Vocabulary plays an important role in language and literacy development. However, little is known about vocabulary development in young children who need to learn an official or majority language, in addition to a minority language spoken at home. This dissertation concerned English (majority) and Armenian (minority) vocabulary development in young bilingual children. First, a parallel bilingual vocabulary test was developed, which included picture identification and picture naming tasks to assess listening (receptive) and speaking (expressive) vocabularies in the two languages. Then, the vocabulary test was used to compare bilingual vocabulary growth and examine individual differences in vocabulary performance. Twenty Junior and twenty-two Senior Kindergarten bilingual children were tested twice on the vocabulary tasks over a six-month interval. Information was also obtained on environmental (parental education, Armenian/English language exposure) and child characteristics (nonverbal cognitive abilities, phonological short-term memory) related to vocabulary development, as potential predictors of individual vocabulary performances. Children showed growth over time in all four vocabulary tasks. However, less growth was observed in Armenian expressive than in Armenian receptive, English receptive, and English expressive vocabulary. Children had high exposure to Armenian at home; however, consistent with their exposure to English through peers, most were proficient in English vocabulary. The findings suggest a preference to use English and the influential role of English language exposure on higher proficiency in English vocabulary. These findings imply a potential risk for Armenian language maintenance, which warrants future studies. English language exposure and phonological short-term memory were both unique predictors of English vocabulary, whereas Armenian language exposure was the only unique predictor of Armenian vocabulary. Therefore, providing additional minority language exposure might be the best way to enhance and maintain minority vocabulary and language. This dissertation had three novel contributions. It provided a sound and replicable method to develop a bilingual vocabulary test in other minority languages. The vocabulary test made it possible to compare performance across minority and majority languages directly and confidently for the first time. Finally, the relative values of four different characteristics were examined in predicting individual differences in minority and majority vocabulary performances.

Vocabulary plays an important role in language and literacy development. However, little is known about vocabulary development in young children who need to learn an official or majority language, in addition to a minority language spoken at home. This dissertation concerned English (majority) and Armenian (minority) vocabulary development in young bilingual children. First, a parallel bilingual vocabulary test was developed, which included picture identification and picture naming tasks to assess listening (receptive) and speaking (expressive) vocabularies in the two languages. Then, the vocabulary test was used to compare bilingual vocabulary growth and examine individual differences in vocabulary performance. Twenty Junior and twenty-two Senior Kindergarten bilingual children were tested twice on the vocabulary tasks over a six-month interval. Information was also obtained on environmental (parental education, Armenian/English language exposure) and child characteristics (nonverbal cognitive abilities, phonological short-term memory) related to vocabulary development, as potential predictors of individual vocabulary performances. Children showed growth over time in all four vocabulary tasks. However, less growth was observed in Armenian expressive than in Armenian receptive, English receptive, and English expressive vocabulary. Children had high exposure to Armenian at home; however, consistent with their exposure to English through peers, most were proficient in English vocabulary. The findings suggest a preference to use English and the influential role of English language exposure on higher proficiency in English vocabulary. These findings imply a potential risk for Armenian language maintenance, which warrants future studies. English language exposure and phonological short-term memory were both unique predictors of English vocabulary, whereas Armenian language exposure was the only unique predictor of Armenian vocabulary. Therefore, providing additional minority language exposure might be the best way to enhance and maintain minority vocabulary and language. This dissertation had three novel contributions. It provided a sound and replicable method to develop a bilingual vocabulary test in other minority languages. The vocabulary test made it possible to compare performance across minority and majority languages directly and confidently for the first time. Finally, the relative values of four different characteristics were examined in predicting individual differences in minority and majority vocabulary performances.

Cleft lip and/or palate is a craniofacial condition that can lead to complex speech disorders. In particular, the auditory-perceptual speech assessments of individuals with cleft palate can be difficult because cleft-type compensatory articulations may be outside of English phonology. Therefore, it is desirable to supplement auditory-perceptual assessments with instrumental measurements. In the first study, thirteen participants with cleft-type compensatory articulations completed ultrasound speech exams. The stimuli were repeated VCV combinations (target consonants: [t], [k], [s], [sh], [n], [ng]; vowel contexts: [a], [i], [u]). Ultrasound imaging confirmed auditory-perceptual impressions and revealed covert articulatory movements. In the second study, six participants were assessed after a course of speech therapy. Outcomes were recorded on a severity metric with categories describing auditory-perceptual and motor aspects of speech errors. The severity metric quantified the incremental changes in both dimensions. Based on the research presented, further investigations of cleft palate speech using ultrasound are warranted.

Resonance disorders due to cleft palate and other aetiologies are frequently assessed in conjunction with nasometry. The most commonly used instrument is the Nasometer by KayPentax. A new model Nasometer 6450 was compared to an older model 6200 using both synthetic and speech stimuli. There was a particular focus on test-retest variability of the instrument. The Nasometers were found to yield comparable results. The inter session test-retest variability ranged from six to eight points, depending on the stimulus. The Nasometer 6450 was then used to collect nasalance scores of simulated resonance disorders. A discriminant analysis was applied to these scores. The resultant formulas were moderately successful in predicting perceived resonance when applied to pre-existing data sets.

Cleft lip and/or palate is a craniofacial condition that can lead to complex speech disorders. In particular, the auditory-perceptual speech assessments of individuals with cleft palate can be difficult because cleft-type compensatory articulations may be outside of English phonology. Therefore, it is desirable to supplement auditory-perceptual assessments with instrumental measurements. In the first study, thirteen participants with cleft-type compensatory articulations completed ultrasound speech exams. The stimuli were repeated VCV combinations (target consonants: [t], [k], [s], [sh], [n], [ng]; vowel contexts: [a], [i], [u]). Ultrasound imaging confirmed auditory-perceptual impressions and revealed covert articulatory movements. In the second study, six participants were assessed after a course of speech therapy. Outcomes were recorded on a severity metric with categories describing auditory-perceptual and motor aspects of speech errors. The severity metric quantified the incremental changes in both dimensions. Based on the research presented, further investigations of cleft palate speech using ultrasound are warranted.

Purpose: The primary aim of this thesis was to examine two aspects of early child development, namely emergent literacy skills and social-behavioural development. An examination of these two aspects of development occurs at the within child-level factor and the within-family level factor. Specifically, we seek to examine the effects of the family literacy environment in predicting 4-year-old children’s emergent literacy skills at entry to Junior Kindergarten. Additionally we seek to examine the interrelationships between children’s social behaviours and phonological awareness skills across the academic year. The final aim was to examine the relationship between teacher report and direct observations of children’s social behaviours. Method: One hundred and two children (52 boys, 50 girls) were recruited from 11 schools serving low-income neighbourhoods in a large metropolitan city and were assessed at the beginning and end of the Junior Kindergarten year. Family literacy questionnaires were collected at the beginning of the year. All children completed standardized assessments of their expressive vocabulary, non-verbal IQ, and phonological awareness skills. In addition, teachers completed behavioral ratings for all children. Results: The results of hierarchical multiple regression analyses revealed that direct teaching of letters/sounds in the home contributed 8% of the variance in children’s alphabet knowledge. The results also revealed that being excluded by peers at entry to Junior Kindergarten contributed up to 3% of the variance in negatively predicting phonological awareness outcomes at the end of the year. Further, the results revealed that poorer phonological awareness skills at the beginning of the year contributed up to 5% of the variance in predicting children’s preference for solitary behaviours at the end of the year. Finally, significant relationships were found between teacher report and direct observations for certain classroom behaviours. Conclusions: The results of this study suggest that the family literacy environment can play a positive role in children’s acquisition of emergent literacy skills prior to entry into formal schooling. The results also suggest that exclusion by peers may play a negative role in children’s ease of academic skill attainment. Conversely, the results suggest that the academic skill level that children enter into formal schooling with may play a role in their social behavioural competency in a classroom setting.

Purpose: The primary aim of this thesis was to examine two aspects of early child development, namely emergent literacy skills and social-behavioural development. An examination of these two aspects of development occurs at the within child-level factor and the within-family level factor. Specifically, we seek to examine the effects of the family literacy environment in predicting 4-year-old children’s emergent literacy skills at entry to Junior Kindergarten. Additionally we seek to examine the interrelationships between children’s social behaviours and phonological awareness skills across the academic year. The final aim was to examine the relationship between teacher report and direct observations of children’s social behaviours. Method: One hundred and two children (52 boys, 50 girls) were recruited from 11 schools serving low-income neighbourhoods in a large metropolitan city and were assessed at the beginning and end of the Junior Kindergarten year. Family literacy questionnaires were collected at the beginning of the year. All children completed standardized assessments of their expressive vocabulary, non-verbal IQ, and phonological awareness skills. In addition, teachers completed behavioral ratings for all children. Results: The results of hierarchical multiple regression analyses revealed that direct teaching of letters/sounds in the home contributed 8% of the variance in children’s alphabet knowledge. The results also revealed that being excluded by peers at entry to Junior Kindergarten contributed up to 3% of the variance in negatively predicting phonological awareness outcomes at the end of the year. Further, the results revealed that poorer phonological awareness skills at the beginning of the year contributed up to 5% of the variance in predicting children’s preference for solitary behaviours at the end of the year. Finally, significant relationships were found between teacher report and direct observations for certain classroom behaviours. Conclusions: The results of this study suggest that the family literacy environment can play a positive role in children’s acquisition of emergent literacy skills prior to entry into formal schooling. The results also suggest that exclusion by peers may play a negative role in children’s ease of academic skill attainment. Conversely, the results suggest that the academic skill level that children enter into formal schooling with may play a role in their social behavioural competency in a classroom setting.

Resonance disorders due to cleft palate and other aetiologies are frequently assessed in conjunction with nasometry. The most commonly used instrument is the Nasometer by KayPentax. A new model Nasometer 6450 was compared to an older model 6200 using both synthetic and speech stimuli. There was a particular focus on test-retest variability of the instrument. The Nasometers were found to yield comparable results. The inter session test-retest variability ranged from six to eight points, depending on the stimulus. The Nasometer 6450 was then used to collect nasalance scores of simulated resonance disorders. A discriminant analysis was applied to these scores. The resultant formulas were moderately successful in predicting perceived resonance when applied to pre-existing data sets.

This dissertation is comprised of three studies investigating the hypothesis that people who stutter (PWS) differ from people who do not stutter (PNS) in their motor skill learning abilities. The first study in this dissertation examined the ability to learn a novel sequential speech task following a 24-h retention period. Despite slower sequence durations compared to the PNS, PWS showed the ability to retain what they had learned for all measured variables on day one and following a 24-h consolidation period. The second study in this dissertation examined the ability to learn a sequential finger tapping task by observing the ability to produce the sequence under both tests of retention and interference. For tests of retention, PWS showed the ability to retain improvements in performance for all measured variables, albeit at slower speeds compared to PNS. For tests of interference, a significant interaction for reaction time and sequence duration revealed that PNS’ performance reached a relative plateau while PWS’ performance continued to show improvement. The third study in this dissertation investigated the extent to which individual differences in motor learning are associated with differences in stuttering treatment outcome. PWS participating in an intensive fluency treatment program were assessed for their working memory ability and their motor iii learning performance on a syllable reading and finger tapping task. Treatment success was measured at pre-treatment, post-treatment and six months follow-up using percent syllables stuttered, introspective clinical characteristics (OASES; Yaruss, 2010) and fluency effort. The relationship between motor learning and treatment outcome was examined using multiple regression analyses. Results did not support the hypothesis that the ability to learn a simple speech and nonspeech motor task is predictive of treatment outcome. Although treatment proved successful as evidenced by percent syllables stuttered and OASES scores, scores of fluency effort indicated that participants had not automated their newly learned fluency skills when speaking in everyday conversations. Together, these studies do not support the hypothesis of a motor learning deficit in PWS but rather support the assumption of limited motor abilities. Limited motor abilities are discussed as having implications to stuttering treatment outcome.

Texte remanié de : Dissertation, University of California, Los Angeles. / Bibliogr. p. [159]-165. Index.