73 results on '"Shelley Gray"'
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2. The Efficacy of 'Story Champs' for Improving Oral Language in Third-Grade Spanish-English Bilingual Students with Developmental Language Disorder
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R. J. Risueño, Shelley Gray, and Savannah Romeo
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Purpose: We investigated the efficacy of "Story Champs" for improving oral language in third-grade Spanish-English bilingual children with developmental language disorder (DLD). Method: We implemented a concurrent multiple-baseline across-participants single-case design with four bilingual Spanish-English third-grade students with DLD. Treatment was carried out over 12 sessions with approximately two sessions per week. Maintenance sessions were conducted 1, 2, and 4 weeks postintervention. Participants were explicitly taught story grammar elements, causal and temporal connections, and modifiers within story retells and personal narratives. Dependent variables were story grammar, grammatical complexity, modifiers and listening comprehension within story retells, and story grammar and grammatical complexity within personal narratives. Outcome measures were assessed at the end of every baseline, intervention, and maintenance session using the Narrative Language Measures--Listening (NLM-L). Results: Visual analyses for outcome measures suggested slight increases in scores on the NLM-L during intervention accompanied by marked variability. Within-case analyses of story retell performance suggested an intervention effect on story grammar for two participants and on grammatical complexity and modifier use for one participant. For personal narratives, within-case analyses of personal narrative performance suggested an intervention effect on story grammar for one participant. Conclusions: Overall, "Story Champs" demonstrated efficacy for improving story grammar use in story retells for three out of four participants. It did not show efficacy for improving grammatical complexity, modifier use, or listening comprehension within story retells, nor did it show efficacy for improving story grammar and grammatical complexity within personal narratives.
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- 2024
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3. Efficacy of the Teaching Early Literacy and Language (TELL) Curriculum with Low-Income Preschoolers
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Society for Research on Educational Effectiveness (SREE), Shelley Gray, Jeanne Wilcox, Mark Reiser, and Scott Marley
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This study examined the efficacy of the TELL preschool curriculum for promoting the acquisition of oral language and early literacy skills in preschool children from low-income families. National assessment results indicate a sustained and persistent achievement gap in the reading skills of children from more- versus less-advantaged backgrounds (National Assessment of Educational Progress, 2019). In fact, over the past 20 years gaps between poor White students and their poor Black and Hispanic peers grew (Paschall, Gershoff, & Kuhfeld, 2018). Historically, the percentage of children in a school who live in poverty is the single best predictor of standardized reading comprehension scores at all grade levels (Ransdell, 2011). As a group, children from economically disadvantaged households start school with lower language skills (Dickinson, 2011; Hanson et al., 2011), poorer phonological sensitivity (Bowey, 1995; Raz & Bryant, 1990), and poorer print concepts than their more-advantaged peers (Smith & Dixon, 1995). Provision of high-quality preschool programs for children from families living in poverty is a national priority, predicated on a growing body of evidence demonstrating that preschool can have positive, long-lasting benefits for all children. Further, children from economically disadvantaged families may benefit more from high quality preschool programs than children from higher SES families (Schweinhart, 2013). The "Teaching Early Literacy and Language" (TELL) Tier 1 curriculum package was designed to promote high quality preschool programs. Research indicates that high-quality programs include (a) responsive teaching and classroom environments that offer a variety of learning opportunities (Mashburn & Pianta, 2010; Pianta, La Paro, & Hamre, 2008), (b) implementation of empirically-based curricula with sufficient "active ingredients" to bring about positive impacts on children's language, literacy, social, and cognitive skills (Diamond et al., 2013), (c) teaching that matches children's developmental levels, and (d) provision of effective professional development that is aligned to desired child outcomes (Pianta, et al., 2009). The TELL package includes each of these important components. Method: Preschools serving low-income children in the Phoenix metropolitan area were recruited for the study. Most were Head Start or Title 1 programs. We implemented an RCT with a three-cohort design across three years, with preschool teachers serving as the unit of assignment. Teachers were stratified by school/agency and then randomized to the experimental (TELL) or business-as-usual (BAU) condition. Enrollment for the three cohorts was 500 children (285 TELL and 215 BAU) from 63 preschool classrooms (34 TELL and 29 BAU). Because maternal education and children's academic outcomes, cognitive development, and speech and language skills are often significantly correlated (e.g., Magnuson, Sexton, Davis-Kean, & Aletha, 2009), all analyses included maternal education as a covariate. Child outcomes were measured using (a) Curriculum-Based Measures (CBMs) administered at six unequally spaced time points across the school year coinciding with the end of instructional unit; (b) the Preschool Early Literacy Indicators (PELI; Kaminski, Abbott, Bravo, Latimer, & Good, 2014) that measured children's alphabet knowledge, vocabulary, comprehension, and phonological awareness at three time points during the year (beginning of year, January, end of year), and (c) the Listening Comprehension and Phonological Coding subtests of the Woodcock-Johnson IV Test of Achievement (Schrank, McGrew, Mather, & Woodcock, 2014) administered at the beginning and end of the year. Results: We tested for but found no cohort effects for Years 1, 2, and 3; thus, cohorts were combined into a single sample for the analyses. Because of COVID-19, we were not able to collect end of year data for Cohort 3. The missing data due to COVID-19, as well as any missing data because of child absences, was treated as missing at random. For the CBMs and the PELI, linear mixed models using a normal distribution for the response variable was employed with fixed effects factors for treatment and time, random effects for school, and random coefficients at the child level. Child was crossed with time, but children were nested within classrooms, and classrooms were nested within treatment level. A treatment by quadratic time trend interaction was investigated for each CBM, but none were significant. The mixed model specified random coefficients for intercept and linear slope, so each child has his or her own growth trajectory, and the random intercept and slope terms also accommodate heterogeneous variance and covariance across time. As shown in Table 1, results indicated a significant time x condition effect for the Letter Sounds, Print Awareness, and Beginning Sounds CBMs, with growth in TELL classrooms significantly higher than growth in BAU classrooms. The effect for the Narrative Story Retell CBM was not significant. As shown in Table 2, results indicated a significant time x condition effect for the PELI Alphabet Knowledge and Phonological Awareness subtests in favor of TELL classrooms, but no significant effect for the Vocabulary or Comprehension subtests. The mixed model for the Woodcock-Johnson IV subtests included a random effect for classroom and a fixed effect for occasion instead of random intercept and slope terms for trend over time. As shown in Table 3, results indicated a significant between-group difference in favor of TELL classrooms on the Woodcock-Johnson IV Phonological Coding subtest but no differences on the Listening Comprehension subtest. Discussion: The use of an efficacious Tier 1 language and literacy curriculum has the potential to increase the quality of early childhood programs and to have positive, long-lasting effects on children's development and success in elementary school. The present study demonstrated TELL's effectiveness for supporting learning of essential oral language and early literacy skills including print and phonological awareness (CBMs), alphabet knowledge and phonological awareness (PELI), and a distal, norm-referenced measure of phonological coding (WJ-IV). The findings are consistent with those from two previous TELL RCTs with children with developmental speech and/or language impairments (Wilcox, Gray, Guimond, & Lafferty, 2011; Wilcox, Gray, & Reiser, 2013, Gray, Wilcox, & Reiser, 2015). Taken together, evidence shows that the TELL Tier 1 curriculum is efficacious for teaching oral language and early literacy skills to preschoolers from low-income households.
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- 2021
4. Phonological Working Memory and Sentence Production in School-Age Children with Typical Language, Dyslexia, and Comorbid Dyslexia and Developmental Language Disorder
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Heidi M. METTLER, Mary ALT, Shelley GRAY, Tiffany P. HOGAN, Samuel GREEN, and Nelson COWAN
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Linguistics and Language ,Developmental and Educational Psychology ,Experimental and Cognitive Psychology ,General Psychology ,Language and Linguistics - Abstract
Purpose Little is known about the relationship between sentence production and phonological working memory in school-age children. To fill this gap, we examined how strongly these constructs correlate. We also compared diagnostic groups’ working memory abilities to see if differences co-occurred with qualitative differences in their sentences. Method We conducted Bayesian analyses on data from seven- to nine-year-old children (n = 165 typical language, n = 81 dyslexia-only, n = 43 comorbid dyslexia and developmental language disorder). We correlated sentence production and working memory scores and conducted t tests between groups’ working memory scores and sentence length, lexical diversity, and complexity. Results Correlations were positive but weak. The dyslexic and typical groups had dissimilar working memory and comparable sentence quality. The dyslexic and comorbid groups had comparable working memory but dissimilar sentence quality. Conclusion Contrary to literature-based predictions, phonological working memory and sentence production are weakly related in school-age children.
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- 2022
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5. Phonological working memory and central executive function differ in children with typical development and dyslexia
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Annie B. Fox, Nelson Cowan, Tiffany P. Hogan, Shelley Gray, Mary Alt, and Roy Levy
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media_common.quotation_subject ,Experimental and Cognitive Psychology ,Gray (unit) ,Article ,Education ,Dyslexia ,Executive Function ,Developmental and Educational Psychology ,medicine ,Humans ,Attention ,Child ,Function (engineering) ,media_common ,Factor analysis ,Working memory ,Contrast (statistics) ,Linguistics ,Cognition ,General Medicine ,medicine.disease ,Memory, Short-Term ,Model test ,Psychology ,Cognitive psychology - Abstract
The primary purpose of this study was to compare the working memory performance of monolingual English-speaking 2(nd−)grade children with dyslexia (N=82) to 2(nd) grade children with typical development (N = 167). Prior to making group comparisons, it is important to demonstrate invariance between working memory models in both groups or between-group comparisons would not be valid. Thus, we completed invariance testing using a model of working memory that had been validated for children with typical development (Gray et al., 2017) to see if it was valid for children with dyslexia. We tested three types of invariance: configural (does the model test the same constructs?), metric (are the factor loadings equivalent?), and scalar (are the item intercepts the same?). Group comparisons favored the children with typical development across all three working memory factors. However, differences in the Focus-of-Attention/Visuospatial factor could be explained by group differences in non-verbal intelligence and language skills. In contrast, differences in the Phonological and Central Executive working memory factors remained, even after accounting for non-verbal intelligence and language. Results highlight the need for researchers and educators to attend not only to the phonological aspects of working memory in children with dyslexia, but also to central executive function. Working memory can be defined as an individual’s capacity for retaining a limited amount of information in an accessible form that allows it to be used or manipulated to carry out various cognitive tasks (Cowan, 2017). It underpins important academic functions (e.g., Cowan, 2014; Knoop-van Campen et al., 2018; Peng et al., 2016; 2018; Rhodes et al., 2016) with research suggesting that aspects of working memory are impaired in at least a subset of children with dyslexia (e.g., Gray et al., 2019; Jeffries & Everatt, 2004; Swanson & Sachse-Lee, 2001). Prior to making between-group comparisons that would suggest working memory impairment, however, we require evidence that the same working memory construct is being measured across groups. Invariance analyses test this very thing: they mathematically determine if a model fits similarly for two groups. If models are not invariant across groups, results of between-group comparisons could be invalid, uninterpretable (e.g., Fisher & Karl, 2019), and include systematic measurement error (e.g., Yoon & Lai, 2018). Therefore, the first purpose of this study was to determine whether a working memory model that fit the data for second-grade children with typical development (TD; Gray et al., 2017) would be invariant when we tested the same model with a group of second-grade children with dyslexia who completed the same working memory tasks. We used a multi-step process to test configural invariance (equivalence of model form), metric invariance (equivalence of factor loadings) and scalar invariance (equivalence of item intercepts). With invariance established, we proceeded to compare factor means on working memory measures for the groups with TD and dyslexia and to determine whether non-verbal intelligence and omnibus oral language measures could account for potential differences in the factor means (see Figure 1).
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- 2021
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6. Selective visual attention skills differentially predict decoding and reading comprehension performance across reading ability profiles
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Hope Sparks Lancaster, Shelley Gray, and Jing Li
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media_common.quotation_subject ,Dyslexia ,medicine.disease ,Article ,Education ,Reading comprehension ,Reading (process) ,Developmental and Educational Psychology ,medicine ,Visual attention ,Psychology (miscellaneous) ,Psychology ,Decoding methods ,Cognitive psychology ,media_common - Abstract
BACKGROUND: The purpose of this study was to examine the relationship between selective visual attention (SVA), reading decoding, listening comprehension and reading comprehension in children with and without a reading disorder. METHODS: We used longitudinal data from the Avon Longitudinal Study of Parents and Children. We split children into four groups: Typical Readers, Dyslexics, Poor Comprehenders and Comorbid Reading Disorder. We included measures of single word reading, nonword reading, spelling, phonological processing, vocabulary, receptive language, nonverbal intelligence, selective attention and reading comprehension. We used analysis of variance, correlations and structural equation modelling to examine the relationship between SVA and reading. We fit two possible models: SVA Indirect and SVA Direct. The difference between these models was the inclusion of a direct path from SVA to reading comprehension. RESULTS: We examined an indirect model, where SVA predicted reading comprehension through word decoding and listening comprehension, and a direct model, which included a pathway from SVA to reading comprehension. Based on our analysis of variance and correlation results, we collapsed the Dyslexic, Poor Comprehenders and Comorbid Reading Disorder groups for the structural equation modelling. We found evidence that for Typical Readers, an indirect model was the best fit, whereas the direct model was the best model for children with a reading disorder. CONCLUSIONS: Selective visual attention is related to reading comprehension. This relationship differs for children with and without a reading disorder.
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- 2021
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7. The Process and Product of Coherence Monitoring in Young Readers: Effects of Reader and Text Characteristics
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Marilyn S. Thompson, Maria Adelaida Restrepo, Kate Cain, Mindy Sittner Bridges, Shelley Gray, Jinxiang Hu, Gillian Francey, Margeaux F. Ciraolo, Nicola K. Currie, and Robert Davies
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Computer science ,05 social sciences ,Process (computing) ,050301 education ,Coherence (statistics) ,050105 experimental psychology ,Article ,Education ,Product (mathematics) ,0501 psychology and cognitive sciences ,Narrative ,Psychology (miscellaneous) ,0503 education ,Cognitive psychology - Abstract
We examined sixth graders' detection of inconsistencies in narrative and expository passages, contrasting participants who were monolingual speakers (N = 85) or Spanish-English DLLs (N = 94) when recruited in pre-kindergarten (PK). We recorded self-paced reading times and judgments about whether the text made sense, and took an independent measure of word reading. Main findings were that inconsistency detection was better for narratives, for participants who were monolingual speakers in PK, and for those who were better word readers. When the text processing demands were increased by separating the inconsistent sentence and its premise with filler sentences there was a stronger signal for inconsistency detection during reading for better word readers. Reading patterns differed for texts for which children reported an inconsistency compared to those for which they did not, indicating a failure to adequately monitor for coherence while reading. Our performance measures indicate that narrative and expository texts make different demands on readers.
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- 2020
8. Double-Bubble Thinking Maps and Their Effect on Reading Comprehension in Spanish-English Bilingual Middle School Students With Learning Disabilities
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Kristie L. Calvin and Shelley Gray
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Behavioral Neuroscience ,Spanish english ,Reading comprehension ,education ,General Health Professions ,Learning disability ,Mathematics education ,medicine ,Single-subject design ,medicine.symptom ,Psychology ,Education - Abstract
The purpose of this single case design study was to examine the efficacy of using double-bubble Thinking Maps to improve the reading comprehension of middle school Spanish-English bilingual middle school students with learning disabilities. Participants included three female Spanish-English bilingual middle school students with learning disabilities. In this multiple baseline across participants single case design study, we taught students to create a double-bubble map, a type of compare and contrast graphic organizer, for 12 expository compare and contrast text passages over 12 forty-five minute sessions. We assessed performance on creating the double-bubble map and on reading comprehension measures across baseline, intervention, and maintenance phases. Each participant learned to create an accurate double-bubble map for compare and contrast expository texts within two sessions. Reading comprehension scores began to increase within two intervention sessions for each participant. Results showed the positive effect of using the double-bubble Thinking Map to improve reading comprehension of compare and contrast texts. Individual (.895–.967) and overall (.94) TAU-U effect sizes showed the intervention to be highly effective. Based on the effect sizes, the double-bubble Thinking Map was effective for improving the reading comprehension of middle school Spanish-English bilingual students with learning disabilities.
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- 2020
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9. Spelling errors reveal underlying sequential and spatial processing deficits in adults with dyslexia
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Andria Albert, Shelley Gray, and Beate Peter
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Adult ,Linguistics and Language ,Letter processing ,050105 experimental psychology ,Language and Linguistics ,Task (project management) ,Dyslexia ,Word knowledge ,030507 speech-language pathology & audiology ,03 medical and health sciences ,Speech and Hearing ,Spatial Processing ,medicine ,Humans ,0501 psychology and cognitive sciences ,Language ,Confusion ,05 social sciences ,medicine.disease ,Spelling ,Reading ,medicine.symptom ,0305 other medical science ,Psychology ,Homophone ,Word (group theory) ,Cognitive psychology - Abstract
Recent studies showed that some adults with dyslexia have difficulty processing sequentially arranged information. In a companion study, this deficit manifested as low accuracy during a word pair comparison task involving same/different decisions when two words differed in their letter sequences. This sequential deficit was associated with left/right spatial letter confusion. In the present study, we found the same underlying difficulty with sequential and spatial letter processing during word spelling. Participants were the same 22 adults with dyslexia and 20 age- and gender-matched controls as in the companion study. In the spelling task, sequential error rates were higher in the dyslexia group, compared to the controls. Measures of accuracy of serial letter order during the spelling task and the word comparison task were correlated. Only three participants, each with dyslexia, produced left/right letter reversals during spelling. These were the same participants who produced left/right errors when naming single letters. They also had profound difficulty with sequential and left/right letter processing in the spelling and word comparison tasks, and they had the most severe spelling impairment. We conclude that this pervasive, persistent difficulty with sequential and spatial reversals contributes to a severe dyslexia subtype. In the dyslexia group as a whole, additional and separate sources of errors were underspecified word representations in long-term memory and homophone errors that likely represent language-based deficits in word knowledge. In the participants, these three factors (sequential/spatial letter confusion, underspecified word form representation, language-based deficits) occurred either as single factors or in combination with each other.
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- 2020
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10. Preschoolers with developmental speech and/or language impairment: Efficacy of the Teaching Early Literacy and Language (TELL) curriculum
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Shelley Gray, M. Jeanne Wilcox, and Mark Reiser
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Vocabulary ,Sociology and Political Science ,media_common.quotation_subject ,Teaching method ,education ,05 social sciences ,050301 education ,Vocabulary development ,Literacy ,Education ,Developmental psychology ,Test (assessment) ,Phonological awareness ,Developmental and Educational Psychology ,0501 psychology and cognitive sciences ,Psychology ,0503 education ,Curriculum ,At-risk students ,050104 developmental & child psychology ,media_common - Abstract
Young children with developmental speech and/or language impairment (DSLI) often fail to develop oral language and early literacy skills that are foundational for subsequent schooling and reading success. The purpose of this investigation was to examine the efficacy of the Teaching Early Literacy and Language (TELL) curriculum and associated evidence-based teaching practices. Participants included 91 preschool classroom teachers and 202 male and 87 female preschoolers with DSLI who were enrolled in their classes. Children ranged in age from 43 to 63 months. In this cluster RCT, classroom teachers were randomly assigned to implement the TELL curriculum or to continue with their business-as-usual (BAU) curriculum. Proximal outcomes were assessed with investigator developed curriculum-based measures (CBMs) administered six times over the school year. Distal tests (pre-post) of oral language and early literacy skills included an investigator-developed pre-post expressive and receptive vocabulary test, two additional standardized measures (Clinical Evaluation of Language Fundamentals-Preschool 2nd Edition, the Test of Preschool Early Literacy). A benchmarked early literacy assessment, the Phonological Awareness and Literacy Screening PreK, was also administered. Results indicated a significant TELL effect for all CBMs at later measurement points with Cohen's ds in the medium (0.43) to very large (1.25) range. TELL effects were also noted for the distal vocabulary measure with small to medium between-group effect sizes (Cohen’s f^2 range from 0.02 to 0.44). There were no significant TELL effects for the standardized distal measures. Based on progress measures, the TELL curriculum was effective for improving the oral language and early literacy skills of young children with DSLI.
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- 2020
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11. Spoken Word Learning Differences Among Children With Dyslexia, Concomitant Dyslexia and Developmental Language Disorder, and Typical Development
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Tiffany P. Hogan, Shelley Gray, Nora Schlesinger, Nelson Cowan, and Mary Alt
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Male ,Spoken word ,Linguistics and Language ,media_common.quotation_subject ,Semantics ,Verbal learning ,050105 experimental psychology ,Language and Linguistics ,Dyslexia ,03 medical and health sciences ,Speech and Hearing ,0302 clinical medicine ,Reading (process) ,medicine ,Humans ,Learning ,Semantic memory ,Language Development Disorders ,0501 psychology and cognitive sciences ,Child ,media_common ,Analysis of Variance ,05 social sciences ,Forum: Vocabulary Across the School Grades ,Bayes Theorem ,Phonology ,Verbal Learning ,medicine.disease ,Vocabulary development ,Reading ,Language Therapy ,Female ,Psychology ,030217 neurology & neurosurgery ,Cognitive psychology - Abstract
Purpose The purpose of our study was to test the hypotheses (a) that children with dyslexia have spoken word learning deficits primarily related to phonology and (b) that children with dyslexia and concomitant developmental language disorder (DLD) have word learning deficits related to both phonology and semantic processing when compared to peers with typical development (TD). Method Second-graders with dyslexia ( n = 82), concomitant dyslexia and DLD (dyslexia + DLD; n = 40), and TD ( n = 167) learned names and semantic features for cartoon monsters in 5 carefully controlled word learning tasks that varied phonological and semantic demands. The computer-based tasks were played in 6 different word learning games. We analyzed results using Bayesian statistics. Results In general, the dyslexia + DLD group showed lower accuracy on tasks compared to the dyslexia and TD groups. As predicted, word learning tasks that taxed phonology revealed deficits in the dyslexia group, although there were some exceptions related to visual complexity. Word learning deficits in the dyslexia + DLD group were present in tasks that taxed phonology, semantic processing, or both. Conclusions The dyslexia + DLD group demonstrated word learning deficits across the range of word learning tasks that tapped phonology and semantic processing, whereas the dyslexia group primarily struggled with the phonological aspects of word learning. Supplemental Material https://doi.org/10.23641/asha.9807929
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- 2019
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12. Lancaster_etal_2021_JRR_preprint
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Hope Lancaster, Shelley Gray, and Jing Li
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Background: The purpose of this study was to examine the relationship between selective visual attention (SVA), reading decoding, listening comprehension, and reading comprehension in children with and without a reading disorder.Methods: We used longitudinal data from the Avon Longitudinal Study of Parents and Children (ALSPAC). We split children into four groups: Typical Readers, Dyslexics, Poor Comprehenders, and Comorbid Reading Disorder. We included measures of single word reading, nonword reading, spelling, phonological processing, vocabulary, receptive language, nonverbal intelligence, selective attention, and reading comprehension. We used ANOVA, correlations, and structural equation modeling (SEM) to examine the relationship between SVA and reading. We fit two possible models: SVA Indirect and SVA Direct. The difference between these models was the inclusion of a direct path from SVA to reading comprehension.Results: We examined an indirect model, where SVA predicted reading comprehension through word decoding and listening comprehension, and a direct model, which included a pathway from SVA to reading comprehension. Based on our ANOVA and correlation results, we collapsed the Dyslexic, Poor Comprehenders, and Comorbid Reading Disorder Groups for the SEM. We found evidence that for Typical Readers, an indirect model was the best fit, whereas the direct model was the best model for children with a reading disorder.Conclusions: Selective visual attention is related to reading comprehension. This relationship differs for children with and without a reading disorder.
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- 2021
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13. Sequential and spatial letter reversals in adults with dyslexia during a word comparison task: demystifying the 'was saw' and 'db' myths
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Beate Peter, Shelley Gray, Andria Albert, and Heracles Panagiotides
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Adult ,Linguistics and Language ,Dyslexia ,Mythology ,medicine.disease ,behavioral disciplines and activities ,Language and Linguistics ,nervous system diseases ,Task (project management) ,Speech and Hearing ,Reading ,mental disorders ,medicine ,Humans ,Psychology ,Child ,psychological phenomena and processes ,Word (computer architecture) ,Cognitive psychology - Abstract
Whether sequential and spatial letter reversals characterize dyslexia in children has been unclear, largely due to developmental variability of these errors in children with and without dyslexia. Here we demonstrate both types of reversals for the first time in adults with dyslexia (n = 22) but not in control adults (n = 20). Participants evaluated 576 word pairs that consisted of two identical words or two words that differed subtly, by categorizing them as same or different. Two subsets of word pairs differed in sequential (e.g. "two tow") and spatial (e.g. "cob cod") letter reversals. The adults with dyslexia were less accurate than the controls regarding both types of word pairs. Their accuracy during left/right letter reversals was lower, compared to both up/down letter reversals (e.g. "cub cup") and nonsymmetric letter similarities (e.g. "half halt"). Accuracy during left/right reversals was correlated with accuracy during sequential rearrangement in the word pair task as well as with a composite measure of sequential processing based on nonword repetition, nonword reading, and multisyllabic word repetition. It was also correlated with a composite measure of literacy skills. A subset of the dyslexia group who produced left/right errors during a rapid single letter naming task obtained lower accuracy than the dyslexia subgroup without such errors during both types of letter reversals, and their overall literacy skills were lower. We conclude that sequential and left/right letter reversals characterize a severe dyslexia subtype. These two types of reversal are associated, are part of a general deficit in sequential processing likely due to cerebellar deficits, and persist into adulthood.
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- 2020
14. The Dimensionality of Oral Language in Kindergarten Spanish–English Dual Language Learners
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Shelley Gray, Ann A. O'Connell, Maria Adelaida Restrepo, Gloria Yeomans-Maldonado, Alain Bengochea, Carol Mesa, and Shara Brinkley
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Male ,Linguistics and Language ,Vocabulary ,media_common.quotation_subject ,First language ,Multilingualism ,Language Development ,050105 experimental psychology ,Language and Linguistics ,Speech and Hearing ,Dual language ,Humans ,0501 psychology and cognitive sciences ,Longitudinal Studies ,Child ,media_common ,Grammar ,05 social sciences ,050301 education ,Hispanic or Latino ,Language acquisition ,Linguistics ,Language development ,Child, Preschool ,Female ,Psychology ,0503 education ,Child Language ,Curse of dimensionality - Abstract
Purpose The purpose of this study was to examine the latent dimensionality of language in dual language learners (DLLs) who spoke Spanish as their native language and were learning English as their second language. Method Participants included 259 Spanish–English DLLs attending kindergarten. In the spring of their kindergarten year, children completed vocabulary, grammar, listening comprehension, and higher level language measures (comprehension monitoring and inferencing) in Spanish and English. Results Two models with similar fits best describe the data. The first was a bifactor model with a single general language factor “ l, ” plus 2 additional language factors, 1 for Spanish and 1 for English. The second model was a 4-factor model, 1 for English that included all English language measures and 3 additional factors that included Spanish vocabulary, Spanish grammar, and Spanish higher level language. Conclusions These results indicate that a general language ability may underlie development in both Spanish and English. In contrast to a unidimensional structure found for monolingual English-speaking kindergarteners, oral language appears to be multidimensional in Spanish–English DLL kindergarteners, but multidimensionality is reflected in Spanish, not English.
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- 2018
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15. Phonological vulnerability for school-aged Spanish-English-speaking bilingual children
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Samuel B. Green, Nelson Cowan, Mary Alt, Shelley Gray, Jessie A. Erikson, and Tiffany P. Hogan
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050101 languages & linguistics ,Linguistics and Language ,Intelligence quotient ,05 social sciences ,050301 education ,Phonology ,Article ,Language and Linguistics ,Vocabulary development ,Education ,Developmental psychology ,Language transfer ,English phonology ,Task analysis ,0501 psychology and cognitive sciences ,Language proficiency ,Psychology ,0503 education ,Neuroscience of multilingualism - Abstract
This study examined accuracy on syllable-final (coda) consonants in newly-learned English-like nonwords to determine whether school-aged bilingual children may be more vulnerable to making errors on English-only codas than their monolingual, English-speaking peers, even at a stage in development when phonological accuracy in productions of familiar words is high. Bilingual Spanish-English-speaking second- graders (age 7-9) with typical development (n=40) were matched individually with monolingual peers on age, sex, and speech skills. Participants learned to name sea monsters as part of five computerized word learning tasks. Dependent t-tests revealed bilingual children were less accurate than monolingual children in producing codas unique to English; however, the groups demonstrated equivalent levels of accuracy on codas that occur in both Spanish and English. Results suggest that, even at high levels of English proficiency, bilingual Spanish-English-speaking children may demonstrate lower accuracy than their monolingual English-speaking peers on targets that pattern differently in their two languages. Differences between a bilingual’s two languages can be used to reveal targets that may be more vulnerable to error, which could be a result of cross-linguistic effects or more limited practice with English phonology.
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- 2018
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16. Short-term Memory in Childhood Dyslexia: Deficient Serial Order in Multiple Modalities
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Tiffany P. Hogan, Shara Brinkley, Shelley Gray, Kathryn L. Cabbage, Samuel B. Green, Mary Alt, and Nelson Cowan
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Recall ,Working memory ,05 social sciences ,Dyslexia ,Short-term memory ,Experimental and Cognitive Psychology ,Phonology ,General Medicine ,Mnemonic ,Specific language impairment ,medicine.disease ,050105 experimental psychology ,Education ,03 medical and health sciences ,0302 clinical medicine ,Developmental and Educational Psychology ,medicine ,Memory span ,0501 psychology and cognitive sciences ,Psychology ,030217 neurology & neurosurgery ,Cognitive psychology - Abstract
In children with dyslexia, deficits in working memory have not been well-specified. We assessed second-grade children with dyslexia, with and without concomitant specific language impairment, and children with typical development. Immediate serial recall of lists of phonological (non-word), lexical (digit), spatial (location) and visual (shape) items were included. For the latter three modalities, we used not only standard span but also running span tasks, in which the list length was unpredictable to limit mnemonic strategies. Non-word repetition tests indicated a phonological memory deficit in children with dyslexia alone compared with those with typical development, but this difference vanished when these groups were matched for non-verbal intelligence and language. Theoretically important deficits in serial order memory in dyslexic children, however, persisted relative to matched typically developing children. The deficits were in recall of (1) spoken digits in both standard and running span tasks and (2) spatial locations, in running span only. Children with dyslexia with versus without language impairment, when matched on non-verbal intelligence, had comparable serial order memory, but differed in phonology. Because serial orderings of verbal and spatial elements occur in reading, the careful examination of order memory may allow a deeper understanding of dyslexia and its relation to language impairment. Copyright © 2017 John Wiley & Sons, Ltd.
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- 2017
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17. The impact of multisensory instruction on learning letter names and sounds, word reading, and spelling
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Nora Schlesinger and Shelley Gray
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Male ,Phonics ,Psycholinguistics ,Education ,Dyslexia ,Speech and Hearing ,Stimulus modality ,Phonetics ,Orton-Gillingham ,medicine ,Humans ,Learning ,Names ,0501 psychology and cognitive sciences ,Child ,Language ,05 social sciences ,050301 education ,Kinesthetic learning ,medicine.disease ,Spelling ,Linguistics ,Multiple baseline design ,Acoustic Stimulation ,Reading ,Touch ,Female ,Psychology ,0503 education ,Photic Stimulation ,Follow-Up Studies ,050104 developmental & child psychology ,Cognitive psychology - Abstract
The purpose of this study was to investigate whether the use of simultaneous multisensory structured language instruction promoted better letter name and sound production, word reading, and word spelling for second grade children with typical development (N = 6) or with dyslexia (N = 5) than structured language instruction alone. The use of non-English graphemes (letters) to represent two pretend languages was used to control for children's lexical knowledge. A multiple baseline, multiple probe across subjects single-case design, with an embedded alternating treatments design, was used to compare the efficacy of multisensory and structured language interventions. Both interventions provided explicit systematic phonics instruction; however, the multisensory intervention also utilized simultaneous engagement of at least two sensory modalities (visual, auditory, and kinesthetic/tactile). Participant's graphed data was visually analyzed, and individual Tau-U and weighted Tau-U effect sizes were calculated for the outcome variables of letter name production, letter sound production, word reading, and word spelling. The multisensory intervention did not provide an advantage over the structured intervention for participants with typical development or dyslexia. However, both interventions had an overall treatment effect for participants with typical development and dyslexia, although intervention effects varied by outcome variable.
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- 2017
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18. Executive Function in Preschoolers with Primary Language Impairment
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Shelley Gray and Hui Chun Yang
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Male ,Linguistics and Language ,Visual perception ,media_common.quotation_subject ,First language ,Motor Activity ,Neuropsychological Tests ,050105 experimental psychology ,Language and Linguistics ,Speech therapy ,Developmental psychology ,Executive Function ,Speech and Hearing ,Reaction Time ,Humans ,Speech ,Attention ,Language Development Disorders ,0501 psychology and cognitive sciences ,Motor activity ,Function (engineering) ,media_common ,Analysis of Variance ,05 social sciences ,Cognition ,Inhibition, Psychological ,Child, Preschool ,Visual Perception ,Female ,Psychology ,050104 developmental & child psychology - Abstract
Purpose The purpose of this study was to evaluate whether preschoolers with primary language impairment (PLI) show deficits in executive function (EF) compared with their peers with typical development (TD) when inhibition, updating, and mental-set shifting are examined using both linguistically based and visually based tasks. Method Twenty-two 4- and 5-year-old preschoolers with PLI and 30 preschoolers with TD completed 2 sets of computerized EF tasks: 3 that were linguistically based and 3 that were visually based. This permitted us to test the hypothesis that poor performance on EF tasks in preschoolers with PLI results from impaired language rather than impaired EF. Results The PLI group scored significantly lower than the TD group on linguistically and visually based updating tasks and mental-set shifting tasks. The PLI and TD groups did not differ significantly for accuracy or response time on linguistically and visually based inhibition tasks. Conclusion Results suggest that preschool-age children with PLI have domain-general EF deficits in updating and mental-set shifting but not inhibition deficits, as measured by our tasks.
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- 2017
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19. The structure of working memory in young children and its relation to intelligence
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Mary Alt, Shelley Gray, Samuel B. Green, Shara Brinkley, Nelson Cowan, Trudy Kuo, and Tiffany P. Hogan
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Linguistics and Language ,Working memory ,05 social sciences ,Memory rehearsal ,Short-term memory ,Experimental and Cognitive Psychology ,Article ,050105 experimental psychology ,Language and Linguistics ,Visual processing ,Nonverbal communication ,Task (computing) ,Neuropsychology and Physiological Psychology ,Artificial Intelligence ,Memory span ,0501 psychology and cognitive sciences ,Baddeley's model of working memory ,Psychology ,050104 developmental & child psychology ,Cognitive psychology - Abstract
This study investigated the structure of working memory in young school-age children by testing the fit of three competing theoretical models using a wide variety of tasks. The best fitting models were then used to assess the relationship between working memory and nonverbal measures of fluid reasoning (Gf) and visual processing (Gv) intelligence. One hundred sixty-eight English-speaking 7–9 year olds with typical development, from three states, participated. Results showed that Cowan’s three-factor embedded processes model fit the data slightly better than Baddeley and Hitch’s (1974) three-factor model (specified according to Baddeley, 1986) and decisively better than Baddeley’s (2000) four-factor model that included an episodic buffer. The focus of attention factor in Cowan’s model was a significant predictor of Gf and Gv. The results suggest that the focus of attention, rather than storage, drives the relationship between working memory, Gf, and Gv in young school-age children. Our results do not rule out the Baddeley and Hitch model, but they place constraints on both it and Cowan’s model. A common attentional component is needed for feature binding, running digit span, and visual short-term memory tasks; phonological storage is separate, as is a component of central executive processing involved in task manipulation. The results contribute to a zeitgeist in which working memory models are coming together on common ground (cf. Cowan, Saults, & Blume, 2014; Hu, Allen, Baddeley, & Hitch, 2016).
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- 2017
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20. Novel Word Learning in Children Who Are Bilingual: Comparison to Monolingual Peers
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Mary Alt, Genesis D. Arizmendi, Shelley Gray, Samuel B. Green, Tiffany P. Hogan, and Nelson Cowan
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Male ,Linguistics and Language ,Vocabulary ,media_common.quotation_subject ,Multilingualism ,Pronunciation ,Semantics ,Language Development ,Language and Linguistics ,Speech and Hearing ,Humans ,Child ,Neuroscience of multilingualism ,media_common ,Language ,Language Tests ,Phonology ,Verbal Learning ,Vocabulary development ,Linguistics ,Language development ,England ,Spain ,Mental Recall ,Female ,Psychology ,Photic Stimulation - Abstract
Purpose We compared novel word learning in 2nd-grade children with typical development who were Spanish–English bilinguals to English monolinguals to understand word learning in bilingual children. Method Children (monolinguals n = 167, bilinguals n = 76) engaged in 5 computer-based tasks that assessed word learning in 6 different contexts. The tasks measured children's ability to link novel names with novel objects/actions, make decisions about the accuracy of those names and objects/actions, recognize the semantic features of the objects/actions, and produce the novel names. For analysis, we used Bayesian repeated-measures analyses of covariance with Bayesian independent-samples t tests to clarify interactions. Results Monolingual and bilingual children differed in some, but not most, word learning situations. There was at least moderate evidence that bilingual children were less accurate at naming in 1 condition and at detecting mispronunciations in 3 of 6 contexts and were less accurate at judging semantic features of a referent when that referent was paired with orthographic information. Discussion Among children with typical development, there were few differences in novel word learning between monolingual and bilingual participants. When differences did occur, they suggested that bilinguals were more accepting of phonological variations of word productions than their monolingual peers.
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- 2019
21. Working Memory Profiles of Children With Dyslexia, Developmental Language Disorder, or Both
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Annie B. Fox, Samuel B. Green, Yaacov Petscher, Tiffany P. Hogan, Shelley Gray, Mary Alt, and Nelson Cowan
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Male ,Linguistics and Language ,Visual perception ,Spatial ability ,Short-term memory ,Neuropsychological Tests ,Language and Linguistics ,Developmental psychology ,Dyslexia ,Speech and Hearing ,Phonetics ,medicine ,Humans ,Attention ,Language Development Disorders ,Child ,Language ,Memory Disorders ,Working memory ,Learning Disabilities ,Phonology ,medicine.disease ,Memory, Short-Term ,Learning disability ,Female ,medicine.symptom ,Psychology - Abstract
Purpose Compared to children with typical development, children with dyslexia, developmental language disorder (DLD), or both often demonstrate working memory deficits. It is unclear how pervasive the deficits are or whether the deficits align with diagnostic category. The purpose of this study was to determine whether different working memory profiles would emerge on a comprehensive battery of central executive, phonological, visuospatial, and binding working memory tasks and whether these profiles were associated with group membership. Method Three hundred two 2nd graders with typical development, dyslexia, DLD, or dyslexia/DLD completed 13 tasks from the Comprehensive Assessment Battery for Children–Working Memory ( Gray, Alt, Hogan, Green, & Cowan, n.d. ) that assessed central executive, phonological, and visuospatial/attention components of working memory. Results Latent class analyses yielded 4 distinct latent classes: low overall (21%), average with high number updating (30%), average with low number updating (12%), and high overall (37%). Children from each disability group and children from the typically developing group were present in each class. Discussion Findings highlight the importance of knowing an individual child's working memory profile because working memory profiles are not synonymous with learning disabilities diagnosis. Thus, working memory assessments could contribute important information about children's cognitive function over and above typical psychoeducational measures.
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- 2019
22. What Clinicians Need to Know About Early Literacy Development in Children With Hearing Loss
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Elizabeth Runnion and Shelley Gray
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Linguistics and Language ,medicine.medical_specialty ,Hearing loss ,media_common.quotation_subject ,Audiology ,Emergent literacy ,Language and Linguistics ,030507 speech-language pathology & audiology ,03 medical and health sciences ,Speech and Hearing ,0302 clinical medicine ,Literacy ,Need to know ,Reading (process) ,Intervention (counseling) ,medicine ,Early Intervention, Educational ,Humans ,Correction of Hearing Impairment ,030223 otorhinolaryngology ,Child ,Hearing Loss ,media_common ,Educational method ,Early literacy ,Reading ,Child, Preschool ,Language Therapy ,medicine.symptom ,0305 other medical science ,Psychology ,Reading skills - Abstract
Purpose Children with hearing loss may not reach the same level of reading proficiency as their peers with typical development. Audiologists and speech-language pathologists (SLPs) have important roles to play in preventing this problem early in children's development. In this tutorial, we aim to communicate how the habilitation practices of audiologists and intervention services of SLPs can support early literacy skill development in children with hearing loss. Method We describe key findings from peer-reviewed research articles to provide a review of early literacy skill development, to explain the relationship between early literacy skills and conventional reading skills, and to highlight findings from early literacy skill intervention studies that included children with hearing loss who use spoken language. We conclude with a hypothetical case study to illustrate how audiologists and SLPs can support early literacy acquisition in children with hearing loss. Conclusion Findings from studies of young children with hearing loss suggest that a promising approach to improving reading outcomes is to provide explicit early literacy instruction and intervention.
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- 2019
23. Issue Editor Foreword
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Maria Adelaida Restrepo and Shelley Gray
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Linguistics and Language ,05 social sciences ,050301 education ,Language and Linguistics ,Developmental psychology ,030507 speech-language pathology & audiology ,03 medical and health sciences ,Speech and Hearing ,Intervention (counseling) ,Listening comprehension ,0305 other medical science ,Psychology ,0503 education ,Cognitive psychology - Published
- 2016
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24. Do Bilingual Children Have an Executive Function Advantage? Results From Inhibition, Shifting, and Updating Tasks
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Nelson Cowan, Samuel B. Green, Tiffany P. Hogan, Genesis D. Arizmendi, Shelley Gray, and Mary Alt
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Male ,Linguistics and Language ,media_common.quotation_subject ,Multilingualism ,050105 experimental psychology ,Language and Linguistics ,Creativity ,Speech and Hearing ,Bayes' theorem ,Executive Function ,Task Performance and Analysis ,Set (Psychology) ,Humans ,0501 psychology and cognitive sciences ,Statistical analysis ,Clinical Forum: Working Memory in School-Age Children ,Function (engineering) ,Child ,Neuroscience of multilingualism ,media_common ,05 social sciences ,Reproducibility of Results ,Bayes Theorem ,Hispanic or Latino ,Educational attainment ,Inhibition, Psychological ,Set, Psychology ,Female ,Psychology ,050104 developmental & child psychology ,Cognitive psychology - Abstract
Purpose The purpose of this study was to examine differences in performance between monolingual and Spanish–English bilingual second graders (aged 7–9 years old) on executive function tasks assessing inhibition, shifting, and updating to contribute more evidence to the ongoing debate about a potential bilingual executive function advantage. Method One hundred sixty-seven monolingual English-speaking children and 80 Spanish–English bilingual children were administered 7 tasks on a touchscreen computer in the context of a pirate game. Bayesian statistics were used to determine if there were differences between the monolingual and bilingual groups. Additional analyses involving covariates of maternal level of education and nonverbal intelligence, and matching on these same variables, were also completed. Results Scaled-information Bayes factor scores more strongly favored the null hypothesis that there were no differences between the bilingual and monolingual groups on any of the executive function tasks. For 2 of the tasks, we found an advantage in favor of the monolingual group. Conclusions If there is a bilingual advantage in school-aged children, it is not robust across circumstances. We discuss potential factors that might counteract an actual advantage, including task reliability and environmental influences.
- Published
- 2018
25. Performance of Low-Income Dual Language Learners Attending English-Only Schools on the Clinical Evaluation of Language Fundamentals–Fourth Edition, Spanish
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M. Adelaida Restrepo, Anny Castilla-Earls, Beatriz Barragan, Shelley Gray, and Lourdes Martinez-Nieto
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Low income ,Male ,Linguistics and Language ,Multilingualism ,Sensitivity and Specificity ,Language and Linguistics ,030507 speech-language pathology & audiology ,03 medical and health sciences ,Speech and Hearing ,Dual language ,Mathematics education ,Humans ,Learning ,Language Development Disorders ,Child ,Socioeconomic status ,Poverty ,Research Articles ,Language Tests ,Schools ,Bilingual education ,05 social sciences ,050301 education ,Hispanic or Latino ,Educational attainment ,Child, Preschool ,Female ,0305 other medical science ,Psychology ,0503 education ,Clinical evaluation ,Child Language - Abstract
Purpose The aim of this study was to examine the performance of a group of Spanish-speaking, dual language learners (DLLs) who were attending English-only schools and came from low-income and low-parental education backgrounds on the Clinical Evaluation of Language Fundamentals–Fourth Edition, Spanish (CELF-4S; Semel, Wiig, & Secord, 2006). Method Spanish-speaking DLLs ( N = 656), ages 5;0 (years;months) to 7;11, were tested for language impairment (LI) using the core language score of the CELF-4S and the English Structured Photographic Expressive Language Test (Dawson, Stout, & Eyer, 2003). A subsample ( n = 299) was additionally tested using a Spanish language sample analysis and a newly developed Spanish morphosyntactic measure, for identification of children with LI and to conduct a receiver operating characteristics curve analysis. Results Over 50% of the sample scored more than 1 SD below the mean on the core language score. In our subsample, the sensitivity of the CELF-4S was 94%, and specificity was 65%, using a cutoff score of 85 as suggested in the manual. Using an empirically derived cutoff score of 78, the sensitivity was 86%, and the specificity was 80%. Conclusions Results suggest that the CELF-4S overidentifies low-income Spanish–English DLLs attending English-only schools as presenting with LI. For this sample, 1 in every 3 Latino children from low socioeconomic status was incorrectly identified with LI. Clinicians should be cautious when using the CELF-4S to evaluate low-income Spanish–English DLLs and ensure that they have converging evidence before making diagnostic decisions.
- Published
- 2018
26. Interactions between bilingual effects and language impairment: Exploring grammatical markers in Spanish-speaking bilingual children
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Paul M. Holmes, Shelley Gray, Ziqiang Chen, Anny Castilla-Earls, Ana Teresa Pérez-Leroux, Daniel Gail, and Maria Adelaida Restrepo
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Linguistics and Language ,Future studies ,First language ,05 social sciences ,Object pronoun ,English proficiency ,Language impairment ,Experimental and Cognitive Psychology ,Spanish speaking ,English language ,Article ,050105 experimental psychology ,Language and Linguistics ,Linguistics ,Developmental psychology ,030507 speech-language pathology & audiology ,03 medical and health sciences ,0501 psychology and cognitive sciences ,Language proficiency ,0305 other medical science ,Psychology ,General Psychology - Abstract
This study examines the interaction between language impairment and different levels of bilingual proficiency. Specifically, we explore the potential of articles and direct object pronouns as clinical markers of primary language impairment (PLI) in bilingual Spanish-speaking children. The study compared children with PLI and typically developing (TD) children matched on age, English language proficiency, and mother's education level. Two types of bilinguals were targeted: Spanish-dominant children with intermediate English proficiency (asymmetrical bilinguals), and near-balanced bilinguals. We measured children's accuracy in the use of direct object pronouns and articles with an elicited language task. Results from this preliminary study suggest language proficiency affects the patterns of use of direct object pronouns and articles. Across language proficiency groups, we find marked differences between TD and PLI, in the use of both direct object pronouns and articles. However, the magnitude of the difference diminishes in balanced bilinguals. Articles appear more stable in these bilinguals and, therefore, seem to have a greater potential to discriminate between TD bilinguals from those with PLI. Future studies using discriminant analyses are needed to assess the clinical impact of these findings.
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- 2015
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27. Use of internal consistency coefficients for estimating reliability of experimental task scores
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Samuel B. Green, Yanyun Yang, Tiffany P. Hogan, Shara Brinkley, Shelley Gray, Nelson Cowan, and Mary Alt
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Single administration ,media_common.quotation_subject ,Statistics as Topic ,Experimental and Cognitive Psychology ,Article ,050105 experimental psychology ,Task (project management) ,03 medical and health sciences ,0302 clinical medicine ,Arts and Humanities (miscellaneous) ,Cronbach's alpha ,Internal consistency ,Task Performance and Analysis ,Statistics ,Developmental and Educational Psychology ,Humans ,0501 psychology and cognitive sciences ,Function (engineering) ,Reliability (statistics) ,media_common ,Task variable ,05 social sciences ,Reproducibility of Results ,Split half reliability ,Psychology ,030217 neurology & neurosurgery - Abstract
Reliabilities of scores for experimental tasks are likely to differ from one study to another to the extent that the task stimuli change, the number of trials varies, the type of individuals taking the task changes, the administration conditions are altered, or the focal task variable differs. Given that reliabilities vary as a function of the design of these tasks and the characteristics of the individuals taking them, making inferences about the reliability of scores in an ongoing study based on reliability estimates from prior studies is precarious. Thus, it would be advantageous to estimate reliability based on data from the ongoing study. We argue that internal consistency estimates of reliability are underutilized for experimental task data and in many applications could provide this information using a single administration of a task. We discuss different methods for computing internal consistency estimates with a generalized coefficient alpha and the conditions under which these estimates are accurate. We illustrate use of these coefficients using data for three different tasks.
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- 2015
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28. Selecting Vocabulary Words to Teach
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Hui Chun Yang and Shelley Gray
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Vocabulary ,Reading comprehension ,Vocabulary Words ,media_common.quotation_subject ,Active listening ,General Medicine ,Psychology ,Linguistics ,media_common - Abstract
Although speech-language pathologists may understand the importance of vocabulary for oral language, listening, and reading comprehension and the need for vocabulary instruction, they may not have a clear rationale for selecting specific words to teach. The purpose of this article is to review different strategies for selecting vocabulary words for direct instruction and to discuss the pros and cons of each strategy.
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- 2015
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29. Language Ability Groups in Bilingual Children: A Latent Profile Analysis
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M. Adelaida Restrepo, Marilyn S. Thompson, Shelley Gray, and Maria Kapantzoglou
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Male ,Linguistics and Language ,media_common.quotation_subject ,Short-term memory ,Multilingualism ,Sample (statistics) ,Semantics ,Vocabulary ,Language and Linguistics ,Speech and Hearing ,Nonverbal communication ,Humans ,Child ,Neuroscience of multilingualism ,media_common ,Analysis of Variance ,Language Tests ,Grammar ,Working memory ,Cognition ,Linguistics ,Memory, Short-Term ,Spain ,Child, Preschool ,Female ,Comprehension ,Psychology ,Cognitive psychology - Abstract
Purpose Classifying children into two language ability groups, with and without language impairment, may underestimate the number of groups with distinct language ability patterns, or, alternatively, there may be only a single group characterized by a continuum of language performance. The purpose of the current study was to identify the number and characteristics of latent (unobservable) language ability groups in an unclassified sample of predominantly Spanish-speaking children. Method An unclassified sample of 431 predominantly Spanish-speaking 5- to 7-year-olds learning English participated in the study. The groups were identified on the basis of (a) language sample analyses (semantic, grammatical, and sentence-length measures); (b) language processing tasks (phonological working memory and processing speed measures); and (c) nonverbal cognitive abilities assessed using a standardized measure. All tasks were administered in Spanish. Latent profile analysis was used to examine the number and nature of distinct language ability groups in the unclassified sample. Results Results indicated that a three-group model best represented the data, characterized by low grammaticality in one group, low phonological working memory in another group, and average skills in a third group. Conclusion Classifying children into two groups, those with and without language impairment, may lead to misidentification of language impairment.
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- 2015
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30. The Dimensionality of Spanish in Young Spanish–English Dual-Language Learners
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Mindy Bridges, Tiffany P. Hogan, Maria Adelaida Restrepo, James A. Bovaird, Ann A. O'Connell, Jill M. Pentimonti, Kate Cain, Laura M. Justice, Hugh W. Catts, Shayne B. Piasta, Ann O'Connell, Stephen A. Petrill, Shelley Gray, Ron R. Nelson, and Richard Lomax
- Subjects
Male ,Linguistics and Language ,Relation (database) ,Multilingualism ,Models, Psychological ,Second-language attrition ,Language and Linguistics ,Speech and Hearing ,Factor (programming language) ,Humans ,Learning ,computer.programming_language ,Language Tests ,Models, Statistical ,Modalities ,Cognition ,Variance (accounting) ,Linguistics ,Child, Preschool ,Trait ,Female ,Comprehension ,Psychology ,computer ,Child Language ,Curse of dimensionality - Abstract
Purpose This study examined the latent dimensionality of Spanish in young Spanish–English dual-language learners (DLLs). Method Two hundred eighty-six children participated. In their prekindergarten year, children completed norm-referenced and experimental language measures in Spanish requiring different levels of cognitive processing in both receptive and expressive language modalities. Results The best-fitting model suggested a bifactor solution with a single general language factor L plus two additional factors word knowledge and integrative language knowledge . The general trait L reflects the proportion of common item variance for all of the items, and the group traits of word knowledge and integrative language knowledge explain additional domain-specific variance for those item subsets. Conclusion Results suggest that the Spanish language in preschool-age Spanish–English DLLs is not separable into content, form, and use, nor is it separable by higher- and lower-level language domains or processing demands. Instead it appears that a general language factor underlies oral language in Spanish in DLL preschoolers and that other factors account for additional variance over and above L . Findings are discussed in relation to a companion study of monolingual English-speaking prekindergarteners. Supplemental Material https://doi.org/10.23641/asha.6170303
- Published
- 2015
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31. Children With Dyslexia Benefit From Orthographic Facilitation During Spoken Word Learning
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Samuel B. Green, Kathryn L. Cabbage, Lauren S. Baron, Shelley Gray, Tiffany P. Hogan, Nelson Cowan, and Mary Alt
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Spoken word ,Male ,Linguistics and Language ,Writing ,Vocabulary ,050105 experimental psychology ,Language and Linguistics ,Dyslexia ,Speech and Hearing ,Phenomenon ,medicine ,Humans ,0501 psychology and cognitive sciences ,Child ,Language ,05 social sciences ,Orthographic projection ,050301 education ,Association Learning ,Verbal Learning ,medicine.disease ,Linguistics ,Vocabulary development ,Semantics ,Facilitation ,Language Therapy ,Written language ,Female ,Psychology ,0503 education ,Word (computer architecture) - Abstract
Purpose Orthographic facilitation describes the phenomenon in which a spoken word is produced more accurately when its corresponding written word is present during learning. We examined the orthographic facilitation effect in children with dyslexia because they have poor learning and recall of spoken words. We hypothesized that including orthography during spoken word learning would facilitate learning and recall. Method Children with dyslexia and children with typical development ( n = 46 per group), 7–9 years old, were matched for grade and nonverbal intelligence. Across 4 blocks of exposure in 1 session, children learned pairings between 4 spoken pseudowords and novel semantic referents in a modified paired-associate learning task. Two of the pairings were presented with orthography present, and 2 were presented with orthography absent. Recall of newly learned spoken words was assessed using a naming task. Results Both groups showed orthographic facilitation during learning and naming. During learning, both groups paired pseudowords and referents more accurately when orthography was present. During naming, children with typical development showed a large orthographic facilitation effect that increased across blocks. For children with dyslexia, this effect was present initially but then plateaued. Conclusions We demonstrate for the first time that children with dyslexia benefit from orthographic facilitation during spoken word learning. These findings have direct implications for teaching spoken vocabulary to children with dyslexia.
- Published
- 2017
32. Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children - Working Memory (CABC-WM)
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Kathryn, Cabbage, Shara, Brinkley, Shelley, Gray, Mary, Alt, Nelson, Cowan, Samuel, Green, Trudy, Kuo, and Tiffany P, Hogan
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Male ,Memory Disorders ,Behavior ,binding ,phonological loop ,Neuropsychological Tests ,working memory ,Dyslexia ,Memory, Short-Term ,visuospatial ,Issue 124 ,children ,Phonetics ,Space Perception ,focus of attention ,Visual Perception ,Humans ,Female ,Language Development Disorders ,Diagnosis, Computer-Assisted ,Child - Abstract
The Comprehensive Assessment Battery for Children - Working Memory (CABC-WM) is a computer-based battery designed to assess different components of working memory in young school-age children. Working memory deficits have been identified in children with language-based learning disabilities, including dyslexia12 and language impairment34, but it is not clear whether these children exhibit deficits in subcomponents of working memory, such as visuospatial or phonological working memory. The CABC-WM is administered on a desktop computer with a touchscreen interface and was specifically developed to be engaging and motivating for children. Although the long-term goal of the CABC-WM is to provide individualized working memory profiles in children, the present study focuses on the initial success and utility of the CABC-WM for measuring central executive, visuospatial, phonological loop, and binding constructs in children with typical development. Immediate next steps are to administer the CABC-WM to children with specific language impairment, dyslexia, and comorbid specific language impairment and dyslexia.
- Published
- 2017
33. Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)
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Nelson Cowan, Kathryn L. Cabbage, Shara Brinkley, Mary Alt, Tiffany P. Hogan, Shelley Gray, Trudy Kuo, and Samuel B. Green
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Visual perception ,General Immunology and Microbiology ,Working memory ,General Chemical Engineering ,General Neuroscience ,Interface (computing) ,05 social sciences ,Dyslexia ,050301 education ,Specific language impairment ,medicine.disease ,050105 experimental psychology ,General Biochemistry, Genetics and Molecular Biology ,law.invention ,Touchscreen ,law ,Learning disability ,medicine ,0501 psychology and cognitive sciences ,Baddeley's model of working memory ,medicine.symptom ,Psychology ,0503 education ,Cognitive psychology - Abstract
The Comprehensive Assessment Battery for Children - Working Memory (CABC-WM) is a computer-based battery designed to assess different components of working memory in young school-age children. Working memory deficits have been identified in children with language-based learning disabilities, including dyslexia1,2 and language impairment3,4, but it is not clear whether these children exhibit deficits in subcomponents of working memory, such as visuospatial or phonological working memory. The CABC-WM is administered on a desktop computer with a touchscreen interface and was specifically developed to be engaging and motivating for children. Although the long-term goal of the CABC-WM is to provide individualized working memory profiles in children, the present study focuses on the initial success and utility of the CABC-WM for measuring central executive, visuospatial, phonological loop, and binding constructs in children with typical development. Immediate next steps are to administer the CABC-WM to children with specific language impairment, dyslexia, and comorbid specific language impairment and dyslexia.
- Published
- 2017
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34. A Comparison of Bootstrap Confidence Intervals for Multi-level Longitudinal Data Using Monte-Carlo Simulation
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Xiao Wang, Lanlan Yao, Shelley Gray, Jeanne Wilcox, and Mark Reiser
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Mixed model ,05 social sciences ,information science ,Sampling (statistics) ,Simple random sample ,Random effects model ,01 natural sciences ,health care quality, access, and evaluation ,humanities ,Confidence interval ,Standard deviation ,Robust confidence intervals ,010104 statistics & probability ,Sample size determination ,Statistics ,natural sciences ,0501 psychology and cognitive sciences ,0101 mathematics ,050104 developmental & child psychology - Abstract
Longitudinal investigations, where subjects are followed over time, have played an increasingly prominent role in medicine, health, and psychology in the last decades. This chapter will address inference for a two-level mixed model for a longitudinal study where observational units are clustered at both levels. Bootstrap confidence intervals for model parameters are investigated under the issues of non-normality and limited sample size of the original data. A one stage case-resampling bootstrap will be established for constructing confidence intervals by sampling clusters with replacement at the higher level. A two-stage case-resampling bootstrap will be developed by sampling clusters with replacement at the higher level and then sampling with replacement at the lower level also. Monte-Carlo simulations will be utilized to evaluate the effectiveness of these bootstrap methods with various size clusters for the mixed-effects model in terms of bias, standard deviation and confidence interval coverage for the fixed effects as well as for variance components of the random effects . The results show that the parametric bootstrap and cluster bootstrap at the higher level perform better than the two-stage bootstrap . The bootstrap methods will be applied to a longitudinal study of preschool children nested within classrooms.
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- 2017
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35. Effect of Phonotactic Probability and Neighborhood Density on Word-Learning Configuration by Preschoolers With Typical Development and Specific Language Impairment
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Shelley Gray, Juliet Weinhold, and Andrea L. Pittman
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Phonotactics ,Linguistics and Language ,Vocabulary ,media_common.quotation_subject ,Context (language use) ,Phonology ,Specific language impairment ,medicine.disease ,Language acquisition ,Verbal learning ,Language and Linguistics ,Linguistics ,Developmental psychology ,Speech and Hearing ,Language development ,medicine ,Psychology ,media_common - Abstract
Purpose In this study, the authors assessed the effects of phonotactic probability and neighborhood density on word-learning configuration by preschoolers with specific language impairment (SLI) and typical language development (TD). Method One hundred thirty-one children participated: 48 with SLI, 44 with TD matched on age and gender, and 39 with TD matched on vocabulary and gender. Referent identification and naming were assessed in a computer-based learning context. Results For referent identification, preschoolers with TD benefited from high phonotactic probability, and the younger group also benefited from low neighborhood density. In contrast, the SLI group benefited only from high neighborhood density. For naming, older preschoolers with TD benefited most from low-density words, younger preschoolers with TD benefited most from words with high phonotactic probability, and the SLI group showed no advantage. Conclusion Phonotactic probability and neighborhood density had different effects on each group that may be related to children's ability to store well-specified word forms and to the size of their extant lexicon. The authors argue that cross-study comparisons of word learning are needed; therefore, researchers should describe word, referent, and learner characteristics and the learning context and should situate their studies in a triggering → configuration + engagement model of word learning.
- Published
- 2014
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36. Concerns About DLD-SLI
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Shelley Gray
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Speech and Hearing - Published
- 2019
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37. The Chicago World's Fair Mystery Collection : Secrets of Sloane House, Deception on Sable Hill, and Whispers in the Reading Room
- Author
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Shelley Gray and Shelley Gray
- Abstract
Shelley Shepard Gray's Chicago World's Fair Mystery Series is now available as an e-collection!Secrets of Sloane HouseAgainst the backdrop of the 1893 World's Fair, a young woman finds employment with an illustrious Chicago family—a family who may guard the secret of her sister's disappearance.Deception on Sable HillThe World's Fair has introduced many new ideas to Chicago society—but can two individuals from very different backgrounds find love together?Whispers in the Reading RoomLydia's job at the library is her world—until a mysterious patron catches her eye... and perhaps her heart.
- Published
- 2016
38. Development and Validation of the Spanish–English Language Proficiency Scale (SELPS)
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Joanna S. Gorin, M. Adelaida Restrepo, Shelley Gray, and Ekaterina Smyk
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Male ,Linguistics and Language ,media_common.quotation_subject ,Lexical diversity ,Multilingualism ,Language and Linguistics ,Speech and Hearing ,Rating scale ,Humans ,Language proficiency ,Child ,Language ,media_common ,English-only movement ,Language Tests ,Grammar ,Arizona ,Hispanic or Latino ,Inter-rater reliability ,Child, Preschool ,Sequential bilingualism ,Female ,Educational Measurement ,Psychology ,Child Language ,Cognitive psychology - Abstract
Purpose This study examined the development and validation of a criterion-referenced Spanish–English Language Proficiency Scale (SELPS) that was designed to assess the oral language skills of sequential bilingual children ages 4–8. This article reports results for the English proficiency portion of the scale. Method The SELPS assesses syntactic complexity, grammatical accuracy, verbal fluency, and lexical diversity based on 2 story retell tasks. In Study 1, 40 children were given 2 story retell tasks to evaluate the reliability of parallel forms. In Study 2, 76 children participated in the validation of the scale against language sample measures and teacher ratings of language proficiency. Results Study 1 indicated no significant differences between the SELPS scores on the 2 stories. Study 2 indicated that the SELPS scores correlated significantly with their counterpart language sample measures. Correlations between the SELPS and teacher ratings were moderate. Conclusions The 2 story retells elicited comparable SELPS scores, providing a valuable tool for test–retest conditions in the assessment of language proficiency. Correlations between the SELPS scores and external variables indicated that these measures assessed the same language skills. Results provided empirical evidence regarding the validity of inferences about language proficiency based on the SELPS score.
- Published
- 2013
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39. Talk It Out: A Conflict Resolution Program for Preschool Children with Speech and Language Impairments
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Barbara Kiernan and Shelley Gray
- Subjects
Language Disorders ,Education, Continuing ,Speech-Language Pathology ,Negotiating ,media_common.quotation_subject ,Continuing education ,Psychology, Child ,LPN and LVN ,Speech Disorders ,Tier 1 network ,Speech and Hearing ,Negotiation ,Child, Preschool ,Conflict resolution ,Pedagogy ,Early Intervention, Educational ,Mathematics education ,Humans ,Program development ,Program Development ,Psychology ,Curriculum ,media_common - Abstract
Talk It Out was developed by speech-language pathologists to teach young children, especially those with speech and language impairments, to recognize problems, use words to solve them, and verbally negotiate solutions. One of the very successful by-products is that these same strategies help children avoid harming their voice. Across a school year, Talk It Out provides teaching and practice in predictable contexts so that children become competent problem solvers. It is especially powerful when implemented as part of the tier 1 preschool curriculum. The purpose of this article is to help school-based speech-language pathologists (1) articulate the need and rationale for early implementation of conflict resolution programs, (2) develop practical skills to implement Talk It Out strategies in their programs, and (3) transfer this knowledge to classroom teachers who can use and reinforce these strategies on a daily basis with the children they serve.
- Published
- 2013
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40. An Outlaw's Heart : A Southern Love Story
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Shelley Gray and Shelley Gray
- Abstract
Seven years ago Russell Champion was betrayed by the two most important women in his life. Now Russell returns home, but is it too late to make amends with his mother and find closure with his true love?
- Published
- 2015
41. Deception on Sable Hill
- Author
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Shelley Gray and Shelley Gray
- Subjects
- Mystery fiction, Historical fiction, Love stories, Christian fiction, World's Columbian Exposition (1893 : Chicago, Ill, Young women--Crimes against--Fiction, Young women--Illinois--Chicago--Fiction
- Abstract
A high-stakes mystery of romance and intrigue that takes place in the Gilded Age of Chicago.It's mid-September 1893 and Eloisa Carstairs is the reigning debutant of Gilded Age Chicago society. To outsiders she appears to have it all. But Eloisa is living with a dark secret. Several months ago, she endured a horrible assault at the hands of Douglass Sloane, heir to one of Chicago's wealthiest families. Fearing the loss of her reputation, Eloisa confided in only one friend. That is, until she meets Detective Sean Ryan at a high-society ball.Sean is on the fringes of the Chicago elite. Born into a poor Irish family, becoming a policeman was his best chance to ensure security. Despite social boundaries, he is enamored with Eloisa Carstairs. Sean will do anything to keep her safe—even if he can never earn her affections.Eloisa longs to feel normal again, but a killer is on the loose. In the last month, three debutants have been accosted by an assailant wielding a knife, and Eloisa fears for her safety at every event she attends. As the danger in the city increases, and as the romance between Eloisa and Sean blossoms, they both realize they want to be seen as more than how the world views them. But will they catch the killer before all their hopes come crashing down?“Shelley Gray writes a well-paced story full of historical detail that will invite you into the romance, the glamour... and the mystery surrounding the Chicago World's Fair.” —Colleen Coble, USA Today bestselling author of Rosemary Cottage and the Hope Beach series The Chicago World Fair Mystery seriesBook 1—Secrets of Sloane HouseBook 2—Deception on Sable HillBook 3—Whispers in the Reading RoomBook length: 86,000 wordsIncludes discussion questions for book clubs
- Published
- 2015
42. Whispers in the Reading Room
- Author
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Shelley Gray and Shelley Gray
- Subjects
- Mystery fiction, Christian fiction
- Abstract
Lydia's job at the library is her world—she never expected to be a suspect to a murder. And now she must rely on the one man she's not sure she can trust.Just months after the closure of the Chicago World's Fair, librarian Lydia Bancroft finds herself fascinated by a mysterious dark-haired and dark-eyed patron. He has never given her his name; he actually never speaks to a single person. All she knows about him is that he loves books as much as she does.Only when he rescues her in the lobby of the Hartman Hotel does she discover that his name is Sebastian Marks. She also discovers that he lives at the top of the prestigious hotel and that most everyone in Chicago is intrigued by him.Lydia and Sebastian form a fragile friendship, but when she discovers that Mr. Marks isn't merely a very wealthy gentleman, but also the proprietor of an infamous saloon and gambling club, she is shocked.Lydia insists on visiting the club one fateful night and suddenly is a suspect to a murder. She must determine who she can trust, who is innocent, and if Sebastian Marks—the man so many people fear—is actually everything her heart believes him to be. “Shelley Gray writes a well-paced story full of historical detail that will invite you into the romance, the glamour... and the mystery surrounding the Chicago World's Fair.” —Colleen Coble, USA Today bestselling author of Rosemary Cottage and the Hope Beach series The Chicago World Fair Mystery seriesBook 1—Secrets of Sloane HouseBook 2—Deception on Sable HillBook 3—Whispers in the Reading RoomBook length: 86,000 wordsIncludes discussion questions for book clubs
- Published
- 2015
43. Among the Fair Magnolias : Four Southern Love Stories
- Author
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Tamera Alexander, Dorothy Love, Shelley Gray, Elizabeth Musser, Tamera Alexander, Dorothy Love, Shelley Gray, and Elizabeth Musser
- Subjects
- Romance fiction, American, Women--Southern States--Fiction, Christian fiction, American
- Abstract
“You don't have to be a fan of Southern fiction or historical fiction to appreciate and enjoy the fabulous storytelling in this collection.” —4½ stars, RT Book ReviewsIn the most turbulent decade of our nation's history, four Southern women—destinies forged by birth, hearts steeled by war—face near impossible choices on their journeys in life... and in love.To Mend a Dream by Tamera AlexanderSavannah Darby would do almost anything to revisit her family home. So when new owner, Aidan Bedford, a Boston attorney and former Union soldier, seeks to redecorate the house for his fiancée, Savannah jumps at the opportunity. But the clock is ticking. Can she find the box her father supposedly hid there during the war before her assignment is completed? And before she sees yet another battle lost on the home front? This time, one of the heart.An Outlaw's Heart by Shelley GrayWhen Russell Stark returns to Fort Worth, he's determined to begin a new life. But when he arrives at his mother's homestead, he discovers she's very ill, and the woman he loved is still as beautiful and sweet as he remembered. With time running out, Russell must come to terms with both his future and his past.A Heart So True by Dorothy LoveAbigail knows all too well what is expected of her: to marry her distant cousin Charles and take her place in society. But her heart belongs to another—and a terrible incident forces Abby to choose between love and duty.Love Beyond Limits by Elizabeth MusserEmily has a secret: She's in love with one of the freedmen on her family's plantation. Meanwhile, another man declares his love for her. Emily realizes some things are not as they seem and secrets must be kept in order to keep those she loves safe.“Four intriguing novellas rich in historical detail, with unique settings and surprising premises—each filled with romance and heartbreak, pain and redemption. This collection set in the nineteenth century took me home to times and places in the Deep South I've visited only in my dreams. An absolute pleasure to read.” —Cathy Gohlke, bestselling author of Secrets She Kept and Saving Amelie“Among the Fair Magnolias will sweep you into the past, carrying you into the beauty and battles of the Old South. You will love, laugh, and lament as your heart is inspired to face life with courage and live it more fully.” —Cindy Woodsmall, New York Times and CBA bestselling author
- Published
- 2015
44. Comparison of Narrative and Expository Writing in Students With and Without Language-Learning Disabilities
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Shelley Gray and Anthony D. Koutsoftas
- Subjects
Male ,Linguistics and Language ,Writing ,media_common.quotation_subject ,Language Development ,Language and Linguistics ,Speech and Hearing ,Handwriting ,Reading (process) ,Pedagogy ,Mathematics education ,medicine ,Humans ,Narrative ,Child ,Students ,media_common ,Language Tests ,Narration ,Learning Disabilities ,Rubric ,Rhetorical modes ,Language acquisition ,Reading ,Learning disability ,Female ,Written language ,medicine.symptom ,Psychology - Abstract
Purpose Students with language-learning disabilities (LLD) demonstrate difficulties with written language, especially in the areas of productivity, complexity, and grammar. It is not clear how these deficits affect their performance on high-stakes tests, such as those required by the No Child Left Behind Act (U.S. Department of Education, 2002). This study used writing samples to compare how students with and without LLD scored on analytic writing measures that are typically used in writing research and on a more holistic measure of writing, the six-traits writing rubric (STWR; Education Northwest, 2006), which is used in high-stakes writing assessments. Method Fifty-six 4th and 5th graders with typical development (TD) or LLD produced 1 narrative and 1 expository writing sample. Measures of oral language ability and handwriting accuracy–speed were also obtained. The narrative and expository samples were scored using 5–6 separate analytic measures and 6 separate traits on the STWR. Results On narratives, the TD group scored significantly higher than the LLD group on 5 analytic measures and all 6 traits. Similarly, for expository, the TD group outscored the LLD group on 3 analytic measures and all 6 traits. Results demonstrate that the analytic scores of productivity, sentence complexity, and lexical diversity were correlated significantly with a higher overall score on the STWR for narrative writing samples only. Discussion Results of this study suggest that exclusive use of analytic scores to select treatment goals and document writing progress may not translate into increased scores on writing rubrics, particularly for expository writing samples.
- Published
- 2012
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45. Computer-Based and Paper-Based Reading Comprehension in Adolescents With Typical Language Development and Language-Learning Disabilities
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Shelley Gray and Pradyumn Srivastava
- Subjects
Paper ,Linguistics and Language ,Adolescent ,media_common.quotation_subject ,Short-term memory ,Language Development ,Language and Linguistics ,law.invention ,Speech and Hearing ,law ,Reading (process) ,medicine ,Humans ,Students ,media_common ,Language Tests ,Learning Disabilities ,Cognition ,Language acquisition ,Language development ,Reading ,Reading comprehension ,Learning disability ,Hypertext ,medicine.symptom ,Comprehension ,Psychology ,Software ,Cognitive psychology - Abstract
Purpose With the global expansion of technology, our reading platform has shifted from traditional text to hypertext, yet little consideration has been given to how this shift might help or hinder students' reading comprehension. The purpose of this study was to compare reading comprehension of computer-based and paper-based texts in adolescents with and without language-learning disabilities (LLD). Method Fourteen adolescents with LLD and 25 adolescents with typical language development (TLD) read literary texts in computer-based and paper-based formats and then answered reading comprehension questions. Results The LLD group scored significantly lower than the TLD group on the reading comprehension measure, but there were no significant between-group differences for reading or answering time. In addition, there were no significant within-group differences for the computer-based or paper-based conditions. Predictors for reading comprehension varied by group and condition. Conclusion Neither group appeared to be affected by the additional cognitive load imposed by hypertext in the computer-based condition; however, the load between conditions may not have been sufficient to differentially impact reading comprehension. Based on the regression analyses, it appears that working memory, oral language, and decoding differed in their contribution to reading comprehension for each group and condition.
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- 2012
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46. Word Learning by Preschoolers With SLI: Effect of Phonotactic Probability and Object Familiarity
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Shara Brinkley, Dubravka Svetina, and Shelley Gray
- Subjects
Male ,Linguistics and Language ,medicine.medical_specialty ,Vocabulary ,media_common.quotation_subject ,Audiology ,Specific language impairment ,Verbal learning ,Language Development ,Article ,Language and Linguistics ,Speech and Hearing ,Phonation ,Phonetics ,medicine ,Humans ,Language Development Disorders ,Probability ,media_common ,Language Tests ,Recognition, Psychology ,Verbal Learning ,medicine.disease ,Language acquisition ,Linguistics ,Play and Playthings ,Fast mapping ,Comprehension ,Word lists by frequency ,Language development ,Child, Preschool ,Female ,Psychology ,Child Language - Abstract
Purpose In this study, the authors investigated whether previous findings of a low phonotactic probability/unfamiliar object word-learning advantage in preschoolers could be replicated, whether this advantage would be apparent at different “stages” of word learning, and whether findings would differ for preschoolers with specific language impairment (SLI) and typical development (TD). Method Participants included 114 children: 40 with SLI, 39 with TD matched for age and gender, and 35 with TD matched for expressive vocabulary and gender. Comprehension and production were assessed during word learning and at post-test for words that varied in phonotactic probability and object familiarity. Results Across groups, comprehension performance increased significantly from Day 1 to Day 2 and from Day 2 to Day 3, but there was no significant word/object type effect. Production performance increased significantly from Day 1 to Day 2, from Day 2 to Day 3, and from Day 3 to Day 4 for all groups, and there was a clear low phonotactic probability/unfamiliar object advantage during word learning but not at post-test. Conclusion Results help to establish that preschoolers with TD and SLI show a low phonotactic probability/unfamiliar object production advantage during word learning that is not restricted to the first few exposures to words, but continues over time. This study illustrates how the interaction of phonological characteristics in nascent and extant words can affect word learning.
- Published
- 2012
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47. A structural equation model of the writing process in typically-developing sixth grade children
- Author
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Anthony D. Koutsoftas and Shelley Gray
- Subjects
Linguistics and Language ,media_common.quotation_subject ,Writing process ,Latent variable ,Structural equation modeling ,Psycholinguistics ,Literacy ,Education ,Task (project management) ,Speech and Hearing ,Neuropsychology and Physiological Psychology ,Task analysis ,Mathematics education ,Narrative ,Psychology ,media_common - Abstract
The purpose of this study was to evaluate how sixth grade children planned, translated, and revised written narrative stories using a task reflecting current instructional and assessment practices. A modified version of the Hayes and Flower (1980) writing process model was used as the theoretical framework for the study. Two hundred one sixth-grade students participated in a three-day writing task. On the first day they generated ideas for their story, on the second day they produced a first draft, and on the third day they revised their draft to produce a final copy. Scores from each day’s writing were used as measured variables representing the latent variables of planning, translating, and revising. Confirmatory structural equation modeling results suggested that the latent variable of planning had a moderate relationship to translating and that translating had a stronger than expected relationship with revising. Significant paths between measured and latent variables demonstrated the relative contribution of skills towards the writing process. The approach used in this study highlighted the linear manner in which intermediate grade children write. Findings suggest that planning had a direct effect on translating, but no direct effect on revising. There was a strong relationship between translating and revising, suggesting few differences between students’ first and final drafts.
- Published
- 2012
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48. Resources for LSHSS Authors
- Author
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Shelley Gray
- Subjects
030506 rehabilitation ,Linguistics and Language ,Speech-Language Pathology ,American Speech-Language-Hearing Association ,MEDLINE ,Language and Linguistics ,03 medical and health sciences ,Speech and Hearing ,Humans ,0501 psychology and cognitive sciences ,Child ,GeneralLiterature_REFERENCE(e.g.,dictionaries,encyclopedias,glossaries) ,Publication ,Medical education ,Schools ,business.industry ,05 social sciences ,Audiology ,United States ,Work (electrical) ,Key (cryptography) ,Periodicals as Topic ,0305 other medical science ,business ,Psychology ,Editorial Policies ,050104 developmental & child psychology - Abstract
Purpose In this article, the Editor-in-Chief of Language, Speech, and Hearing Services in Schools ( LSHSS ) highlights key resources for authors wishing to publish their work in LSHSS .
- Published
- 2017
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49. Efficacy of the TELL language and literacy curriculum for preschoolers with developmental speech and/or language impairment
- Author
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Addie E. Lafferty, Amy B. Guimond, Shelley Gray, and M. Jeanne Wilcox
- Subjects
Sociology and Political Science ,Rhyme ,Teaching method ,media_common.quotation_subject ,Contrast (statistics) ,Language impairment ,Literacy ,Education ,Developmental psychology ,law.invention ,Randomized controlled trial ,Phonological awareness ,law ,Developmental and Educational Psychology ,Psychology ,Curriculum ,media_common - Abstract
The purpose of this investigation was to examine the efficacy of a new preschool oral language and early literacy curriculum package ( Teaching Early Literacy and Language [ TELL ]) for children with developmental speech and/or language impairment (DSLI) either as a primary (e.g., specific to speech and/or language) or secondary impairment (e.g., developmental delay that includes DSLI). Participants included 118 children (30 females, 88 males, M age = 53.58 months) with DLSI and their 29 preschool teachers. The design was a randomized controlled trial (RCT) with assignment to experimental versus contrast conditions at the classroom level. Teachers in TELL classes received formal training, in-class support, and mentoring to implement the curriculum. Dependent measures for the children included scores on the Clinical Evaluation of Language Fundamentals-Preschool 2nd edition ( CELF-P2 ), the Phonological Awareness Literacy Screening for Preschool ( PALS-PreK ), the Renfrew Bus Story ( BUS ), and a receptive and expressive vocabulary measure developed for this investigation (VOCAB). Results indicated that when compared to the contrast group, children in the TELL condition demonstrated greater gains on the phonological awareness subtest of the CELF-P2 , the sentence length score of the BUS , the letter sounds, beginning sound awareness, and rhyme awareness subtests of the PALS-PreK , and VOCAB . Results suggest that the TELL curriculum package has promise for promoting gains in early literacy and oral language skills in preschool children with DLSI.
- Published
- 2011
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50. Fast Mapping and Word Learning by Preschoolers With Specific Language Impairment in a Supported Learning Context: Effect of Encoding Cues, Phonotactic Probability, and Object Familiarity
- Author
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Shelley Gray and Shara Brinkley
- Subjects
Male ,Linguistics and Language ,Vocabulary ,media_common.quotation_subject ,Specific language impairment ,Verbal learning ,Semantics ,Language Development ,Article ,Language and Linguistics ,Speech and Hearing ,Phonetics ,medicine ,Humans ,Language Development Disorders ,media_common ,Communication ,business.industry ,Context effect ,Verbal Learning ,Language acquisition ,medicine.disease ,Fast mapping ,Language development ,Child, Preschool ,Female ,Cues ,Psychology ,business ,Child Language ,Cognitive psychology - Abstract
Purpose To investigate whether phonological or semantic encoding cues improved the fast mapping or word learning performance of preschoolers with specific language impairment (SLI) or typical development (TD) and whether performance varied for words containing high- or low-frequency sublexical sequences that named familiar or unfamiliar objects. Method Forty-two preschoolers with SLI, 42 preschoolers with TD matched for age and gender to the children with SLI, and 41 preschoolers with TD matched for expressive vocabulary and gender to the children with SLI learned words in a supported learning context. Fast mapping, word learning, and post-task performance were assessed. Results Encoding cues had no effect on fast mapping performance for any group or on the number of words children learned to comprehend. Encoding cues appeared to be detrimental to word production for children with TD. Across groups, a clear learning advantage was observed for words with low-frequency sequences and, to a lesser extent, words associated with an unfamiliar object. Conclusion The results suggest that phonotactic probability and previous lexical knowledge affect word learning in similar ways for children with TD and SLI and that encoding cues were not beneficial for any group.
- Published
- 2011
- Full Text
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