Introdução: Crianças com transtorno fonológico (TF) apresentam dificuldade na percepção de fala, em processar estímulos acústicos quando apresentados de forma rápida e em sequência. A percepção dos sons complexos da fala, dependem da integridade no processo de codificação analisado pelo Sistema Nervoso Auditivo. Por meio do Potencial Evocado Auditivo de Tronco Encefálico com estímulo complexo (PEATEc) é possível investigar a representação neural dos sons em níveis corticais e obter informações diretas sobre como a estrutura do som da sílaba falada é codificada no sistema auditivo. Porém, acredita-se que esse potencial sofre interferências tanto de processos bottom-up quanto top-down, o que não se sabe é quanto e como cada um desses processos modifica as respostas do PEATEc. Uma das formas de investigar a real influência dos aspectos top-down e bottom-up nos resultados do PEATEc é estimulando separadamente esses dois processos por meio do treinamento auditivo e da terapia fonoaudiológica. Objetivo: Verificar o impacto da estimulação sensorial (processamento bottom-up) e cognitiva (processamento top-down), separadamente, nos diferentes domínios da resposta eletrofisiológica do PEATEc. Método: Participaram deste estudo 11 crianças diagnosticadas com TF, com idades entre 7 e 10:11, submetidas a avaliação comportamental e eletrofisiológica e então dividas nos grupos Bottom-up (B-U) (N=6) e Top-down T-D (N=5). A estimulação bottom-up foi voltada ao treinamento das habilidades sensoriais, através de softwares de computador. A estimulação top-down foi realizada por meio de tarefas para estimular as habilidades cognitiva por meio do Programa de Estimulação Fonoaudiológica (PEF). Ambas as estimulações foram aplicadas uma vez por semana, num período de aproximadamente 45 minutos por 12 semanas. Resultados: O grupo B-U apresentou melhoras em relação aos domínios onset e harmônicos e no valor da pontuação do escore após ser submetido à estimulação bottom-up. Por sua vez, após serem submetidos à estimulação top-down, o grupo T-D apresentou melhoras em relação aos domínios onset, espectro-temporal, fronteiras do envelope e harmônicos e para os valores da pontuação do escore. Conclusão: Diante dos resultados obtidos neste estudo, foi possível observar que a estimulação sensorial (processamento bottom-up) e a estimulação cognitiva (processamento top-down) mostraram impactar de forma diferente a resposta eletrofisiológica do PEATEc / Introduction: Children with speech sound disorder present difficulties in speech perception specially regarding the processing of acoustic stimuli when they occur rapidly and sequentially. The perception of complex sounds of speech depends on the integrity of the codification process analyzed by the auditory system. Through the Auditory Brainstem Response to complex sounds (cABR) it is possible to investigate the neural representation of sounds in cortical levels to obtain direct information about how the sound structure of the stressed syllable is codified in the auditory system. However, it is believed that bottom-up and top-down processes interfere in the cABR, though the level of intensity and the way through which they can change the response of the cABR is still unkown. One of the methods for investigating the actual influences of the bottom-up and top-down processes in cABR responses is by stimulating separately those two processes by means of auditory training and speech therapy. Objective: Verify the impact of both sensory stimulation (bottom-up processing) and cognitive stimulation (top-down processing) separately, in the different domains of the cABR electrophysiological response. Method: The participants of the study were 11 children of 7 to 10:11 year-old diagnosed with speech sound disorder, who underwent behavioral and electrophysiological assessment and were divided in the following groups: Bottom-up (B-U) (N=6) and Top-down (T-D) (N-5). The bottom-up stimulation focused on sensorial skills by using computer softwares. Top-down stimulation was prosecuted by using tasks to stimulate cognitive skills through the Speech Stimulation Program. Both stimuli were applied once a week for 45 minutes, in a period of 12 weeks. Results: The B-U group showed improvement in relation to onset and harmonic domains, and in relation to the score punctuation values after being subjected to bottom-up stimulation. On the other hand, the T-D group, after being subjected to top-down stimulation, showed improvement in relation to the onset, time domain spectrum, envelope boundaries and harmonics, and to the score punctuation values. Conclusions: According to the results of this study, it was possible to conclude that sensorial stimulation (bottom-up processing) and cognitive stimulation (top-down processing) showed different impacts on the cABR electrophysiological response

Objective and aim: Adults use child-directed-speech in their interaction with infants,w hich has been confirmed to have positive effects on their language learning. This study was a part of the Words make a difference project at Karolinska Institutet (KI). Within this project, a new intervention model has been developed for caregivers of children with a hearing impairment, called the Prevention Education Program forParents (PEPP). The purpose of the present study was to investigate whether caregiver’s use of child-directed speech differed between a structured play situation and in home environment. The aim was also to evaluate the PEPP model's methods of analysis; video and LENA-recording, concerning measurement of child-directed speech in a structured play situation. Data from the present study were also collected as reference data for the Words make a difference. Methods: The study involved four families with typically hearing infants aged 0-7months and their caregivers. Data collection was undertaken using PEPP's evaluation methods in a short, structured play situation and a full day recording in a home environment. Results and conlusion: In some cases, the care-givers’ use of child-directed speech differed between the structured play situation and the full-day recording in the home environment. The two data collection methods (audio recording and video recording) during the structured play situation were in good agreement regarding the use of child directed speech. The conclusion is that the PEPP model is a functional method for examining the spoken language environment of infants. Bakgrund och syfte: Barnriktat tal (BRT) används av vuxna i samspel med små barn och har visat sig innebära positiva effekter för språkinlärningen. Denna studie var en del av Ord gör skillnad- projektet på Karolinska Institutet (KI) där en ny interventionsmodell för föräldrar till barn med hörselnedsättning utvecklas: Prevention Education Program for Parents (PEPP). Den aktuella studiens syfte var att undersöka spädbarns talspråksmiljö och om föräldrars användning av BRT skiljer sig mellan en strukturerad leksituation och i hemmiljö. Syftet var också att utvärdera PEPP- modellens bedömningsmetoder; LENA-inspelning och videoinspelning. Metod: I studien deltog fyra normalhörande spädbarn i åldrarna 0-7 månader och deras mammor. Datainsamlingen gjordes med hjälp av PEPP:s bedömningsmetoder dels under en kort strukturerad leksituation dels genom en heldagsinspelning i hemmiljö. BRT analyserades utifrån fem språkspecifika särdrag; segmentell fonologi, prosodi, syntax, ordförråd och pragmatik. Resultat och slutsatser: Användning av BRT skiljde sig i enstaka fall mellan den strukturerade leksituationen och heldagsinspelningen i hemmiljö. De två bedömningsmetoderna stämde väl överens med avseende på användningen av BRT under den strukturerade leksituationen. Slutsatsen är att PEPP-modellens bedömningsmetoder är användbara vid undersökning av talspråksmiljön hos spädbarn i åldrarna 0-7 mån gällande BRT och kan med fördel användas i föräldrahandledning. Resultaten från den här studien kan komma att användas för metodutveckling av PEPP- modellen och även som referensdata till Ord gör skillnad- projektet.

In 2001, an estimated 50 Indigenous languages were spoken in California, USA; none had more than 100 speakers. Through statewide efforts by Indigenous language workers and their allies, revitalization strategies have since proliferated, many highlighting immersion learning and linguistic documentation. In their homeland in Tehachapi, California, two fluent Elders and five learner/teachers designed this study as co-researchers to reflect on the effects of strategies we had implemented to support new speakers of nuwä abigip (Kawaiisu), a polysynthetic Uto-Aztecan language. Our community-based team used methods of dialogic inquiry including the conversational method and a graphic language mapping technique. We videotaped remembered stories of our varied language acquisition experiences, focusing especially on the 15 years after community language revitalization was initiated. The collection of videotaped narratives and the graphic language maps were analyzed to understand how the new adult second-language speakers believed our learning experiences had enabled us to use nuwä abigip. Co-researchers remembered nuwä abigip competencies believed to have been gained though a sequence of strategies, some overlapping, that featured immersion learning complemented by linguistic analysis. Common patterns in language development were explored, especially as they related to learners’ unfolding understanding of the language’s rich morphology. The team concluded the study by reflecting on how the two research methods of dialogic inquiry had aided them in expressing the culmination of their experiences. / Graduate

The development of language and communication skills in young children is directly related to future academic success. Young children who are at risk for language impairment should, therefore, be identified as early as possible so that their language development may be optimised. Multilingualism, which has become a universal phenomenon, may mask the presence of language impairment if the pre-school teacher or speech-language therapist is not proficient in the young multilingual learner’s primary language. In some urban areas of South Africa, where many languages are represented in each pre-school classroom, it is likely that the teacher or therapist will lack proficiency in the primary language of quite a number of the pre-school learners. In these contexts, the language of mutual understanding is English and assessment of learners’ language behaviour will also be conducted in English. Against this background the aim of this study was to determine the feasibility of constructing a profile of typical English language behaviours for pre-school EAL learners in a circumscribed urban area. The profile is intended to provide speech-language therapists and pre-school teachers in collaborative practice with a dual-purpose tool: an instrument for identifying those learners who are at risk for language impairment/language learning disabilities, and a means of obtaining guidelines for the development of an appropriate programme for facilitating language development. The literature study reviewed the language diversity in South African pre-schools, and the role of speech-language therapists in these multilingual pre-schools. The aspects of language to be included in a profile of typical English language behaviours for young EAL learners were discussed. A quantitative descriptive research design was selected. The language database for 30 EAL pre-schoolers from a circumscribed geographical area was collected during 20 minutes of conversation between each pre-school participant and a trained speech-language therapist who acted as research fieldworker. The language data was analysed to identify typical language behaviours relating to language form, language content and language use. The results show that it was possible to construct a profile of typical English language behaviours for nine aspects of language form, one aspect of language content, and six aspects of language use. The information was used to construct two versions of a profile of typical English language behaviours, as well as a profile of risk indicators for language impairment in the specified group of EAL pre-schoolers. An action plan was designed to indicate the way in which these three profiles – the comprehensive profile, the essential classroom profile, and the profile of risk indicators – may be used by the collaborative team of speech-language therapist and pre-school teacher for language assessment, the identification of learners with language impairment, and the facilitation of language development for all EAL learners. / Thesis (DPhil (Communication Pathology))--University of Pretoria, 2007. / Speech-Language Pathology and Audiology / Unrestricted

Syftet med studien är att undersöka hur lärare på sfi arbetar med stöttning för andraspråkselever när det gäller muntlig produktion och muntlig interaktion i en klassrumssituation. Stöttning – scaffolding – är en arbetsmetod som används i klassrumsundervisning för att utveckla och stärka elevers språkproduktion. I denna studie innefattar det andraspråksinlärningen av svenska för invandrare (sfi). En kvalitativ metod med semistrukturerade intervjuer med tre sfi-lärare har använts för att genomföra studien. Genom intervjustudier belyses hur lärarna i en mindre kommun använder sig av stöttning i muntlig produktion och muntlig interaktion. Tre lärare, med olika lång erfarenhet av sfi-undervisning inom kurs C, har intervjuats om deras arbetsmetoder för att stötta eleverna. Resultatet visade att stöttning var vanligt hos lärarna men med olika metoder och till viss del med olika utgångspunkter vid val av modell. Lärarnas utgångspunkt för stöttningen var både medvetna och omedvetna val av arbetsmodell.

Abstract Children with hearing disorders face particular challenges in developing their vocabulary. They often have difficulty in acquiring spoken language at the same rate as their normal hearing peers, despite progress regarding hearing aid technology.Aim. The main aim of this study was to describe aspects of expressive vocabulary for school-age children with mild to moderately severe hearing impairment (HI-group), and to compare with results for a group of normal hearing children (NH-group) of the same age. One aim was also to test whether there were differences, between children with hearing impairment and normal hearing children, in the ability to repeat non-words and sentences and to compare these results within each group with results on two newly constructed vocabulary tests. An additional aim was also to investigate whether background factors, such as age of diagnosis, age of hearing aid fitting and amount of hearing aid use, were related to results on vocabulary tests.Method: 24 children age 7-11 with mild to moderately severe bilateral hearing impairment, and 82 normal hearing children of similar age, were included in this cross-sectional study. Assessments of picture naming, word definition, repetition of nonwords and repetition of sentences were performed with all participants. Age, hearing, use of hearing aid and parents' level of education were included in the analyzes.Results: The HI-group performed significantly below the results of the NH-group regarding picture naming, word definition, nonword repetition and repetition of sentences. The HI-group also produced significantly more words with deficiencies in phonological structure, than the NH-group, during picture naming. In the HI-group there was a significant positive correlation between amount of hearing aid use per day and nonword repetition. Age of diagnose and age of hearing aid fitting did not show statistically significant associations with outcomes on the language tests in this study.Conclusion: Despite the technical development of hearing aids, the expressive vocabulary in school-aged children with bilateral, mild to moderately severe, hearing impairment, does not reach the same level as in normal-hearing peers, although there is a variation within the group. Amount of hearing aid use seems to be important for the ability to perceive new words.

Syftet med den här studien är att få svar på hur digitala verktyg används på fritidshemmet, hur fritidshemslärare ser på digitaliseringen inom fritidshemmet samt vilka utmaningar och möjligheter de ser med digitala verktyg för språkutveckling. Vi har använt en kvalitativ studie och som analysverktyg har vi använt Puenteduras (2013) SAMR-modell. I studien har vi intervjuat nio behöriga fritidshemslärare på två olika fritidshem i sydöstra Sverige. Tidigare forskning visar att det finns både fördelar och nackdelar med användning av digitala verktyg för elevers språkutveckling. Resultatet av undersökningen visar att det finns behov av kompetensutveckling hos fritidshemslärare angående digitala verktyg och hur de kan användas på fritidshem för språkutveckling. Fritidshemmen i undersökningen arbetar olika och i olika utsträckning med digitala verktyg beroende på vilka som arbetar där. Fritidshemslärare ser både för och nackdelar med digitala verktyg på fritidshemmen. / The purpose of this study is to get answers to how digital tools are used in the after-school center, how after-school center teachers view digitalisation within the after-school center and what challenges and opportunities they see with digital tools for language development. We have used a qualitative study and as an analysis tool we have used Puentedura's (2013) SAMR model. In the study, we interviewed nine qualified after-school teachers at two different after-school centers in south-eastern Sweden. Previous research shows that there are both advantages and disadvantages to using digital tools for students' language development. The results of the survey show that there is a need for competence development among after-school center teachers regarding digital tools and how they can be used at after-school centers for language development. The leisure centers in the survey work differently and to different extents with digital tools depending on who works there. Leisure home teachers see both the pros and cons of digital tools in after-school centers.

Flerspråkig didaktisk kompetens är ett ämne som diskuteras i forskning för förskolor och grundskolor på grund av att flerspråkiga barn har ökats i Sverige. Resultat från tidigare forskning visar exempelvis att lärare upplever att de inte har den nödvändiga kompetensen för att undervisa flerspråkiga barn. Av denna anledning undersöker vi i denna kvalitativa studie hur förskollärare upplever sitt arbete med flerspråkiga barn och vad förskollärare upplever som kompetens med flerspråkiga barn i förskolan. Studien behandlar frågorna: Hur upplever förskollärare sitt arbete med flerspråkiga barn i förskolan och vilka kompetenser upplever förskollärare i flerspråkigt arbete? För att besvara frågorna genomfördes semistrukturerade intervjuer med fem förskollärare som arbetar eller har arbetat aktivt med flerspråkiga barn. Studien utgår från en fenomenologisk och hermeneutisk ansats för att analysera förskollärares flerspråkiga didaktiska kompetens. Resultatet visar att förskollärares upplevelser av sitt arbete med flerspråkiga barn och vad som anses vara kompetens grundar sig i två former av erfarenheter: 1) Erfarenheten som förskollärare: hur länge en förskollärare har arbetat med flerspråkig undervisning, 2) Erfarenhet som människa: vilka upplevelser individen har av sin egen historia av språkutveckling som kan användas i lärarprofessionen. Resultat visar även att deras upplevelser är nära förknippade med vilka krav på kompetenser samhället ställer i relation till lärarprofession. / Previous scientific research has discussed the topic of multilingual didacticcompetence for preschools and primary schools, due to the fact that thenumber of multilingual children has increased in Sweden. For example,results from previous research shows that teachers feel that they do not havethe necessary competence to teach multilingual children. Because of this, inthis qualitative study we investigate how preschool teachers experience theirwork with multilingual children and what preschool teachers experience ascompetence in working with multilingual children in the preschool. Thestudy addresses the questions: How do preschool teachers experience theirwork with multilingual children in preschool and what competencies dopreschool teachers experience in multilingual work? To answer thequestions, semi-structured interviews were conducted with five preschoolteachers who were working or have been working actively with multilingualchildren. The study takes a phenomenological and hermeneutical approachto analyze preschool teachers' multilingual didactic competence. The resultsshow that preschool teachers' experiences of their work with multilingualchildren and what is considered competence in the work are based on twoforms of experience: 1) Experience as a preschool teacher: how long apreschool teacher has worked with multilingual education, 2) Experience asa human being: what experiences the individual has of their own history oflanguage development that can be used in the teaching profession. Theresults also show that preschool teachers' experiences are linked to thedemands from the society on competence in relation to the teachingprofession.

Syfte: Studien syftade till att undersöka om det fanns en relation mellan barns prosodiska och expressiva grammatiska förmågor samt hur förmågan att använda betoning hos barn med typisk språkutveckling kan beskrivas. Metod: Tolv barn i åldrarna 3;7–6;11 med typisk språkutveckling rekryterades till studien. Två material utarbetades för att dels undersöka expressiv grammatisk förmåga och betoningsförmåga, dels expressiv betoningsförmåga och fonologi vid repetition av ord och nonord. Barnens grammatiska förståelse testades med Nya SIT. I ord- och nonordsuppgiften analyserades förmågan att producera korrekt andel stavelser samt förmågan att producera korrekta konsonanter, vokaler samt korrekt betoning. I det expressiva grammatiskt-prosodiska materialet analyserades förmågan att uttrycka korrekt andel stavelser samt expressiv grammatisk förmåga och betoning i respektive grammatisk konstruktion. Resultat: Det fanns en svag, icke-signifikant korrelation mellan förmågan att producera korrekt andel stavelser i det grammatiskt-prosodiska materialet och förmågan att producera stavelser i ord- och nonordsuppgiften. Det fanns en stark, signifikant korrelation mellan förmågan att producera korrekt andel stavelser och expressiv grammatisk förmåga. Det fanns även en stark, signifikant korrelation mellan expressiv grammatisk förmåga och förmågan att repetera vokaler och konsonanter i ord- och nonord. Slutsats: Barnen uttryckte både betoning och grammatik väl och hade mycket hög förmåga till att realisera vokaler och konsonanter enligt målyttrandena. Det fanns inte någon skillnad i prestation som gick att hänföra till skillnader i betoningsmönster. Om ett barn i den här gruppen var bra på att uttrycka korrekt betoning var barnet även bra på expressiv grammatik, men förmågorna är inte testade oberoende av varandra. På grund av gruppens storlek går inte resultaten att generalisera till en större population. / Aim: The study aimed to investigate whether there was a relationship between children's prosodic and expressive grammatical abilities and how the ability to use stress patterns in children with typical language development can be described. Method: Twelve children aged 3;7–6;11 with typical language development were recruited to this study. Two materials for assessment were developed, one for examining expressive grammatical and prosodic ability and stress patterns, and one for examining phonology and stress patterns by word and nonword repetition. The children’s grammatical understanding was assessed with “Nya SIT”. In the word and nonword repetition task the use of syllables and the ability to produce consonants and vowels as well as the use of stress patterns were analyzed. In the expressive grammatical-prosodic material, the ability to express the correct proportion of syllables and expressive grammatical ability as well as prosodic stress in respective grammatical constructions were analyzed. Results: There was a weak, non-significant correlation between the ability to produce the correct proportion of syllables in the grammatical-prosodic material and the ability to produce syllables in the word and nonword task. There was a strong, significant correlation between the ability to produce the correct proportion of syllables and expressive grammatical ability. There was also a strong, significant correlation between expressive grammatical ability and the ability to repeat vowels and consonants in words and nonwords. Conclusions: The children expressed both prosodic stress patterns and grammar well and had a very high ability to realize vowels and consonants according to the target utterances. There was no difference in performance that could be attributed to differences in prosodic stress patterns. If a child in this group was good at expressing correct prosodic stress, he/she was also good at expressive grammar, but these abilities were not tested independently. Because of the group’s size, the results cannot be generalized to a larger population.

I denna kunskapsöversikt är syftet att undersöka hur det sociala samspelet jämfört med ettpragmatiskt förhållningssätt kan främja språkutveckling i SO-undervisningen. Detta hargenomförts genom att jämföra olika vetenskapliga artiklar. Artiklarna vi valde att undersöka,hämtades från olika databaser, Ebsco, Eric och Google Scholar. Vi valde att bryta ner detsociala och det pragmatiska förhållningssättet i mindre lärandemetoder för att kunnaundersöka vad forskningen säger om språkutvecklande arbetssätt inom SO-undervisningen.Kunskapsöversiktens resultat och slutats visar att det sociala samspelet och det pragmatiskaförhållningssättet kompletterar varandra och går att koppla samman.