Adult and Child Semantic Neighbors of the Kroll and Potter (1984) Nonobjects

This is the author's accepted manuscript. The original is available at http://jslhr.pubs.asha.org/article.aspx?articleid=1781318Purpose The purpose was to determine the number of semantic neighbors, namely semantic set size, for 88 nonobjects (Kroll & Potter, 1984) and determine how semantic set size related to other measures and age. Method Data were collected from 82 adults and 92 preschool children in a discrete association task. The nonobjects were presented via computer, and participants reported the first word that came to mind that was meaningfully related to the nonobject. Words reported by two or more participants were considered semantic neighbors. The strength of each neighbor was computed as the proportion of participants who reported the neighbor. Results Results showed that semantic set size was not significantly correlated with objectlikeness ratings or object decision reaction times from Kroll and Potter (1984). However, semantic set size was significantly negatively correlated with the strength of the strongest neighbor(s). In terms of age effects, adult and child semantic set sizes were significantly positively correlated and the majority of numeric differences were on the order of 0–3 neighbors. Comparison of actual neighbors showed greater discrepancies; however, this varied by neighbor strength. Conclusions Semantic set size can be determined for nonobjects. Specific guidelines are suggested for using these nonobjects in future research

Learning Vocabulary through Reading

This is the author's accepted manuscript. The original can be found at http://www.speechpathologyaustralia.org.au/publications/jcpslpChildren with early reading and vocabulary deficits often struggle in these areas across development. Although direct instruction is effective for teaching individual vocabulary words, it is time consuming, and may not be sufficient to close the vocabulary gap between good and poor readers. Instruction on deriving the meanings of unknown words from context may help to increase vocabulary knowledge in children with reading and vocabulary deficits. Toward this end, we review the research concerning factors that influence word learning from context and instructional approaches that have been shown to be effective in teaching derivational skills

The effect of semantic set size on word learning by preschool children

This is the author's accepted manuscript. The original is available at http://jslhr.pubs.asha.org/article.aspx?articleid=1781319Purpose The purpose was to determine whether semantic set size, a measure of the number of semantic neighbors, influenced word learning, and whether the influence of semantic set size was broad, showing effects on multiple measures both during and after learning. Method Thirty-six preschool children were exposed to 10 nonobjects, varying in semantic set size, paired with 10 nonwords, controlling phonotactic probability and neighborhood density. Nonobject – nonword pairs were presented in a game format. Learning was measured in naming and referent identification tasks administered before, during, and one-week after training. Results Results showed no differences in naming or identifying the referents of the nonobject – nonword pairs with small versus large semantic set sizes before and during training. However, one-week after training, children named and identified the referents of nonobject – nonword pairs with small set sizes more accurately than those with large set sizes. Conclusions Similarity to known representations appears to influence word learning, regardless of whether the similarity involves lexical or semantic representations. However, the direction of the effect of similarity to known representations on word learning varies depending on the specific type of representation involved. Specifically, lexical similarity speeds learning, whereas semantic similarity slows learning

Morphosyntactic Skills of Poor Comprehenders

Purpose: This study investigated the morpho-syntactic abilities of children who show deficits in reading comprehension in spite of adequate word reading abilities. These children are often referred to in the literature as "poor comprehenders" (PCs), and their reading comprehension problems are believed to stem from oral language deficits. In fact, many studies have documented PCs' deficits in semantics, syntax, and higher level language skills. Because most PCs also display normal nonverbal cognitive skills, they share much in common with children with specific language impairment (SLI), and studies have documented substantial overlap between the two classifications. This study sought to determine whether PCs display the same morpho-syntactic deficits that are characteristic of children with SLI. Method: Sixteen PCs and 24 controls participated in this study. All participants were in fourth grade and demonstrated good word reading and nonverbal cognitive abilities. They completed a battery of standardized language assessments and three experimental morpho-syntax tasks that examined knowledge of finiteness marking rules. The first two sets of analyses were conducted to determine if PCs showed morpho-syntactic weakness relative to controls and if their pattern of performance was characteristic of expectations for children with SLI. Then the PC group was subdivided into those who met criteria for SLI (PC-SLI) and those who did not (PC-Only). The third set of analyses looked for differences in morpho-syntactic performance between PCs with SLI and poor comprehenders without SLI. Results: The PC group achieved significantly lower scores than the control group on all non-phonological standardized language assessments, but the two groups performed equivalently on the phonological processing measure. The PC group also showed significantly weaker performance than controls across the three morpho-syntax tasks, and their pattern of performance indicated weakness with obligatory finiteness marking, regularization of irregular past tense, and subject-verb agreement. The first two weaknesses are characteristic of children with SLI. Although subject-verb agreement is not believed to be an issue for children with SLI, a small number of studies of older children with SLI have reported difficulty with this area. There was no distinguishable pattern of differences in morpho-syntactic performance between the PC-SLI and PC-Only groups. These results have implications for the early identification of later reading comprehension difficulties in children with good phonological skills

Promoting Reading Achievement in Children With Developmental Language Disorders: What Can We Learn From Research on Specific Language Impairment and Dyslexia?

Purpose Specific language impairment (SLI; see also developmental language disorder) and dyslexia are separate, yet frequently co-occurring disorders that confer risks to reading comprehension and academic achievement. Until recently, most studies of one disorder had little consideration of the other, and each disorder was addressed by different practitioners. However, understanding how the two disorders relate to each other is important for advancing theories about each disorder and improving reading comprehension and academic achievement. The purpose of this clinical focus article is to integrate research on SLI and dyslexia as well as advocate for the consideration of comorbidities in future research and clinical practice. Method The first section reviews definitions as well as inclusionary and exclusionary criteria for SLI and dyslexia. The second section reviews research demonstrating that SLI and dyslexia are different disorders that often co-occur. Studies examining language, working memory, and academic achievement in children with separate versus co-occurring SLI and dyslexia are reviewed. The final section compares and contrasts school identification frameworks for children with SLI and dyslexia and considers the potential benefits of incorporating broad language skills into response to intervention (RTI) assessment frameworks. Conclusions Children with weak language skills are at a high risk of experiencing reading problems, but language difficulties are often hidden from view. Directly addressing language skills within school RTI frameworks can help improve the identification and treatment of children with SLI and dyslexia as well as support improved reading comprehension and academic achievement for all students. Presentation Video https://doi.org/10.23641/asha.13063793

How does harvesting impact white sage (Salvia apiana) as a cultural resource in southern California?

Includes bibliographical references (pages 45-48)Demand for non-timber plant products has increased and with the stress of pressures, such as invasive species and habitat fragmentation, the sustainability of some culturally important plant populations may be at risk. Salvia apiana (white sage) is a plant used in cleansing ceremonies by Native Americans and adherents to other nature and Earth-centric spiritualties. Some Native Americans have suggested that the species is in decline and there is concern that over-harvesting may be the cause. This study addresses that concern by examining (1) how different ethnic and spiritual groups harvest or otherwise acquire S. apiana and (2) how plants respond to different harvest practices. People were surveyed to learn about their harvest practices and wild plants were subjected to combinations of harvest treatments to examine their biological effect. Treatments included gathering technique (by hand, cutting, leaf only), removal amount (0%, 5%, 25%, 50%), and harvest season (spring, summer). While various ethnic and spiritual groups acquire and harvest materials from S. apiana differently, these practices did not have significant impacts on plant size, leaf-volume ratio or flower abundance. Therefore, harvest is not a likely reason for decline of this species. A more likely cause of decline is the conversion of coastal sage scrub vegetation to invasive grass-domination due to increases in urban development and fire frequency

If We Don’t Look, We Won’t See: Measuring Language Development to Inform Literacy Instruction

Oral language abilities enable children to learn to read, and they predict future academic achievement and life outcomes. However, children with language impairment frequently go unidentified because schools do not systematically measure oral language development. Given that identification paves the way for treatment, schools should increase attention to oral language development, particularly within response to intervention (RTI) frameworks, which aim to prevent learning disabilities by identifying and intervening at early stages. Formal schooling should address language comprehension (in addition to word reading) to ensure an adequate foundation for future reading comprehension. In support, we overview the developmental relations between oral language abilities and reading skills, review current school-based assessment frameworks, and discuss how these frameworks can include language assessments. Measuring language skills early and often benefits not only those who have language impairment but also all children, as it documents language variability to inform differentiated instruction

The Effect of Semantic Set Size on Word Learning by Preschool Children

Purpose - The purpose was to determine whether semantic set size, a measure of the number of semantic neighbors, influenced word learning, and whether the influence of semantic set size was broad, showing effects on multiple measures both during and after learning. Method - Thirty-six preschool children were exposed to 10 nonobjects, varying in semantic set size, paired with 10 nonwords, controlling phonotactic probability and neighborhood density. Nonobject-nonword pairs were presented in a game format. Learning was measured in naming and referent identification tasks administered before, during, and 1 week after training. Results - Results showed no differences in naming or identifying the referents of the nonobject-nonword pairs with small versus large semantic set sizes before and during training. However, 1 week after training, children named and identified the referents of nonobject-nonword pairs with small set sizes more accurately than those with large set sizes. Conclusions - Similarity to known representations appears to influence word learning, regardless of whether the similarity involves lexical or semantic representations. However, the direction of the effect of similarity to known representations on word learning varies depending on the specific type of representation involved. Specifically, lexical similarity speeds learning, whereas semantic similarity slows learning

Adult and Child Semantic Neighbors of the Kroll and Potter (1984) Nonobjects

Purpose - The purpose was to determine the number of semantic neighbors, namely semantic set size, for 88 nonobjects (J. F. Kroll & M. C. Potter, 1984) and determine how semantic set size related to other measures and age. Method - Data were collected from 82 adults and 92 preschool children in a discrete association task. The nonobjects were presented via computer, and participants reported the first word that came to mind that was meaningfully related to the nonobject. Words reported by two or more participants were considered semantic neighbors. The strength of each neighbor was computed as the proportion of participants who reported the neighbor. Results - Results showed that semantic set size was not significantly correlated with objectlikeness ratings or object decision reaction times from J. F. Kroll and M. C. Potter (1984). However, semantic set size was significantly negatively correlated with the strength of the strongest neighbor(s). In terms of age effects, adult and child semantic set sizes were significantly positively correlated and the majority of numeric differences were on the order of 0-3 neighbors. Comparison of actual neighbors showed greater discrepancies; however, this varied by neighbor strength. Conclusions - Semantic set size can be determined for nonobjects. Specific guidelines are suggested for using these nonobjects in future research

Understanding Dyslexia in the Context of Developmental Language Disorders

Purpose: The purpose of this tutorial is to discuss the language basis of dyslexia in the context of developmental language disorders (DLDs). Whereas most studies have focused on the phonological skills of children with dyslexia, we bring attention to broader language skills. Method: We conducted a focused literature review on the language basis of dyslexia from historical and theoretical perspectives with a special emphasis on the relation between dyslexia and DLD and on the development of broader language skills (e.g., vocabulary, syntax, and discourse) before and after the identification of dyslexia. Results: We present clinically relevant information on the history of dyslexia as a language-based disorder, the operational definitions used to diagnose dyslexia in research and practice, the relation between dyslexia and DLD, and the language abilities of children with dyslexia. Conclusions: We discuss 3 clinical implications for working with children with dyslexia in school settings: (a) Children with dyslexia-with and without comorbid DLDs-often have language deficits outside the phonological domain; (b) intervention should target a child\u27s strengths and weaknesses relative to reading outcomes, regardless of diagnostic labels; and (c) those who have dyslexia, regardless of language abilities at the time of diagnosis, may be at risk for slower language acquisition across their lifetime. Longitudinal studies are needed to assess multiple language skills early, at the time of the diagnosis of dyslexia, and years later to better understand the complex development of language and reading in children with dyslexia