventions Targeting Social Cognition Among Youth Offenders
This study employed a multiple baseline, across-participants, single-subject design to investigate the feasibility of an individual, narrative-based, social problem-solving intervention on the social problem-solving, narrative, and theory of mind (ToM) abilities of 3 incarcerated adolescent youth offenders identified as having emotional disturbance (ED). Students participated in individual intervention sessions in which they were taught strategies for storytelling and social problem solving and the application of ToM. All 3 students completed the program to mastery. Visual inspection and mean score differences across condi...
Source: Topics in Language Disorders - October 1, 2014 Category: Speech Therapy Tags: Original Articles Source Type: research
Theory of Mind Abilities and Deficits in Autism Spectrum Disorders
This article reviews current studies of the relationship between ToM and ASD, including contributions to the understanding of social and academic manifestations of ASD. Several themes emerge: Enhanced language and verbal abilities facilitate better ToM understanding; implicit ToM elements that incorporate parallel processing pose more difficulties than explicit ones; and general and multimodal interventions are more effective than specific interventions. A brief overview is followed by a review of emerging research on the role of domain-general cognitive skills (executive function) and central coherence in the development ...
Source: Topics in Language Disorders - October 1, 2014 Category: Speech Therapy Tags: Original Articles Source Type: research
