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Purpose: Spelling is an important skill for individuals who rely on augmentative and alternative communication (AAC). The purpose of this study was to investigate how computerized sounding out influenced spelling accuracy of pseudo-words. Computerized sounding out was defined as a word elongated, thus providing an opportunity for a child to hear all the sounds in the word at a slower rate. Methods: Seven children with cerebral palsy, four who use AAC and three who do not, participated in a single subject AB design. Results: The results of the study indicated that the use of computerized sounding out increased the phonologic accuracy of the pseudo-words produced by participants. Conclusion: The study provides preliminary evidence for the use of computerized sounding out during spelling tasks for children with cerebral palsy who do and do not use AAC. Future directions and clinical implications are discussed. [ABSTRACT FROM AUTHOR]

Purpose: Developmental language disorder (DLD) is a lifelong condition that when impacting educational performance is identified and serviced through U.S. schools as outlined in the Individuals with Disabilities Education Act. A few examples of educational categories that refer to DLD are (a) speech or language impairment (S/LI) and (b) specific learning disability (SLD). In this research note, we aim to examine trends in how these categories are assigned. Method: We analyzed publicly available data released by the U.S. Department of Education from six school years between 2010 and 2020. We examined the use of S/LI and SLD categories across students of different ages at the U.S. national and state levels. Results: We present a trend in which younger students tend to be identified with the S/LI category, whereas older students tend to be identified with the SLD category. This trend is evident in all 6 years of data analyzed at the national level, and in 49 of 50 states. Conclusions: We discuss these findings in the context of research on language disorders to explain this trend. We highlight the potential damaging effects of using inconsistent terminology, including affecting the services for which students with DLD qualify and causing confusion for their parents and educators. [ABSTRACT FROM AUTHOR]

Students with reading disabilities form a heterogeneous group: some struggle with accurate and fast reading (dysfluent readers), others with comprehension (poor comprehenders), and some face challenges in both areas (poor readers). Research has indicated a link between executive functioning skills and reading performance; yet, further studies are necessary to fully understand the executive profiles in various types of reading disabilities. The goal of this study was to examine differences in executive functioning among three types of reading disabilities, comparing their performance with that of children without difficulties in either skill (typical readers). Ninety-one students from schools in Portugal participated in the study. The results reveal specific deficits in naming speed and cognitive flexibility in poor readers and dysfluent readers compared to the other groups. Additionally, poor readers exhibited significantly slower processing speed and lower working memory. However, no significant differences were observed in planning. Discriminant function analysis results indicated that the examined executive functions are better at discriminating groups with fluency deficits than those with comprehension difficulties. In conclusion, these results suggest distinct deficit patterns in executive functioning skills across different types of reading disabilities. Taking into account these findings is crucial for effective assessment and intervention with these children. [ABSTRACT FROM AUTHOR]

Purpose: Speech-language pathologists (SLPs) and researchers face difficulties in moving evidence-based practices from clinical research into widespread practice, in part due to a mismatch between the design of typical intervention research studies and the realities of clinical settings. SLPs must adapt interventions from the literature or established programs to fit the needs of specific clients and settings. Researchers must design studies that better reflect clinical practice. Method: Here, we provide an overview of the Minimal Intervention Needed for Change (MINC) approach, a systematic approach to developing and adapting interventions that focuses on achieving meaningful outcomes within specific contexts. We outline the principles of MINC and illustrate this process through the use of a case study. Results: MINC can support systematic development and adaptation of interventions in clinical and research settings, particularly settings with resource limitations. Conclusions: Researchers should work to align research intervention work with typical clinical settings. This involves both targeting outcomes that are functional and clinically significant and acknowledging resource limitations. SLPs should adapt evidence-based interventions systematically and carefully to meet the needs of clients and settings while retaining the core components of intervention that result in meaningful change for clients. [ABSTRACT FROM AUTHOR]

The focus of the present paper is twofold; the first objective is to examine how children with dyslexia (henceforward DYS children) and typically developing children (henceforward TD children) performed in Greek (first language; L1) compared to English (second language; L2) in reading, phonological awareness (PA), rapid automatized naming (RAN), working memory (WM), and short-term memory (STM) tasks. Our second goal is to investigate DYS children's performance compared to that of TD children in the L1 and L2 domains mentioned above. Thirty-two (DYS = 16; TD = 16) school-aged children (9;7–11;9 years old; Mage = 130.41), basic users of English (level ranging from A1 to A2), carried out a battery test in L1 and L2, respectively, including reading, PA, STM, and WM tasks. More specifically, the tasks were the following: word and nonword decoding, reading accuracy and reading fluency, word and nonword reading per minute, PA, RAN, nonword repetition, as well as forward, backward, and digit span sequencing. This is a work-in-progress study, and preliminary results reveal that DYS students exhibit important reading and memory deficits in both languages. The data analysis indicated that DYS children have particular difficulties and statistically significant differences in L1 and L2 compared to TD in all tasks. In conclusion, this is the first study, at least in Greek, which assesses both reading and memory skills of DYS children in L2. The results reveal deficits in both languages, and the overall findings contribute to theories on the transfer of difficulties of linguistic skills between L1 and L2, while memory scores also underline this co-occurrence. Future implications of this study include a combination of reading and cognitive activities in the teaching methods of English teachers to improve DYS children's overall performance in learning English as L2. [ABSTRACT FROM AUTHOR]

AbstractPurposeMethodResultConclusionChildren with developmental language disorder (DLD) are at heightened risk for reading difficulty. We investigated the home literacy environments of kindergarten children with DLD and typically developing (TD) peers during the COVID-19 pandemic.We analysed scores from standardised assessments of oral language, nonverbal intelligence, and word reading in conjunction with home literacy questionnaire data at three time points.Frequency of engagement in home literacy activities did not differ by group during school closures or when schools reopened. Caregivers from both groups reported increased home literacy engagement during closures. Engagement returned to pre-pandemic levels when schools reopened. For the DLD group, the child’s word reading ability and interest in literacy were positively associated with the home literacy environment. Family history of language and/or literacy difficulty was negatively associated with the home literacy environment. For the TD group, only the child’s interest in literacy was positively associated with the home literacy environment.These findings elucidate the need for further research related to home literacy and families of children with DLD, with a focus on identifying potential strengths and vulnerabilities related to child and caregiver factors. [ABSTRACT FROM AUTHOR]

Continuous technological development, digitalization, Industry 4.0, robotization, virtualization, and related investments in new types of physical assets are imposing increasing financial and intellectual demands on micro, small, and medium-sized enterprises (MSMEs). While fast technological development and rapid societal change make maintenance of a successful competitive edge ever more challenging, they also offer considerable potential for differentiation. In the area of networking and outside resources, MSMEs can utilize external resources and cooperate and collaborate with higher educational institutions (HEI) to boost their innovations pipeline and develop new technologies and processes to generate commercial products/services and improve their service offering. This research explores existing highly effective university–industry collaboration (UIC) models and seeks explanations for their success by examining the literature from the point of view of establishing successful relationships, emphasizing the importance of critical drivers for success. Our work synthesizes current knowledge of best practices based on a comparative analysis of practical collaboration. In the work, we identify eight popular and successful collaboration models: research and development partnerships, internships and co-op programs, knowledge transfer programs, entrepreneurship, and incubation programs, sponsored projects and grants, joint ventures and licensing agreements, executive education, professional and student career development. Based on analysis of globally reviewed successful models, a concept for robust, productive, and extended collaboration between companies and universities is produced suitable for the Finnish context. Several practical experiences are given for robust collaboration in the current post-COVID transition and energy crisis. [ABSTRACT FROM AUTHOR]

The present paper assessed how dyslexia can be identified in school children with another language than their first language. Participants were school children with Norwegian as their second language (L2), and two groups of children with Norwegian as their first language (L1): a control group (L1‐Con), and a dyslexia group (L1‐Dys). All were 2nd and 3rd graders who had attended Norwegian schools from 1st grade on. None of the individuals in L1‐Con or the L2 group were identified with any learning disability. However, slow literacy progress was seen in some L2‐children. The children were tested individually within the symptomatic and cognitive levels. Results were analysed in two steps: (1) group comparisons; (2) L2 individual profiles and tentative L2 subgrouping. An unexpected L2 profile showed language scores below norm, coupled with some scores within and some scores above norm within the cognitive domain. Case assessment of the L2 group resulted in three subgroups: one comparable to L1‐Con, one comparable to L1‐Dys, and one with a result in between these two groups. Low linguistic scores cannot be considered valid markers of dyslexia in L2. Within the cognitive domain, a variety of low scores can indicate dyslexia, while high scores can be compensatory. [ABSTRACT FROM AUTHOR]

Purpose: Learning to read is a complex, multifaceted process that relies on several speech and language–related subskills. Individual differences in word reading outcomes are indicated among children with inaccurate speech sound productions, with some of these children developing later reading difficulties. There are inconsistent reports as to whether phonological deficits and/or weaknesses in oral language explain these subsequent reading difficulties. Thus, it remains unclear how variability in speech production accuracy in early childhood may impact reading development. Therefore, the present longitudinal study seeks to clarify the relation between speech sound production accuracy in kindergarten and subsequent reading outcomes with a focus on additional potential mediating factors. Method: Speech accuracy, core preliteracy skills (phonological awareness, rapid naming, and letter–name knowledge), and additional potential mediators (phonological memory and oral language abilities) were characterized at the start of formal reading instruction. Word reading, decoding, reading fluency, and comprehension were assessed at the end of second grade. Mediation analyses were conducted to examine factors that mediate the relation between speech accuracy in kindergarten and subsequent reading outcomes. Results: Initial associations between early speech sound production accuracy and subsequent reading outcomes were indicated; however, mediation effects of preliteracy skills (phonological awareness and letter–name knowledge) were identified for word reading, decoding, and reading fluency outcomes. For reading comprehension, mediation effects of preliteracy and vocabulary skills were observed. Conclusions: The relation between speech sound production accuracy and subsequent word reading, decoding, reading fluency, and comprehension was observed to be mediated by preliteracy skills, specifically phonological awareness and letter–name knowledge. For reading comprehension only, vocabulary knowledge were of additional importance. [ABSTRACT FROM AUTHOR]

Copyright of Organon (01026267) is the property of Revista Organon and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article describes the development and psychometric properties of a new Dyslexia Marker Test for Children (Dysmate-C). The test was designed to identify Norwegian students who need special instructional attention. The computerized test includes measures of letter knowledge, phoneme awareness, rapid automatized naming, working memory, decoding, and spelling skills. Data were collected from a sample of more than 1,100 students. Item response theory (IRT) was used for the psychometric evaluation, and principal component analysis for checking uni-dimensionality. IRT was further used to select and remove items, which significantly shortened the test battery without sacrificing reliability or discriminating ability. Cronbach's alphas ranged between.84 and.95. Validity was established by examining how well the Dysmate-C identified students already diagnosed with dyslexia. Logistic regression and receiver operating characteristic (ROC) curve analyses indicated good to excellent accuracy in separating children with dyslexia from typical children (area under curve [AUC] =.92). The Dysmate-C meets the standards for reliability and validity. The use of regression-based norms, voice-over instructions, easy scoring procedures, accurate timing, and automatic computation of scores make the test a useful tool. It may be used as part of a screening procedure, and as part of a diagnostic assessment. Limitations and practical implications are discussed. [ABSTRACT FROM AUTHOR]

Recent studies have reported that several cognitive domains benefit from bilingualism, including working memory. The aim of the present study is to specifically explore the effects of bilingual experience on different functions of working memory in children with developmental language disorder (DLD) compared to monolingual children with and without DLD. We therefore investigated n = 42 German speaking monolingual and bilingual children with and without DLD aged six to eight years. We examined two components of working memory often impaired in DLD: verbal short-term memory and the central executive. We expected bilingual children to outperform their monolingual peers. However, our results do not show any advantage of bilingualism since bilingual typically developing (TD) children did not outperform monolingual TD children and bilingual children with DLD did not outperform monolinguals with DLD; this holds for all measures under investigation. The main outcome is that no disadvantage could be found for bilingual children in cognitive functions. Raising a child bilingually does not exacerbate linguistic and cognitive difficulties in children with DLD. However, our preliminary data suggest it does not lead to cognitive advantages in working memory either. [ABSTRACT FROM AUTHOR]

Dynamic assessment (DA), which evaluates the learning process rather than static knowledge, has been found to be effective in diagnosing developmental language disorder (DLD) in English-speaking bilingual children. We present three studies that examine whether a French dynamic word learning task can distinguish caseload children with DLD from control children with typical development (TD). Forty-eight monolingual and 69 bilingual French-speaking children, aged four to nine, were required to learn three to six non-words and their semantic characteristics. DA consisted of three phases: (1) a teaching phase in which non-words were taught to the child; (2) an immediate test phase, with graduated prompts, in which children were required to identify and produce the target words and their semantic features; and (3) a delayed test phase. Global results indicated that there were no differences between monolingual and bilingual TD children on the DA whereas there were differences on the static assessment of vocabulary knowledge: bilinguals performed less well than monolinguals. In addition, DA differentiated control and caseload monolingual children. Further work is needed to develop a dynamic word learning task, administered in one session, which can even more accurately differentiate TD and DLD bilingual children. [ABSTRACT FROM AUTHOR]

Developmental language disorder (DLD) and dyslexia are common but under‐identified conditions that affect children's ability to read and comprehend text. Universal screening is a promising solution for improving under‐identification of DLD and dyslexia; however, we lack evidence for how to effectively implement and sustain screening procedures in schools. In the current study, we solicited input from educators in the United States around perceived barriers and facilitators to the implementation of researcher‐developed screeners for DLD and dyslexia. Using thematic analysis, we identified barriers and facilitators within five domains: (1) features of the screeners, (2) preparation for screening procedures, (3) administration of the screeners, (4) demands on users and (5) screening results. We discuss these findings and ways we can continue improving our efforts to maximise the contextual fit and utility of screening practices in schools. Highlights: What is already known about this topicDLD and dyslexia are common but under‐identified disorders.Universal screening can improve under‐identification of DLD and dyslexia. What this paper addsThis paper presents useful information about contextual and process factors that may facilitate or hinder implementation of universal screening for DLD and dyslexia in schools. Implications for theory, policy or practiceThis paper is an important starting point in understanding what it takes to implement universal screening for DLD and dyslexia in schools. Our findings offer several suggestions of contextual and process factors that might influence the implementation trajectory. They also highlight the importance of leveraging educators' knowledge of routine practice to improve uptake of evidence‐based programmes for children with DLD and dyslexia. [ABSTRACT FROM AUTHOR]

The present study aims to assess differences in executive functioning between monolingual and multilingual 23-month-old toddlers, both when dichotomizing multilingualism and assessing it on a continuum. It is hypothesized that multilinguals, individuals with greater non-dominant language exposure, and individuals with more translation equivalents, would perform better in the following domains: response inhibition, attentional flexibility, and regulation. No differences are expected for working memory. The Early Executive Functions Questionnaire, a newly developed parental report, is used to measure the four executive functions of interest. Multilinguals and individuals with greater non-dominant language exposure have significantly higher response inhibition; however, no differences are noted for any other executive function. Additionally, no associations between translation equivalents and executive functioning are found. Post-hoc analyses reveal that non-dominant language production had a positive correlation with working memory. The present findings support the notion of a domain-specific cognitive advantage for multilingual toddlers. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study was to use an established model of working memory in children to predict an established model of word learning to determine whether working memory explained word learning variance over and above the contributions of expressive vocabulary and nonverbal IQ. Method: One hundred sixty-seven English-speaking second graders (7- to 8- year-olds) with typical development from two states participated. They completed a comprehensive battery of working memory assessments and six word learning tasks that assessed the creation, storage, retrieval, and production of phonological and semantic representations of novel nouns and verbs and the ability to link those representations. Results: A structural equation model with expressive vocabulary, nonverbal IQ, and three working memory factors predicting two word learning factors fit the data well. When working memory factors were entered as predictors after expressive vocabulary and nonverbal IQ, they explained 45% of the variance in the phonological word learning factor and 17% of the variance in the semantic word learning factor. Thus, working memory explained a significant amount of word learning variance over and above expressive vocabulary and nonverbal IQ. Conclusion: Results show that working memory is a significant predictor of dynamic word learning over and above the contributions of expressive vocabulary and nonverbal IQ, suggesting that a comprehensive working memory assessment has the potential to identify sources of word learning difficulties and to tailor word learning interventions to a child’s working memory strengths and weaknesses. [ABSTRACT FROM AUTHOR]

The Covid-19 Pandemic is one of the greatest threats to the education of children especially to poor countries and communities. As countries imposed a lockdown and community quarantine, schools were forced to close and shift instantly to on-line teaching and learning. In the Philippines, while schools are given the permit to continue the education of students for the next school year, the government insists that there will be no face-toface education as long as there is still an imminent danger of virus transmission. As educators, we already experienced and witnessed how difficult for our students, especially the poor and the indigenous peoples, to cope with the different modalities of learning and the country to provide the needed support to students and teachers during this new educational set-up caused by Covid-19 outbreak. This present paper focuses on the perception and experiences of indigenous students in Southern Mindanao, Philippines in relation to Covid-19 pandemic and their fears and worries concerning their lives and their education in the so-called new normal. This paper will further offer practical suggestions to government and educational leaders on how to address the educational needs of the students, especially the indigenous peoples. [ABSTRACT FROM AUTHOR]

The educational situation of the Philippines, for the current school year (SY 2019-2020), has changed because of COVID-19 pandemic. As a result, the Philippines became one of the countries worldwide that has suspended their classes. As couple educators, this scenario forced us to a deep reflection on how to ensure that education of children will not be hampered even when they are forced to stay at home. Since online education is already practiced in many countries, we thought that it might be best to explore on this possible mode of education. We designed an assisted learning instruction where learners are given opportunities to learn using the available new learning platforms. It started with a simple call through an advertisement posted on Facebook where eighteen (18) children participated in this free-online tutorial program. This is a five-week e-learning program utilizing the Google tools such as Google Classroom and Google Meet. Specific tasks and activities are provided where learners are expected to complete by the end of the week with the help and guidance from their parents or guardians. This paper discusses the assessment on the strengths and weaknesses of this program as reported by the parents of our students. Results confirmed that the transition of learning to online education became helpful and beneficial where gained experiences can be used in the future. This paper also presents important and practical inputs to teachers and educational heads for policy and program making in the education of students in the socalled new normal. [ABSTRACT FROM AUTHOR]

Copyright of Language, Society & Communication / Llengua, Societat i Comunicació is the property of Llengua, Societat i Comunicacio and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Miscelánea: A Journal of English & American Studies is the property of Miscelanea: A Journal of English & American Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)