ORCID Profile
0000-0002-9323-8055
Current Organisation
University of Tasmania
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Publisher: Wiley
Date: 2005
DOI: 10.1080/13682820500126049
Abstract: Children with speech disorder are a heterogeneous group (e.g. in terms of severity, types of errors and underlying causal factors). Much research has ignored this heterogeneity, giving rise to contradictory intervention study findings. This situation provides clinical motivation to identify the deficits in the speech-processing chain that underlie different subgroups of developmental speech disorder. Intervention targeting different deficits should result in a differential response to intervention across these subgroups. To evaluate the effect of two different types of therapy on speech accuracy and consistency of word production of children with consistent and inconsistent speech disorder. Eighteen children (aged 4 -6 years) with severe speech disorder participated in an intervention study comparing phonological contrast and core vocabulary therapy. All children received two 8-week blocks of each intervention. Changes in consistency of production and accuracy (per cent consonants correct) were used to measure the effect of each intervention. All of the children increased their consonant accuracy during intervention. Core vocabulary therapy resulted in greater change in children with inconsistent speech disorder and phonological contrast therapy resulted in greater change in children with consistent speech disorder. The results provide evidence that treatment targeting the speech-processing deficit underlying a child's speech disorder will result in efficient system-wide change. Differential response to intervention across subgroups provides evidence supporting theoretical perspectives regarding the nature of speech disorders: it reinforces the concept of different underlying deficits resulting in different types of speech disorder.
Publisher: Wiley
Date: 2007
DOI: 10.1080/13682820600988967
Abstract: In young, typically developing children, some word production variability is expected, but highly inconsistent speech is considered a clinical marker for disorder. Speech-language pathologists need to identify variability versus inconsistency, yet these terms are not clearly differentiated. Not only is it important to identify inconsistency, but also it needs to be defined and measured so that clinical decisions are evidence based. In order to understand inconsistent speech production, typical variability must be described. This paper differentiates between variability and inconsistent productions. Variability is defined as productions that differ, but can be attributed to factors described in normal acquisition and use of speech. Inconsistency is speech characterized by a high proportion of differing repeated productions with multiple error types, both segmental (phoneme) and structural errors (consonant-vowel sequence within a syllable). The study describes and quantifies the consistency of word production in typically developing children aged between 3 and 6 years. This paper reports a large cross-sectional study (n = 409) of the consistency of children's production of words within the same linguistic context. The study found that the speech of typically developing children is highly consistent. Children in the youngest age group demonstrated the highest levels of variability, but it remained below 13% with 10% reflecting maturational influences. Inconsistent production cannot be considered a typical feature of speech development. The results inform differential diagnosis of speech disorder.
Publisher: Informa UK Limited
Date: 05-2010
Publisher: SAGE Publications
Date: 12-2006
DOI: 10.1177/13670069060100040401
Abstract: Most investigations of bilingual language development focus on children acquiring two European languages. Little research has investigated erse language pairs or compared the influence of the first language on second language development. The study reported here compared the lexical skills of three groups of 11-year-old students from different language backgrounds. Two bilingual groups (first language Vietnamese or Samoan, second language English) and a monolingual control group matched for social class were compared on a series of tasks. The tasks examined English lexical comprehension and use, as well as single word processing on nonword tasks. The results showed that both bilingual groups performed significantly below their monolingual peers in all lexical tasks but not on nonword tasks. There were no differences between the two bilingual groups, despite the fact that the cultural and linguistic backgrounds of each were very different. The findings indicate that despite six years of formal schooling in English, including focused ESL support, bilingual students from both Vietnamese and Samoan cultural backgrounds perform less well than their peers in their understanding and use of the English lexicon. The implications of these findings for theory of bilingual language acquisition, assessment practice and educational policy are considered.
Publisher: Informa UK Limited
Date: 2006
Publisher: SAGE Publications
Date: 10-2007
Abstract: The research reported investigated the efficacy of intervention, developed by a speech-language therapist and implemented by a teacher, for the language and phonological awareness (PA) abilities of pre-school, socially disadvantaged children. One study established that children from low socio-economic (SES) backgrounds had poorer skills on both measures compared to children of average SES. Half of the low SES group received language and PA intervention programmes and their progress was compared to untreated SES matched controls. Both programmes were highly effective with post-intervention performance not only exceeding that of SES controls but also equalling the performance of controls of average SES.
Publisher: Informa UK Limited
Date: 12-2003
DOI: 10.1080/0269920031000111348
Abstract: This paper reports a normative study on the phonological development of British English-speaking children. Speech s les of 684 children, aged between 3 and 6 years, randomly selected from nurseries and schools in eight different areas throughout the UK, were collected and analysed to obtain normative data. This paper reports on two aspects of speech development: the age of acquisition of sounds (phonetic acquisition) and the age that error patterns were suppressed (phonemic acquisition). It discusses the effects of age, gender and socio-economic status on speech sound development. The study found that older children had more accurate production and fewer error patterns in their speech. It found no gender differences in the younger age groups. However, in the oldest age group, it found the phonological accuracy measures of girls' better than boys. It found no significant effects of socio-economic status on any of the phonological accuracy measures.
Publisher: SAGE Publications
Date: 06-2009
Abstract: Most children's speech difficulties are `functional' (i.e. no known sensory, motor or intellectual deficits). Speech disorder may, however, be associated with cognitive deficits considered core abilities in executive function: rule abstraction and cognitive flexibility. The study compares the rule abstraction and cognitive flexibility of children with speech disorder and typically developing controls. Three groups of five-year-old children (typically developing, consistent atypical speech disorder and inconsistent speech disorder) were assessed on the Flexible Item Selection Test (Jacques and Zelazo, 2001). Children were shown a set of three cards and asked to select two that matched on one dimension (selection 1: abstraction). Children were then asked to select a different pair of cards that matched on another dimension (selection 2: flexibility). The children with consistent atypical speech disorder performed worse than the other two groups on selections 1 and 2. The children with an inconsistent speech disorder performed similarly to their typically developing peers. Children who use consistent atypical error patterns have difficulties with rule abstraction and flexibility that are not confined to the linguistic system. The results are discussed in terms of the deficits underlying different types of speech disorders.
Publisher: Ovid Technologies (Wolters Kluwer Health)
Date: 04-2006
Publisher: Cambridge University Press (CUP)
Date: 09-1999
DOI: 10.1017/S0142716499003021
Abstract: Longitudinal case studies of the successive phonological acquisition of two Cantonese–English bilingual children, aged 2 to 3 years and 2 to 3 years, are presented. The children were assessed at 4-week intervals. The first assessment of their phonology occurred when they had been exposed to English for three months. Phoneme acquisition and phonological process data revealed that both children had separate phonological systems for the two languages. The two phonological systems for each child developed in similar ways to monolingual children acquiring Cantonese and English. However, a number of error patterns, indicative of disorder in monolingual children, were evident in the children's phonological systems in English and in Cantonese. These patterns have been documented as normal error patterns for successive bilingual Cantonese–English speaking children. The difference between normal successive bilingual phonological development and normal monolingual development is addressed.
Publisher: Wiley
Date: 06-05-2008
DOI: 10.1080/13682820701445032
Abstract: Although children with speech disorder are at increased risk of literacy impairments, many learn to read and spell without difficulty. They are also a heterogeneous population in terms of the number and type of speech errors and their identified speech processing deficits. One problem lies in determining which preschool children with speech disorder will have difficulties acquiring literacy skills. Two studies are presented that investigate the relationship between speech disorders and literacy. The first examined the phonological awareness abilities of children with different types of speech difficulties. The second study investigated the literacy skills of children with a history of inconsistent speech disorder. Experiment 1 measured the syllable segmentation, rhyme awareness and alliteration awareness of 61 preschool children: 46 with speech disorder (14 with delayed development, 17 who made consistent non-developmental errors, and 15 who made inconsistent errors) and 15 typically developing controls. Experiment 2 assessed the reading accuracy, spelling and phonological awareness abilities of nine 7-year-old children with a history of inconsistent phonological errors. The first study indicated unexpected patterns of performance. While the Delayed group performed less well than controls on all tasks, the Consistent group showed poor performance on rhyme and alliteration but appropriate performance on syllable segmentation. The Inconsistent group performed most poorly on syllable segmentation but no differently from controls on the other two tasks. The second study indicated that children with a history of inconsistent phonological disorder performed no differently from controls on measures of phonological awareness and reading, but less well on measures of spelling ability. The results support classification of speech disorders and show a differentiation of phonological awareness skills across groups. Children with consistent atypical speech errors have poor phonological awareness and are most at risk for literacy difficulties. Those with inconsistent phonological disorder are at increased risk of spelling difficulties. The findings indicate that phonological awareness and spelling skill are distinct processing systems and highlight the role of phonological assembly skills (i.e. storing and/or retrieving phonological output plans) in spelling output. The interactive processes between reading and spelling are discussed.
Publisher: Springer Science and Business Media LLC
Date: 08-12-2020
Publisher: Informa UK Limited
Date: 1997
Publisher: Cambridge University Press (CUP)
Date: 08-2013
DOI: 10.1017/S0305000912000293
Abstract: This study investigated cross-linguistic influence in acquisition of a second lexicon, evaluating Samoan–English sequentially bilingual children (initial mean age 4 9) during their first 18 months of school. Receptive and Expressive Vocabulary tasks evaluated acquisition of four word types: cognates, matched nouns, phrasal nouns and holonyms. Each word type had varying phonological and conceptual difference between Samoan (L1) and English (L2). Results highlighted conceptual distance between L1 and L2 as a key factor in L2 lexical acquisition. The children acquired L2 lexical items earlier if their conceptual representation was similar to that of L1. Words with greater conceptual distance between L1 and L2 emerged more slowly. This suggests that L1 knowledge influences L2 lexical consolidation for sequential bilinguals. Words that require a conceptual shift from L1 take longer to consolidate and strengthen within the L2 lexicon.
Publisher: S. Karger AG
Date: 2001
DOI: 10.1159/000052671
Abstract: Little is known about the phonological development of children who acquire two languages sequentially in the preschool years. Some of these children will be referred for assessment of speech disorder. Distinguishing between delayed development due to the language learning environment and disorder is problematic in the absence of normative data on the typical phonological development of bilingual children. Another major issue concerns whether both languages require intervention, or only one because of generalisation to the other language. Treatment efficacy studies of 2 bilingual children are reported. The data indicate that different patterns of cross-language generalisation occur depending upon the deficit in the speech processing chain underlying the speech disorder.
Publisher: Informa UK Limited
Date: 04-05-2010
DOI: 10.3109/17549501003721064
Abstract: This study examined the lexical development of nine Samoan-English bilingual children during their first year in English speaking preschools in Australia. Receptive and expressive lexicon in Samoan and English was assessed when the children had completed their first term of school (approximately 10 weeks) and then 6 months later. The bilingual children's scores in each language and composite scores were examined over time. Performance was also compared with typically developing, age-matched (4-5-year-old) monolingual English-speaking peers. Results indicated that the group made significant gains in both languages over time. The bilingual children's receptive composite scores were comparable to monolingual English scores, with clear changes in lexical composition (singlets and translation equivalents) over time. Expressive composite scores of bilingual children were lower than scores of monolingual peers. Results appeared to be highly influenced by the language environment and patterns of language use in this group. The potential use of composite score methodology as a clinical assessment tool in bilingual children is discussed.
Publisher: SAGE Publications
Date: 31-03-2014
Abstract: This study evaluated a bilingual intervention in the key learning area of mathematics. Nine typically developing Samoan–English students received math lessons in both Samoan and English. A control group of Samoan–English students received all lessons in English. The material covered and the amount of instruction was the same for each group. The only difference was in the language of instruction. Two assessments measured progress in early mathematical skills and concept development. Initial data from each test in isolation indicated no additional benefit for students who received bilingual intervention. Further analysis revealed two interesting patterns of learning between tests. First, all students more easily acquired rote mathematical skills and knowledge than conceptual knowledge and its associated vocabulary. Second, there were differences in patterns of learning between groups. The control group acquired mathematical skills but made limited progress acquiring conceptual knowledge. In contrast, the intervention group demonstrated more balanced learning: acquisition of core math skills was matched by gains in conceptual development. We propose that bilingual intervention facilitated English word learning, producing improved learning of core skills linked to underlying conceptual knowledge.
Publisher: Informa UK Limited
Date: 2008
DOI: 10.1080/14417040701732590
Abstract: Previous research indicates that the extent of progress made by children with phonological disorders depends upon the nature of the word pairs contrasted in therapy. For ex le, phonemes that differ maximally in terms of place, manner, voicing and sound class (e.g., fan - man) in comparison to therapy where the word pairs presented differ minimally (e.g., fan - van). To investigate the implications of target selection within a typical clinical context (as opposed to a rigorous research setting) eight speech-language pathologists implemented intervention with appropriate children from their caseloads. Nineteen children each received 6 hours of therapy over one school term. They were randomly allocated to two groups. One group (of nine children) received intervention based on a traditional minimal pair approach, targeting homonymy as well as distinctive feature contrast. The other group (ten children) received intervention targeting contrasts differing across a range of distinctive features. Children made considerable progress in therapy in terms of speech accuracy and number of error patterns suppressed. However, there was no difference between the progress of the two groups. Follow-up assessment of 14 of the 19 children indicated maintenance of progress by both groups. Reasons for the lack of difference between the groups in the current study are considered and clinical implications are drawn.
Publisher: Informa UK Limited
Date: 14-11-2022
Publisher: Informa UK Limited
Date: 29-06-2023
Publisher: Wiley
Date: 09-07-1999
Abstract: This study reports developmental data for the phonological awareness and processing skills of 57 normally developing Tyneside preschool children, aged between 46 and 58 months. The children were assessed on eight tasks: consistency of word production, phonological variability according to speech production task, non-word imitation, syllable segmentation, rhyme awareness, alliteration awareness, phoneme isolation and phoneme segmentation. The results indicated that girls and boys performed similarly socio-economic status significantly affected performance on six of the tasks and age was significantly correlated with performance on tasks targeting alliteration, non-word imitation, phonological variability, and phoneme isolation and segmentation. The older children were more phonologically aware than the younger children.
Publisher: Wiley
Date: 15-05-2023
Abstract: Perceptual, cognitive and previous clinical experience may influence a novice Videofluoroscopic Swallowing Study (VFSS) analyst's trajectory towards competency. Understanding these factors may allow trainees to be better prepared for VFSS training and may allow training to be developed to accommodate differences between trainees. This study explored a range of factors previously suggested in the literature as influencing the development of novice analysts’ VFSS skills. We hypothesised that knowledge of swallow anatomy and physiology, visual perceptual skills, self‐efficacy and interest, and prior clinical exposure would all influence VFSS novice analysts’ skill development. Participants were undergraduate speech pathology students recruited from an Australian university, who had completed the required theoretical units in dysphagia. Data assessing the factors of interest were collected—the participants identified anatomical structures on a still radiographic image, completed a physiology questionnaire, completed subsections of the Developmental Test of Visual Processing—Adults, self‐reported the number of dysphagia cases they managed on placement, and self‐rated their confidence and interest. Data for 64 participants relating to the factors of interest were compared with their ability to accurately identify swallowing impairments following 15 h of VFSS analytical training, using correlation and regression analysis. Success in VFSS analytical training was best predicted by clinical exposure to dysphagia cases and the ability to identify anatomical landmarks on still radiographic images. Novice analysts vary in the acquisition of beginner‐level VFSS analytical skill. Our findings suggest that speech pathologists who are new to VFSS may benefit from clinical exposure to dysphagia cases, sound foundational knowledge of anatomy relevant to swallowing and the ability to see the anatomical landmarks on still radiographic images. Further research is required to equip VFSS trainers and trainees for training, to understand differences between learners during skill development. The existing literature suggests that no vice Video fluoroscopic Swallowing Study (VFSS) analysts training may be influenced by their personal characteristics and experience. This study found that student clinicians, clinical exposure to dysphagia cases and their ability to identify anatomical landmarks relevant to swallowing on still radiographic images prior to training best predicted their ability to identify swallowing impairments after training. Given the expense of training health professionals, further research is required into the factors that successfully prepare clinicians for VFSS training, including clinical exposure, foundational knowledge of anatomy relevant to swallowing and the ability to identify the anatomical landmarks on still radiographic images.
Publisher: Springer Science and Business Media LLC
Date: 15-03-2021
Publisher: SAGE Publications
Date: 07-1999
DOI: 10.1177/026553229901600303
Abstract: Diagnosis of speech disorder in children acquiring two languages is problematic. There are few norms for bilingual language acquisition, and speech-language path-ologists are unlikely to speak both languages of the bilingual populations they serve. Further, knowledge concerning the phonological structure of many languages is limited. This article describes the development of a phonological assessment for bilingual children. The assessment was administered to normally developing bilingual children as well as children suspected of speech disorder. The children with speech disorder were referred to the Rochdale Healthcare NHS Trust Speech and Language Therapy Department for assessment of their speech. All of the children spoke either Mirpuri, Punjabi or Urdu at home but were exposed to English at nursery or school. The phonological development of bilingual children in each language is described. The normally developing children showed phonological error patterns in English that would be considered atypical of normal monolingual development in English. The error patterns of two children with speech disorder are also described. The error patterns are consistent with research evidence concerning subgroups of speech disorder in monolingual and bilingual children. The findings provide further support for the hypothesis that symptoms (surface error patterns) of speech disorder are language independent, (i.e., that a single deficit underlies the speech disorder across both languages). The clinical implications for assessment and treatment of speech disorder in children exposed to more than one language are discussed.
Publisher: Informa UK Limited
Date: 2006
Publisher: Informa UK Limited
Date: 24-02-2022
DOI: 10.1080/02699206.2022.2041099
Abstract: Consistency of word production contributes to carers' ability to understand children's speech. Reports of the proportion of words produced consistently by typically developing preschool children, however, vary widely from 17% to 87%. This paper examines the quantitative (consistency count) and qualitative (e.g. phonemic analysis) characteristics of word consistency in 96 children aged 36-60 months. Children named 15 pictures twice, in separate trials, in the same assessment session. The mean consistency of the production for the whole group was 82%. Older children were more consistent than younger children. Girls were more consistent than boys. Words produced correctly in one trial and in error in another may indicate resolving error patterns. Words produced in error in two different ways provided useful evidence about the nature of inconsistent word production in typically developing children. The clinical and theoretical implications are discussed.
Publisher: Informa UK Limited
Date: 09-06-2023
Publisher: Informa UK Limited
Date: 2006
Publisher: Informa UK Limited
Date: 2007
Publisher: SAGE Publications
Date: 06-1999
Publisher: Elsevier BV
Date: 05-1996
DOI: 10.1016/0010-0277(95)00691-5
Abstract: The relationship between first and second language literacy was examined by identifying the skills and processes developed in the first language that were transferred to the second language. The performance of 40 university students from The People's Republic of China, Hong Kong, Vietnam and Australia were compared on a series of tasks that assessed phonological awareness and reading and spelling skills in English. The results indicated that the Hong Kong students (with non-alphabetic first language literacy) had limited phonological awareness compared to those students with alphabetic first language literacy. The reading and spelling tasks showed no differences between the groups on real word processing. However, the students from Hong Kong had difficulty processing nonwords because of their poor phonological awareness. The results supported the hypothesis that people learning English as a second language (ESL) transfer their literacy processing skills from their first language to English. When the phonological awareness required in English had not been developed in the first language, ESL students were limited to a whole-word, visual strategy. The findings indicate that students from non-alphabetic written language backgrounds might have difficulties with new, or unfamiliar words when attending universities where English is the medium of instruction.
Publisher: Wiley
Date: 12-04-2011
DOI: 10.3109/13682821003624998
Abstract: The majority of children born preterm are considered neurologically normal and free of disability. However, follow-up studies at school age report that preterm children born without major impairment have more subtle impairments, including language difficulties, which influence their ability to function. These findings indicate a need to examine specific language-processing skills in children born preterm across the school years. To compare oral narrative skills of children born preterm with their peers born at full term. The research used an independent groups design to examine the narrative ability of 30 children aged between 9 years 8 months and 10 years 11 months: 15 children born before 33 weeks' gestation (preterm group) and 15 children matched for chronological age born at full gestation (greater than 38 weeks). Seven measures assessed productivity, structure, complexity, and formulation abilities. The research used univariate analysis to examine variations in outcomes based on group status (preterm versus full term). The results showed group effects on the formulation measures but not the productivity, complexity or quality measures. Children born preterm produced more utterances with mazes and had more disruptions than children born at full term. The children born preterm demonstrated difficulties formulating a narrative even though they produced a similar amount and used similar structural aspects to their peers born full term. Children born preterm show subtle and specific linguistic deficits that continue to affect their ability to formulate a narrative in the upper primary school years.
Publisher: SAGE Publications
Date: 03-1997
DOI: 10.1177/136700699700100105
Abstract: This treatment case study presents a five-year-old bilingual Cantonese/English speaking boy with articulation and phonological errors. It reports two treatment phases: articulation therapy and phonological therapy. The articulation therapy was given in English and targeted the distorted production of / s/. The result was a perceptually acceptable pronunciation of / s/ in both English and Cantonese. The phonological therapy, also given in English, targeted cluster reduction, but it was only effective in treating English errors. The reduction of consonant clusters in Cantonese remained unchanged. These data have implications for two issues: the separateness of bilingual children's two phonological systems, and the differences between articulation and phonological errors.
Publisher: Informa UK Limited
Date: 09-2013
Publisher: Informa UK Limited
Date: 03-01-2014
Publisher: Informa UK Limited
Date: 1999
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for Alison Holm.