Master of Science

thesisThe Bilingual English Spanish Assessment (BESA) is a new standardized test normed on young bilingual children who speak Spanish and English. This bilingual standardized measure is unique because it considers the possibility that children might have differential semantic and grammatical abilities across their two languages. The BESA's scoring scheme accounts for mixed dominance by allowing children to demonstrate best performance. Information on how this new measure aligns with other indices of underlying language ability, such as parent questionnaires and nonword repetition (NWR) is needed. Information of this type could lead to the development of new screening procedures. Twenty-six Hispanic Spanish/English-speaking children were recruited from Salt Lake City, Utah. Parents reported on children's input/output in both languages and rated their Spanish and English abilities using the Speech Language Assessment Scale (SLAS). Participants were administered three nonword repetition tasks and the BESA. An English NWR task and a Spanish NWR task were administered to each child. The highest achieved score from the Spanish and English NWR tasks was used to allow for mixed dominance across languages (NWR-best). A recently developed framework was used to create a quasi-universal NWR task with quasineutral prosody with syllable patterns and phonemes in English and Spanish (NWR-U). Results of correlational and regression analyses indicated that performances across the NWR tasks were highly correlated with participants' performance on the BESA. The parent ratings from the SLAS were moderately correlated with performance on the BESA. A linear regression analysis including the SLAS, NWR-best, and NWR-U accounted for 82% of the variability in children's BESA scores. A second linear regression analysis including NWR-best and NWR-U indicated that on its own, NWR-U accounted for 85% of the variability in children's BESA scores. These findings suggest that NWR measures in general and the created quasiuniversal NWR measure in particular, show promise as potential screeners for young Spanish/English bilinguals. Parent questionnaires continue to be useful in collecting current information regarding bilingual children's language abilities. Using NWR-U with bilingual children might represent an appealing alternative because it can account for both languages and potentially maintain high levels of diagnostic accuracy

A comparative study of syllables and morphemes as literacy processing units in word recognition: IsiXhosa and SeTswana

Word recognition is a core foundation of reading (Invenizzi and Hayes 2010) and involves interactions of language skills, metalinguistic skills and orthography. The extent of the interaction with one another in reading has yet to be fully explored, especially in the Southern-Bantu languages. This comparative study of isiXhosa and Setswana explores this three-way interaction between language skills (effect of Language of Learning and Teaching (LoLT)), metalinguistic skills (Phonological and Morphological Awareness) and orthography (conjunctivism vs. disjunctivism). This thesis is novel in three respects, (a) a set of linguistic-informed reading measures were developed in isiXhosa and Setswana for the first-time, (b) to my knowledge, the comparisons made and study of Morphological Awareness in the Southern-Bantu languages have never been done, and (c) the use of d-prime as a way of testing for grain size in reading is an innovative approach. Grade 3 and Grade 4 learners were tested on four independent linguistic tasks: an open-ended decomposition task, a Phonological Awareness task, a Morphological Awareness task and an independent reading measure. These tasks were administered to determine the grain size unit (Ziegler and Goswami 2005, Ziegler et al. 2001) which learners use in word recognition, with the grain sizes of syllables and morphemes being studied. Results showed that syllables were the dominant grain size in both isiXhosa and Setswana, with morphemes as secondary grains in isiXhosa. Grain size differed slightly between the two orthographies. These results are reflected in the scores on the metalinguistic tasks. LoLT was not shown to have a significant impact on word recognition in first-language reading. The Psycholinguistic Grain Size Theory (PGST) was found to be the most applicable model of word recognition to the Southern- Bantu languages, as opposed to the Dual-Route Cascade Model and Orthographic Depth Hypothesis. This thesis concludes with suggested adaptations to this theory in order to allow for morpheme grain size to be included. This study has implications for teaching practice and curriculum design, and contributes to a broader understanding of literacy in the foundation phase in the Southern-Bantu languages

Considerations For Implementing a Telerehabilitation Treatment Program For Individuals With Chronic Aphasia

The purpose of this research project is to identify the considerations that speech-language pathologists (SLPs) need to review before beginning to use telerehabilitation services to treat patients with chronic aphasia. This research will specifically target therapy treatments for patients with chronic aphasia and the technology adaptations and adjustments necessary for this population. This research project includes a systematic literature review as well as an in-service presentation. As telerehabilitation will continue to develop and grow, practicing SLPs need to have a foundational understanding of what teletherapy is, the patients suitable for services, and the benefits it has the potential to provide. This research project serves to provide SLPs with the foundational information necessary when beginning to learn about telerehabilitation services

Vpliv tehnologije pri poučevanju angleščine ogroženih učencev ali učencev s posebnimi potrebami: sistematični pregled

With the development of technology, the quantity and quality of electronic devices for students learning English as a second or foreign language (ESL/EFL) are on the rise, especially since the outbreak of the Covid-19 pandemic. To facilitate practices in English language education for students with special needs, the researchers conducted a systematic review of the empirical studies of technology tools for ESL/EFL students with learning difficulties published in the previous two decades. This paper presents the study selection process and findings of the review based on 16 peer-reviewed journal articles and one book chapter. The paper reveals the frequent mental and physical difficulties of English language learning and the typical technology tools employed in and out of class. More importantly, this paper discusses the roles of these technology tools in students’ English language acquisition, specifically their effects on student learning outcomes and the students’ perceptions toward them. With limited primary sources, this paper calls for more attention to the use of technology in English language learning of ESL/EFL students identified as at-risk and with learning disabilities and raises some implications for future research and instructional practices. (DIPF/Orig.

Effective Knowledge Transfer: A Terminological Perspective - Dismantling The Jargon Barrier To Knowledge About Computer Security

The research is concerned with the terminological problems that computer users experience when they try to formulate their knowledge needs and attempt to access information contained in computer manuals or online help systems while building up their knowledge. This is the recognized but unresolved problem of communication between the specialist and the layman. The initial hypothesis was that computer users, through their knowledge of language, have some prior knowledge of the subdomain of computing they are trying to come to terms with, and that language can be a facilitating mechanism, or an obstacle, in the development of that knowledge. Related to this is the supposition that users have a conceptual apparatus based on both theoretical knowledge and experience of the world, and of several domains of special reference related to the environment in which they operate. The theoretical argument was developed by exploring the relationship between knowledge and language, and considering the efficacy of terms as agents of special subject knowledge representation. Having charted in a systematic way the territory of knowledge sources and types, we were able to establish that there are many aspects of knowledge which cannot be represented by terms. This submission is important, as it leads to the realization that significant elements of knowledge are being disregarded in retrieval systems because they are normally expressed by language elements which do not enjoy the status of terms. Furthermore, we introduced the notion of `linguistic ease of retrieval' as a challenge to more conventional thinking which focuses on retrieval results

Types of Ambiguity in Oral and Written Speech in Daily Communication

Faculty: Graduate School of Science, Art and Technology Department: English Language and Literature Major: 60251 – Linguistics Supervisor: Dr. Davoud Kuhi Advisor: PhD candidate Ilham TaghiyevThe dissertation is devoted to the phenomenon of ambiguity and its expression through the system of stylistic devices in modern English and Azerbaijani languages. Ambiguity, despite its prevalence and long history of study, still cannot be called a thoroughly studied phenomenon. The phenomenon of ambiguity is considered not only in linguistics, but also in philosophy, literary studies, psychology, psychiatry, econometrics, diplomacy, logic, cognitive science, programming, mathematics, and therefore the term "ambiguity" is used in various fields where the status is defined differently. The phenomenon of ambiguity lies at the heart of the conflict between two fundamental trends in language: the desire to conserve resources creates ambiguity, and the desire for clarity fights against it. Thus, a language not only has many ways to escape ambiguity, but also has many methods to create it. The study and description of models and mechanisms that create ambiguity, including expressive devices, is of interest in terms of their practical use in effective communication. Ambiguity in linguistics is viewed from different perspectives. This multifaceted phenomenon is associated with the ontological property of language as an asymmetric dualism of the linguistic sign and is used in psycholinguistics (the processes of solving ambiguity (ambiguity) in the human brain), ethnopsycholinguistics (differences in the semantics of ambiguous words, the interpretation of ambiguities by carriers of different cultures), applied linguistics (such as in speech developing the ability to see events, learning the mechanism of eliminating ambiguity in English and Azerbaijani, using rhetorical methods of ambiguity to refine language skills), linguopragmatics (purpose and methods of using ambiguity in speech), stylistics (uncertainties in the stylistic organization of the text and the role of certainty), rhetoric (ambiguity as a means of influence carried out by a group of stylistic means). The traditional interpretation of this phenomenon as a mistake allows us to consider it as a problem of speech culture and linguistic didactics

Effective knowledge transfer: a terminological perspective - Dismantling the jargon barrier to knowledge about computer security

The research is concerned with the terminological problems that computer users experience when they try to formulate their knowledge needs and attempt to access information contained in computer manuals or online help systems while building up their knowledge. This is the recognised but unresolved problem of communication between the specialist and the layman. The initial hypothesis was that computer users, through their knowledge of language, have some prior knowledge of the subdomain of computing they are trying to come to terms with, and that language can be a facilitating mechanism, or an obstacle, in the development of that knowledge. Related to this is the supposition that users have a conceptual apparatus based on both theoretical knowledge and experience of the world, and of several domains of special reference related to the environment in which they operate. The theoretical argument was developed by exploring the relationship between knowledge and language, and considering the efficacy of terms as agents of special subject knowledge representation. Having charted in a systematic way the territory of knowledge sources and types, we were able to establish that there are many aspects of knowledge which cannot be represented by terms. This submission is important, as it leads to the realisation that significant elements of knowledge are being disregarded in retrieval systems because they are normally expressed by language elements which do not enjoy the status of terms. Furthermore, we introduced the notion of `linguistic ease of retrieval' as a challenge to more conventional thinking which focuses on retrieval results

The effectiveness of the virtual reading gym online intervention for grade three to six learners with reading difficulties

Background: Research suggests that most South African learners are not achieving the expected literacy outcomes of their grades. Compounding the literacy crisis is the paucity of South African research related to information and communication technology (ICT)-based reading intervention, which may have potential for population-based service delivery. Aims and Objectives The aim of the study was to determine the effectiveness of the Virtual Reading Gym (VRG) online intervention for grade 3 to 6 learners with reading difficulties. The objective was to describe changes in learners’ reading skills (accuracy, rate, vocabulary and comprehension) after VRG intervention. Design Two studies were carried out: (1) A retrospective analysis used data from a previous study conducted in mainstream schools which used peer reading mentors; (2) A prospective study in a school for learners with special educational needs that had speech-language therapist led intervention. Both studies used matched subject pre/ post intervention designs. Methods and Procedures In Study 1, matched pairs were retrospectively created to form a sample (n=20, 8 males and 12 females, 10 intervention group and 10 control group) of grade 3 to 6 learners. In Study 2, the prospective study, participants (n=20, 14 males and 6 females, 10 intervention group and 10 control group) were grade 3 to 6 learners from a school for learners with special educational needs in Cape Town. For both studies, the intervention group received VRG intervention 3 times per week (30 minutes per session) for 10 weeks. The control group continued with regular school activities. Independent samples t-tests for gain scores were used to analyse results. Semi-structured interviews were conducted with intervention participants from the prospective study. Thematic analysis was used to interpret the transcribed interview data. 5 Results For the retrospective analysis there were no statistically significant differences between the intervention and control groups’ reading accuracy, rate, vocabulary and comprehension improvements at the completion of the VRG intervention. Similarly, the prospective study found no statistically significant differences between the reading accuracy, vocabulary or comprehension gains of learners in the intervention and control groups. However, there was a statistically significant difference between the groups’ gains on one measure of reading rate. The thematic analysis findings were that learners expressed enjoyment of the VRG and intervention experiences, valued the role of the reading partners, believed they had made literacy skill gains, described self-competency improvements, expressed the belief that the VRG could result in reading improvements, and portrayed positive attitudinal and behavioural changes related to reading. Discussion The study contributes by investigating the potential of one practical solution to South African learners’ reading difficulties and adding to the limited local evidence base on ICT reading intervention. Although an intervention effect could not be demonstrated in this study, the changes noted in reading rate and qualitative findings suggest the potential for impact. The discussion considers some explanations for the findings, suggestions for improving interventions such as the VRG, and lines of future research that could be developed to support South African children in their struggles with reading

Inclusion in digital environments for people with aphasia

PhD ThesisBackground: Individuals with aphasia may wish to engage with the Internet for work, communication, or leisure. Pre-stroke Internet skills will vary, as will other factors such as availability of equipment and support. This thesis aims to investigate how aphasia influences Internet use and skills. Further, it aims to explore and evaluate assessment, intervention, and outcome measurement to support Internet use with aphasia. Method: A supported questionnaire was used to compare Internet and technology use between people with and without aphasia post-stroke (stage one). Forty-two participants were recruited, twenty-five of whom had aphasia. The two groups shared known risk factors for digital exclusion. A series of four experimental single case studies followed using a structured assessment and decision-making process with a focus on exploring interventions for participants with post-stroke aphasia who had particular goals around Internet use (stage two). Results: There was a very broad spectrum of levels of independent and supported Internet use amongst people with and without aphasia. Age was a stronger predictor than aphasia for Internet use/non-use. People with aphasia were less likely to use linguistic tools such as emailing, text messaging, and e-readers. Level of education influenced self-perception of Internet skills. Case-study interventions differed according to individual needs and goals. Clinical decision-making and interventions were guided by a specific focus on cognitive and Internet skills alongside environmental factors relevant to Internet use. Assessment demonstrated that, for three of four participants, change was evident, with gains linked to their Internet related goals. Discussion: This study adds to knowledge by enhancing understanding of how people with aphasia may face specific risks related to digital exclusion. It demonstrates that a holistic understanding of factors influencing Internet use and skills can support the design and evaluation of tailored interventions to enable iv Internet use with aphasia. This provides guidance for clinical practice and for future aphasia research.Stroke Associatio