The aim of the present mixed cross-sectional and longitudinal study was to observe and describe s... more The aim of the present mixed cross-sectional and longitudinal study was to observe and describe some aspects of vocal imitation in natural mother-infant interaction. Specifically, maternal imitation of infant utterances was observed in relation to the imitative modeling, mirrored equivalence, and social guided learning models of infant speech development. Nine mother-infant dyads were audio-video recorded. Infants were recruited at different ages between 6 and 11 months and followed for 3 months, providing a quasi-longitudinal series of data from 6 through 14 months of age. It was observed that maternal imitation was more frequent than infant imitation even though vocal imitation was a rare maternal response. Importantly, mothers used a range of contingent and noncontingent vocal responses in interaction with their infants. Mothers responded to three-quarters of their infant's vocalizations, including speech-like and less mature vocalization types. The infants' phonetic repertoire expanded with age. Overall, the findings are most consistent with the social guided learning approach. Infants rarely imitated their mothers, suggests a creative self-motivated learning mechanism that requires further investigation.
Purpose: To demonstrate the use of the Syllable Repetition Task (SRT) as a means to identify phon... more Purpose: To demonstrate the use of the Syllable Repetition Task (SRT) as a means to identify phonological versus motor planning difficulties in children with suspected Childhood Apraxia of Speech (CAS). Method: Ten children (aged 4.1 – 9.6 years) with suspected CAS were recruited. An extensive assessment battery was administered including measures of speech accuracy, oral motor skills, speech perception and phonological awareness abilities, consistency of word production, and syllable repetition. The SRT yields a memory score (that suggests a phonological planning deficit) and a transcoding score (based on addition errors that suggest a motor planning deficit). Results: Despite overlapping characteristics, especially in the domains of phonological processing, testing revealed three groups: (1) children with deficits in phonological planning, (i.e., low memory scores on the SRT and high word inconsistency); (2) children with deficits in motor planning, (i.e., low transcoding scores o...
Literacy is crucial for success, both professionally and personally. Oral language skills are clo... more Literacy is crucial for success, both professionally and personally. Oral language skills are closely related to literacy development in children. when a child has weak oral language skills, they will have difficulty achieving reading and writing competencies within the expected time frame. in this paper, we present results from a longitudinal and cross-sectional study of the relationship between oral language skills in pre-literate children, and one aspect of their literacy skills in early elementary school—specifically, spelling. the study was conducted with French-speaking children and French-language learners from Quebec, a population that has been understudied in this area. we developed a predictive tool that will allow teachers and other professionals to assess oral language skills in young children and to predict those children at risk for literacy difficulties. Specifically, we screened children’s speech perception, speech production, phonological awareness, and morphology p...
Journal of Speech, Language, and Hearing Research, 2021
Purpose The purpose of this article is to provide trial-by-trial practice performance data in rel... more Purpose The purpose of this article is to provide trial-by-trial practice performance data in relation to learning (outcome probe data) as collected from 18 treatment sessions provided to children with severe speech sound disorders. The data illustrate the practice–learning paradox: Specific, perfect practice performance is not required for speech production learning. Method We detailed how nine student speech-language pathologists (SSLPs) implemented and modified the motor learning practice conditions to reach a proposed challenge point during speech practice. Eleven participants diagnosed with a severe speech sound disorder received high-intensity speech therapy 3 times per week for 6 weeks. SSLPs implemented treatment procedures with the goal of achieving at least 100 practice trials while manipulating practice parameters to maintain practice at the challenge point. Specifically, child performance was monitored for accuracy in five-trial increments, and practice parameters were c...
International Journal of Speech-Language Pathology, 2019
Abstract Purpose: Digital technologies may offer new solutions to old problems or bring additiona... more Abstract Purpose: Digital technologies may offer new solutions to old problems or bring additional complications. In this paper, we address a longstanding and widespread issue, specifically, slower acquisition of literacy skills by boys compared to girls. Electronic books might serve to close this gender gap because it is believed that boys are generally less motivated to read but that boys are especially engaged by technology. However, interactive features in electronic books could further challenge boys’ weak self-regulation skills, thus impeding their literacy achievement. Gender differences in literacy learning and the learning environment were examined in two studies conducted in French-language kindergartens. Method: Study 1 involved 56 girls and 36 boys, where the relationship between oral language precursors at school entry and literacy outcomes at the end of second grade was assessed. Study 2 included 43 girls and 44 boys, where interactions between children and an adult during shared reading exchanges with electronic books were coded to reveal gender-related differences in the learning environment. Result: In Study 1, the oral language and emergent literacy screener in first grade significantly predicted second grade spelling, with a significant gender gap in orthographic skills favouring girls in grade two despite similar oral language skills in grade one. In Study 2, adult readers were observed to re-direct boys’ attention or regulate their behaviour more often during shared reading (when compared to girls). Conclusion: These findings suggest that self-regulation may mediate early reading precursors and different literacy outcomes by gender. Strategies to alleviate stress and improve the learning environment during literacy activities are suggested. Overall, it is clear that technology is neither beneficial nor harmful by itself; rather, synchronised interactions between adult, child and technological features are crucial. Furthermore, the broader social context in which teaching and learning interactions are embedded plays a role.
This study examined the psycholinguistic profiles of Quebec French-speaking children with develop... more This study examined the psycholinguistic profiles of Quebec French-speaking children with developmental phonological disorders (DPD). The purpose was to determine whether the endophenotypes that have been identified in English-speaking children with DPD are similarly associated with speech impairment in French-speaking children. Seventy-two children with DPD and ten children with normally developing speech, aged four to six years, received a comprehensive assessment battery that included measures at the phenotype level (i.e. measures of overt speech production skills) and endophenotype level (i.e. measures of potential underlying core deficits such as phonological processing or oral motor impairments). The majority of the children with DPD presented with a psycholinguistic profile indicative of difficulties with phonological processing. Phonological processing skills also explained unique variance in speech production accuracy, indicating that French-speaking children with DPD, who ...
In this study, teachers of kindergarten and Grade 1 French-speaking students indicated the likeli... more In this study, teachers of kindergarten and Grade 1 French-speaking students indicated the likelihood their students would develop later writing difficulties. Results showed that language measures, language background, the education levels of parents, and home literacy practices predicted whether children would be identified as at-risk. Moreover children’s oral language skills accounted for even more of the variance in teacher ratings than other variables. Spelling performance assessed 1-year later from a subset of children indicated that the teacher predictions were accurate. Thus, teachers appear to be an effective source for predicting children’s future literacy performance.
American Journal of Speech-Language Pathology, 2015
Purpose This study was designed to test the relative efficacy of different combinations of interv... more Purpose This study was designed to test the relative efficacy of different combinations of intervention approaches when targeting speech production accuracy and phonological awareness skills. All children received individual speech therapy, a home program, and a small-group phonological awareness intervention. Method Sixty-five 4-year-olds with a developmental phonological disorder received these intervention components in different combinations over 12 weeks, resulting in 4 groups: output-oriented individual intervention and articulation practice home program, output-oriented individual intervention and dialogic reading home program, input-oriented individual intervention and articulation practice home program, and input-oriented individual intervention and dialogic reading home program. Results A significant interaction of the individual treatment condition and the home program condition was observed for 2 outcome measures: targeted feature match (which reflected changes in speech...
The research is concerned with the link between children’s oral language abilities and their capa... more The research is concerned with the link between children’s oral language abilities and their capacity to acquire written language skills, especially in the domain of spelling. In addition to theoretical examinations of the oral language foundations of spelling abilities, the goal of this project was to develop a tablet based application for screening children at school entry in order to identify those children who may be at risk for delayed acquisition of spelling skills unless they obtain additional supports during the primary grades.
International journal of speech-language pathology, 2014
Twenty-four French-speaking children with developmental phonological disorders (DPD) were matched... more Twenty-four French-speaking children with developmental phonological disorders (DPD) were matched on percentage of consonants correct (PCC)-conversation, age, and receptive vocabulary measures to English-speaking children with DPD in order to describe how speech errors are manifested differently in these two languages. The participants' productions of consonants on a single-word test of articulation were compared in terms of feature-match ratios for the production of target consonants, and type of errors produced. Results revealed that the French-speaking children had significantly lower match ratios for the major sound class features [+ consonantal] and [+ sonorant]. The French-speaking children also obtained significantly lower match ratios for [+ voice]. The most frequent type of errors produced by the French-speaking children was syllable structure errors, followed by segment errors, and a few distortion errors. On the other hand, the English-speaking children made more segm...
The aim of the present mixed cross-sectional and longitudinal study was to observe and describe s... more The aim of the present mixed cross-sectional and longitudinal study was to observe and describe some aspects of vocal imitation in natural mother-infant interaction. Specifically, maternal imitation of infant utterances was observed in relation to the imitative modeling, mirrored equivalence, and social guided learning models of infant speech development. Nine mother-infant dyads were audio-video recorded. Infants were recruited at different ages between 6 and 11 months and followed for 3 months, providing a quasi-longitudinal series of data from 6 through 14 months of age. It was observed that maternal imitation was more frequent than infant imitation even though vocal imitation was a rare maternal response. Importantly, mothers used a range of contingent and noncontingent vocal responses in interaction with their infants. Mothers responded to three-quarters of their infant's vocalizations, including speech-like and less mature vocalization types. The infants' phonetic repertoire expanded with age. Overall, the findings are most consistent with the social guided learning approach. Infants rarely imitated their mothers, suggests a creative self-motivated learning mechanism that requires further investigation.
Purpose: To demonstrate the use of the Syllable Repetition Task (SRT) as a means to identify phon... more Purpose: To demonstrate the use of the Syllable Repetition Task (SRT) as a means to identify phonological versus motor planning difficulties in children with suspected Childhood Apraxia of Speech (CAS). Method: Ten children (aged 4.1 – 9.6 years) with suspected CAS were recruited. An extensive assessment battery was administered including measures of speech accuracy, oral motor skills, speech perception and phonological awareness abilities, consistency of word production, and syllable repetition. The SRT yields a memory score (that suggests a phonological planning deficit) and a transcoding score (based on addition errors that suggest a motor planning deficit). Results: Despite overlapping characteristics, especially in the domains of phonological processing, testing revealed three groups: (1) children with deficits in phonological planning, (i.e., low memory scores on the SRT and high word inconsistency); (2) children with deficits in motor planning, (i.e., low transcoding scores o...
Literacy is crucial for success, both professionally and personally. Oral language skills are clo... more Literacy is crucial for success, both professionally and personally. Oral language skills are closely related to literacy development in children. when a child has weak oral language skills, they will have difficulty achieving reading and writing competencies within the expected time frame. in this paper, we present results from a longitudinal and cross-sectional study of the relationship between oral language skills in pre-literate children, and one aspect of their literacy skills in early elementary school—specifically, spelling. the study was conducted with French-speaking children and French-language learners from Quebec, a population that has been understudied in this area. we developed a predictive tool that will allow teachers and other professionals to assess oral language skills in young children and to predict those children at risk for literacy difficulties. Specifically, we screened children’s speech perception, speech production, phonological awareness, and morphology p...
Journal of Speech, Language, and Hearing Research, 2021
Purpose The purpose of this article is to provide trial-by-trial practice performance data in rel... more Purpose The purpose of this article is to provide trial-by-trial practice performance data in relation to learning (outcome probe data) as collected from 18 treatment sessions provided to children with severe speech sound disorders. The data illustrate the practice–learning paradox: Specific, perfect practice performance is not required for speech production learning. Method We detailed how nine student speech-language pathologists (SSLPs) implemented and modified the motor learning practice conditions to reach a proposed challenge point during speech practice. Eleven participants diagnosed with a severe speech sound disorder received high-intensity speech therapy 3 times per week for 6 weeks. SSLPs implemented treatment procedures with the goal of achieving at least 100 practice trials while manipulating practice parameters to maintain practice at the challenge point. Specifically, child performance was monitored for accuracy in five-trial increments, and practice parameters were c...
International Journal of Speech-Language Pathology, 2019
Abstract Purpose: Digital technologies may offer new solutions to old problems or bring additiona... more Abstract Purpose: Digital technologies may offer new solutions to old problems or bring additional complications. In this paper, we address a longstanding and widespread issue, specifically, slower acquisition of literacy skills by boys compared to girls. Electronic books might serve to close this gender gap because it is believed that boys are generally less motivated to read but that boys are especially engaged by technology. However, interactive features in electronic books could further challenge boys’ weak self-regulation skills, thus impeding their literacy achievement. Gender differences in literacy learning and the learning environment were examined in two studies conducted in French-language kindergartens. Method: Study 1 involved 56 girls and 36 boys, where the relationship between oral language precursors at school entry and literacy outcomes at the end of second grade was assessed. Study 2 included 43 girls and 44 boys, where interactions between children and an adult during shared reading exchanges with electronic books were coded to reveal gender-related differences in the learning environment. Result: In Study 1, the oral language and emergent literacy screener in first grade significantly predicted second grade spelling, with a significant gender gap in orthographic skills favouring girls in grade two despite similar oral language skills in grade one. In Study 2, adult readers were observed to re-direct boys’ attention or regulate their behaviour more often during shared reading (when compared to girls). Conclusion: These findings suggest that self-regulation may mediate early reading precursors and different literacy outcomes by gender. Strategies to alleviate stress and improve the learning environment during literacy activities are suggested. Overall, it is clear that technology is neither beneficial nor harmful by itself; rather, synchronised interactions between adult, child and technological features are crucial. Furthermore, the broader social context in which teaching and learning interactions are embedded plays a role.
This study examined the psycholinguistic profiles of Quebec French-speaking children with develop... more This study examined the psycholinguistic profiles of Quebec French-speaking children with developmental phonological disorders (DPD). The purpose was to determine whether the endophenotypes that have been identified in English-speaking children with DPD are similarly associated with speech impairment in French-speaking children. Seventy-two children with DPD and ten children with normally developing speech, aged four to six years, received a comprehensive assessment battery that included measures at the phenotype level (i.e. measures of overt speech production skills) and endophenotype level (i.e. measures of potential underlying core deficits such as phonological processing or oral motor impairments). The majority of the children with DPD presented with a psycholinguistic profile indicative of difficulties with phonological processing. Phonological processing skills also explained unique variance in speech production accuracy, indicating that French-speaking children with DPD, who ...
In this study, teachers of kindergarten and Grade 1 French-speaking students indicated the likeli... more In this study, teachers of kindergarten and Grade 1 French-speaking students indicated the likelihood their students would develop later writing difficulties. Results showed that language measures, language background, the education levels of parents, and home literacy practices predicted whether children would be identified as at-risk. Moreover children’s oral language skills accounted for even more of the variance in teacher ratings than other variables. Spelling performance assessed 1-year later from a subset of children indicated that the teacher predictions were accurate. Thus, teachers appear to be an effective source for predicting children’s future literacy performance.
American Journal of Speech-Language Pathology, 2015
Purpose This study was designed to test the relative efficacy of different combinations of interv... more Purpose This study was designed to test the relative efficacy of different combinations of intervention approaches when targeting speech production accuracy and phonological awareness skills. All children received individual speech therapy, a home program, and a small-group phonological awareness intervention. Method Sixty-five 4-year-olds with a developmental phonological disorder received these intervention components in different combinations over 12 weeks, resulting in 4 groups: output-oriented individual intervention and articulation practice home program, output-oriented individual intervention and dialogic reading home program, input-oriented individual intervention and articulation practice home program, and input-oriented individual intervention and dialogic reading home program. Results A significant interaction of the individual treatment condition and the home program condition was observed for 2 outcome measures: targeted feature match (which reflected changes in speech...
The research is concerned with the link between children’s oral language abilities and their capa... more The research is concerned with the link between children’s oral language abilities and their capacity to acquire written language skills, especially in the domain of spelling. In addition to theoretical examinations of the oral language foundations of spelling abilities, the goal of this project was to develop a tablet based application for screening children at school entry in order to identify those children who may be at risk for delayed acquisition of spelling skills unless they obtain additional supports during the primary grades.
International journal of speech-language pathology, 2014
Twenty-four French-speaking children with developmental phonological disorders (DPD) were matched... more Twenty-four French-speaking children with developmental phonological disorders (DPD) were matched on percentage of consonants correct (PCC)-conversation, age, and receptive vocabulary measures to English-speaking children with DPD in order to describe how speech errors are manifested differently in these two languages. The participants' productions of consonants on a single-word test of articulation were compared in terms of feature-match ratios for the production of target consonants, and type of errors produced. Results revealed that the French-speaking children had significantly lower match ratios for the major sound class features [+ consonantal] and [+ sonorant]. The French-speaking children also obtained significantly lower match ratios for [+ voice]. The most frequent type of errors produced by the French-speaking children was syllable structure errors, followed by segment errors, and a few distortion errors. On the other hand, the English-speaking children made more segm...
Uploads