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Water ecotoxicity involving created silica nanoparticles: A systematic assessment and also meta-analysis.
A language and reading history interview was elicited from the mothers. In addition, we analyzed the participants' phonemic and word errors in reading. Results Our three participants showed core phonological deficits, with decreased performance in decoding nonwords and low accuracy in reading aloud. In spite of their reading and writing deficits, reading comprehension was within average levels for the three participants in this study. Conclusions We show the importance of assessing reading processes in students with a history of reading and writing problems. Our findings are based on three single case studies and are not generalizable. Our aim is to stimulate questions and research on dyslexia and the particular needs of DLLs.Purpose This study examined factors of language ability that predict consonant production accuracy in young Spanish-English dual language learners (DLLs). Method Participants were 695 Latino DLLs, ages 3;0-6;5 (years;months). Single-word productions were elicited using the Bilingual Phonological Assessment (Miccio & Hammer, 2006). Children's consonant productions were assessed using Percentage of Consonants Correct-Revised (PCC-R; Shriberg et al., 1997a). Vocabulary abilities were assessed using the Woodcock-Muñoz Language Survey-Revised (Woodcock et al., 2005). Multiple linear regression analyses were used to determine the effects of vocabulary abilities and cross-language consonant production abilities on children's consonant production accuracy in each language. Results Large amounts of the variance in PCC-R scores for English (R2 = .65) and Spanish (R2 = .43) were predicted by children's age, vocabulary scores within the same language, and PCC-R scores across languages. Conclusion Spanish-English DLLs' consonant production abilities in both languages improve with age between 3;0 and 6;5. DLLs' accuracy in each language is also affected by vocabulary abilities within the same language and by their consonant production abilities in the other language. In particular, children's consonant production abilities in each language were highly predictive of their consonant production abilities in the other language, which suggests that shared phonological skills support their development across languages.Purpose Defining parameters for typical development in bilingual children's first and second languages can serve as the basis for accurate language assessment. This is the first study to characterize Vietnamese and English grammatical development in a sample of bilingual children. Method Participants were 89 Vietnamese-English bilingual children, aged 3-8 years. Children completed story retell tasks in Vietnamese and English. Stories were transcribed and analyzed for grammaticality, error patterns, subordination index, and types of subordinating clauses. Of key interest were associations with age and identifying developmental patterns that were shared across languages or unique to a given language. Results Age correlated with more measures in English than in Vietnamese, suggesting that older children had higher grammaticality and greater syntactic complexity in English than younger children. Children also produced greater syntactic complexity with age in Vietnamese, but not higher grammaticality. There were a set of error patterns shared across languages (e.g., object omission) and patterns specific to each language (e.g., classifier errors in Vietnamese, tense errors in English). While children produced nominal, adverbial, and relative clauses in Vietnamese and English, the proportion of each clause type differed by language. Conclusions Results from this typically developing sample provide a reference point to improve clinical practice. Characterizing developmental patterns in sentence structure in Vietnamese and English lays the groundwork for investigations of language disorders in this bilingual population.Purpose Speech-language pathologists have both a professional and ethical responsibility to provide culturally competent services to dual language learners (DLLs). In this tutorial, we recommend that clinicians use a comprehensive assessment of converging evidence to make diagnostic decisions in DLLs in accordance with the American Speech-Language-Hearing Association's Code of Ethics. The content of this tutorial is most appropriate for Spanish-English DLLs between the ages of 4 and 8 years. Method We propose a converging evidence approach, in which one single method is not the deciding factor in making diagnostic decisions regarding the dual language and speech production skills of DLLs. Converging evidence refers to the idea that multiple pieces of assessment data must come together and trend in the same direction to make a diagnostic decision. We recommend gathering assessment data using a combination of language experience questionnaires, bilingual language sample analysis using large-scale reference databases, evaluation of learning potential, and standardized testing. These four assessment methods allow clinicians to examine the child in different contexts to determine their strengths and weakness in communication abilities. Conclusion We illustrate the converging evidence framework using two case studies to guide the clinician through the diagnostic decision-making process.Purpose Early identification is a key element for accessing appropriate services for preschool children with language impairment. However, there is Reparixin of misidentifying typically developing dual language learners as having language impairment if inappropriate tools designed for monolingual children are used. In this study of children with bilingual exposure, we explored performance on brief dynamic assessment (DA) language tasks using graduated prompting because this approach has potential applications for screening. We asked if children's performance on DA language tasks earlier in the year was related to their performance on a year-end language achievement measure. Method Twenty 4-year-old children from Spanish-speaking homes attending Head Start preschools in the southwestern United States completed three DA graduated prompting language tasks 3-6 months prior to the Head Start preschools' year-end achievement testing. #link# The DA tasks, Novel Adjective Learning, Similarities in Function, and Prediction, were administered in Spanish, but correct responses in English or Spanish were accepted.
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