ORCID Profile
0000-0002-6179-927X
Current Organisations
Macquarie University
,
University College London
,
University of Melbourne
Does something not look right? The information on this page has been harvested from data sources that may not be up to date. We continue to work with information providers to improve coverage and quality. To report an issue, use the Feedback Form.
In Research Link Australia (RLA), "Research Topics" refer to ANZSRC FOR and SEO codes. These topics are either sourced from ANZSRC FOR and SEO codes listed in researchers' related grants or generated by a large language model (LLM) based on their publications.
Computer-Human Interaction | Psychology | Sensory Processes, Perception And Performance | Computer Perception, Memory And Attention
Publisher: SAGE Publications
Date: 20-06-2023
DOI: 10.1177/17470218221102916
Abstract: Children’s oral vocabulary acquisition is an important aspect of language development that plays a crucial role in reading and literacy development and subsequent academic success. Therefore, it is important to identify and implement evidence-based effective strategies of vocabulary instruction for primary school children. Orthographic facilitation refers to the benefit afforded to word learning by incidentally presenting spellings when new words are introduced. This study aimed to replicate the orthographic facilitation effect in primary school (Grades 1–6) children and further assess whether children in different grades benefitted differently from the presence of orthography during spoken word learning. To do this, 91 children from Grades 1 to 6 were taught novel picture–word pairs with or without spellings. Word learning was assessed during and after training using behavioural and eye-tracking data from picture-naming and picture–word-matching (PWM) tasks. Irrespective of grade, all children experienced a significant orthographic facilitation effect during training. The post-training results were more task dependent with all grades showing a significant orthographic facilitation effect on the picture-naming task, and only Grades 1 to 4 showing a facilitation effect on the PWM task. The theoretical and practical implications of these findings are discussed.
Publisher: American Speech Language Hearing Association
Date: 09-08-2021
DOI: 10.1044/2021_JSLHR-20-00660
Abstract: Learning spoken words can be challenging for children with hearing loss who communicate orally and who are known to have weaker oral vocabulary skills than age-matched children who hear. Since vocabulary skills play a crucial role in reading and literacy acquisition, and academic success, it is important to identify effective vocabulary acquisition strategies for children with hearing loss. The aim of this study was to examine whether the incidental presence of orthography can facilitate oral vocabulary learning in children with hearing loss and whether the benefits are greater than those found in hearing children. We taught novel picture–word pairs with or without spellings to 23 children with hearing loss and 23 age-matched controls, ranging in age from 6 to 12 years. Word learning was assessed using behavioral and eye tracking data from picture naming and picture–word matching tasks. Results revealed an orthographic facilitation effect on oral vocabulary learning in children with hearing loss, with benefits being maintained over a week. Importantly, children with hearing loss showed a greater benefit of orthography than age-matched hearing peers on the picture naming tests. The results of this study have important implications for classroom instruction and vocabulary instruction strategies for children with hearing loss.
Publisher: American Academy of Pediatrics (AAP)
Date: 09-2017
Abstract: Universal newborn hearing screening has been implemented to detect permanent childhood hearing loss (PCHL) early, with the ultimate goal of improving outcomes through early treatment. However, there is disagreement between studies on the size of this benefit and in some cases whether it is significantly different from 0. There have been no studies of sufficient size in which researchers have determined reliably whether the effect varies with degree of PCHL. We aimed to explore how intervention timing influences 5-year language in children with PCHL. Via a prospective study of 350 children, we used standard multiple regression analyses to investigate the effect of age at intervention or hearing screening on language outcomes after allowing for the effects of nonverbal IQ, degree of PCHL, sex, birth weight, maternal education, additional disabilities, and communication mode. The benefit of early intervention for language development increased as hearing loss increased. Children whose lification started at age 24 months had poorer language than those whose lification started at 3 months. The difference was larger for 70-dB HL (−11.8 score points 95% confidence interval [95% CI]: −18.7 to −4.8) than for 50-dB HL (−6.8 95% CI: −10.8 to −2.8). Children who received cochlear implants at 24 months had poorer language than those implanted at 6 months (−21.4 95% CI: −33.8 to −9.0). There was no significant effect of screening on outcomes. Early intervention improves language outcomes, thereby lending support to streamlining clinical pathways to ensure early lification and cochlear implantation after diagnosis.
Publisher: MDPI AG
Date: 17-11-2021
DOI: 10.3390/JCM10225357
Abstract: Children who are deaf or hard of hearing (DHH) are likely to exhibit difficulties in development of psychosocial skills, pragmatic language skills, and use of hearing for social communication in real-world environments. Some evidence suggests that pragmatic language use affects peer-relationships and school engagement in these children. However, no studies have investigated the influence of functional auditory performance and use of language and speech in real-world environments on children’s behavior and emotion, and on their health-related quality of life. This study explored the relationship in DHH children at 9 years of age. Data from 144 participants of the Longitudinal Outcomes of Children with Hearing Impairment study were analyzed. Parent reports were obtained on quality of life, behavior and emotion, pragmatic language skills, and auditory functional performance of children in real life. Children’s spoken language abilities and speech intelligibility were assessed by research speech pathologists. On average, performance of children in all domains was within the range of typically developing peers. There were significant associations among functional auditory performance, use of speech and language skills, psychosocial skills, and quality of life. Multiple linear regression analyses revealed that better auditory functional performance and pragmatic language skills, rather than structural language abilities, were associated with better psychosocial abilities and quality of life. The novel findings highlight the importance of targeted intervention for improving functional hearing skills and social communication abilities in DHH children, and emphasize the importance of collaborative approaches among medical, audiology, allied health, and educational professionals to identify those at risk so that timely referral and intervention can be implemented for improving psychosocial health and well-being in DHH children.
Publisher: SAGE Publications
Date: 10-2004
DOI: 10.1191/0265659004CT274OA
Abstract: Developed in Australia, Parents and Children Together (PACT) is a broad-based, family-centred phonological therapy. It is a treatment approach for developmental phonological disorders in the course of whose implementation speech and language therapists enlist the active participation of parents and significant others. It requires family members to learn technical information and develop novel skills to use, with professional guidance, in relation to their own child and his or her specific speech clarity issues. In this paper we review the family education and “homework’ aspects of PACT and explore, with brief case illustrations, the participation of 13 families involved in its administration.
Publisher: Elsevier BV
Date: 05-2020
Publisher: Informa UK Limited
Date: 12-09-2018
Publisher: Wiley
Date: 07-11-2013
DOI: 10.1002/RRQ.60
Publisher: Oxford University Press (OUP)
Date: 19-02-2016
Abstract: This study evaluated the effectiveness of intervention for developing deaf and hard-of-hearing (DHH) preschoolers' phonological awareness (PA) skills. Thirty children (mean age 57 months) with aided, bilateral hearing loss (and who primarily communicated using spoken English) were recruited in the year prior to commencing formal schooling. The study used an experimental design with participants assigned to one of two intervention conditions-vocabulary instruction, or explicit PA instruction. Both intervention programs were based around items drawn from a common word set and presented over six short weekly sessions by a researcher using a computer tablet. Overall, participants showed greater knowledge of word items used in interventions and improved performance on rhyme-based PA skills following intervention. However, the PA group showed significantly greater improvement than the vocabulary group for both overall PA performance and for consonant-vowel-consonant blending. DHH children's order of PA skill development was also examined, with comparison to that shown for children without hearing loss. The results provide early encouraging evidence about the potential benefit of explicit PA instruction for this population.
Publisher: Informa UK Limited
Date: 12-10-2017
Publisher: Oxford University Press (OUP)
Date: 23-07-2015
Publisher: Oxford University Press (OUP)
Date: 21-10-2014
Publisher: Oxford University Press
Date: 08-06-2020
DOI: 10.1093/OXFORDHB/9780190054045.013.15
Abstract: A sizable proportion of deaf and hard-of-hearing (DHH) people are multilingual, either through use of language that involves more than one modality (i.e., signing and speaking/listening) or the use of two or more languages within the same modality. There is a constantly evolving body of research that describes cognitive differences between monolinguals and multilinguals, the majority of which examines people without hearing loss who use more than one spoken language. Much less attention has been paid to cognitive differences associated with multilingualism in people who are DHH and people who use signed languages. This chapter briefly summarizes research describing differences in cognition between monolingual and multilingual oral language users without hearing loss, and then focuses on research comparing bimodal bilinguals (both DHH and hearing) with monolinguals and/or spoken-language multilinguals. Areas of cognition that are discussed include language processing, inhibition and selective attention, task switching, and working memory. In general, findings were inconclusive or inconsistent regarding a bilingual advantage or disadvantage in cognitive processes for bimodal bilinguals. However, the evidence base was limited and further research is essential if stronger conclusions are to be drawn.
Publisher: Wiley
Date: 1999
Publisher: Wiley
Date: 30-01-2020
DOI: 10.1111/GCBB.12666
Publisher: Informa UK Limited
Date: 2006
Publisher: Ovid Technologies (Wolters Kluwer Health)
Date: 09-2013
Location: United Kingdom of Great Britain and Northern Ireland
Start Date: 01-2004
End Date: 11-2004
Amount: $20,000.00
Funder: Australian Research Council
View Funded Activity