| 1. |
- Klintö, Kristina, et al.
(författare)
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Phonology in Swedish-speaking 3-year-olds born with cleft lip and palate and the relationship with consonant production at 18 months.
- 2014
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Ingår i: International Journal of Language & Communication Disorders. - : Wiley. - 1368-2822 .- 1460-6984. ; 49:2, s. 240-254
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Tidskriftsartikel (refereegranskat)abstract
- Approximately 50% of children born with cleft palate present speech difficulties around 3 years of age, and several studies report on persisting phonological problems after palatal closure. However, studies on early phonology related to cleft palate are few and have so far mainly been carried out on English-speaking children. Studies on phonology related to cleft palate in languages other than English are also warranted.
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| 2. |
- Klintö, Kristina, et al.
(författare)
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The impact of speech material on speech judgement in children with and without cleft palate.
- 2011
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Ingår i: International Journal of Language & Communication Disorders. - : Wiley. - 1460-6984 .- 1368-2822. ; 46:3, s. 348-360
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: The chosen method of speech assessment, including type of speech material, may affect speech judgement in children with cleft palate.AIM: To assess the effect of different speech materials on speech judgement in 5-year-old children born with or without cleft palate, as well as the reliability of materials by means of intra- and inter-transcriber agreement of consonant transcriptions.METHODS & PROCEDURES: Altogether 40 children were studied, 20 born with cleft palate, 20 without. The children were audio recorded at 5 years of age. Speech materials used were: single-word naming, sentence repetition (both developed for cleft palate speech assessment), retelling of a narrative and conversational speech. The samples were phonetically transcribed and inter- and intra-transcriber agreement was calculated. Percentage correct consonants (PCC), percentage correct places (PCP), percentage correct manners (PCM), and percentage active cleft speech characteristics (CSC) were assessed. In addition, an analysis of phonological simplification processes (PSP) was performed.OUTCOME & RESULTS: The PCC and CSC results were significantly more accurate in word naming than in all other speech materials in the children with cleft palate, who also achieved more accurate PCP results in word naming than in sentence repetition and conversational speech. Regarding PCM and PSP, performance was significantly more accurate in word naming than in conversational speech. Children without cleft palate did better, irrespective of the speech material. The medians of intra- and inter-transcriber agreement were good in both groups and all speech materials. The closest agreement in the cleft palate group was seen in word naming and the weakest in the retelling task.CONCLUSION & IMPLICATIONS: The results indicate that word naming is the most reliable speech material when the purpose is to assess the best speech performance of a child with cleft palate. If the purpose is to assess connected speech, sentence repetition is a reliable and also valid speech material, with good transcriber agreement and equally good articulation accuracy as in retelling and conversational speech. For typically developing children without a cleft palate, the chosen speech material appears not to affect speech judgement.
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| 3. |
- Salameh, Eva-Kristina
(författare)
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Grammatisk och fonologisk utveckling på svenska och arabiska vid tvåspråkig undervisning
- 2011
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Ingår i: Educare. - : Malmö högskola, Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :3, s. 177-203
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Tidskriftsartikel (refereegranskat)abstract
- Swedish-Arabic pupils, who received instruction in both languages, were assessed longitudinally in Swedish and Arabic during the three first years of primary school. Altogether 189 assessments of the pupils’ grammatical development and 80 assessments regarding phonological development were carried out. The assessment instruments used were tandem tests generating comparable results in both languages. Tests based on a second language theory, Processability Theory, were used for grammatical assessment. For phonological assessment tests regarding phonological awareness and repetition of non-words were employed. All pupils developed grammatically as anticipated in both languages, although the grammatical development in their second language Swedish was somewhat slower for some pupils than predicted by Processability Theory. The results underscore the importance of a sufficient exposure to both languages. Phonological awareness was well developed in both languages, which was also expected since access to two or more phonological systems enhances the development of metalinguistic abilities.
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| 4. |
- Salameh, Eva-Kristina
(författare)
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Lexikal utveckling på svenska och arabiska vid tvåspråkig undervisning
- 2011
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Ingår i: Educare. - : Malmö högskola, Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :3, s. 205-225
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Tidskriftsartikel (refereegranskat)abstract
- Swedish-Arabic pupils in the fourth grade of primary school 4 (n=16), who had received instruction in Swedish and Arabic, were assessed regarding lexical skills in both languages. For a comparison results were used from Swedish-Arabic pupils in a control group (n=33) from the same ethnically diverse area, but who had only received instruction in Swedish. Lexical size was measured with a comprehension test in Swedish and Arabic, while lexical organization was investigated with an association test in both languages. A majority of hierarchically based responses were considered to reflect a more hierarchical lexical organisation. A significantly higher proportion of pupils who received bilingual instruction displayed a hierarchical lexical organization in both languages, compared to the control group. A more hierarchically based lexical organisation did not correlate with lexical size, which is in accordance with earlier research. The results underscore the importance of providing bilingual children with instruction in both languages in order to enhance lexical development in both languages, and the need to identify factors contributing to academic achievements for bilingual children.
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| 5. |
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| 6. |
- Tvingstedt, Anna-Lena, et al.
(författare)
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Läs- och kunskapsutveckling hos elever som fått tvåspråkig undervisning på svenska och arabiska
- 2011
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Ingår i: Educare. - : Malmö högskola, Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :3, s. 227-266
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Tidskriftsartikel (refereegranskat)abstract
- The article explores reading and knowledge development in pupils receiving bilingual instruction in Swedish and Arabic during their first five school years. Attempts are also made to compare their reading level in Arabic and Swedish. Reading development has been documented by assessment materials generally used in schools, complemented with reading-tests in both languages. In addition the pupils’ results on the mandatory national tests assessing goal attainment in primary school years 3 and 5 are presented and compared to the results of Arabic speaking and other multilingual pupils at the same schools, who did not receive bilingual instruction. Findings show that the pupils from the bilingual classes mostly performed at the same level as pupils educated in Swedish only. They were slightly but seldom significantly behind in reading Swedish but many were proficient in reading Arabic as well. Certain differences in performance are discussed but the material does not permit to draw conclusions concerning the consequences of bilingual education. Other factors and circumstances affecting school performance need to be considered.
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