Howell, P;
Yoshikawa, K;
Tang, K;
Harris, J;
Sorger, C;
(2017)
Intervention for word-finding difficulty for children starting school who have diverse language backgrounds.
In: Eklund, R and Rose, R, (eds.)
Proceedings of DiSS 2017: The 8th Workshop on Disfluency in Spontaneous Speech.
(pp. pp. 33-36).
Department of Speech, Music and Hearing, Royal Institute of Technology (KTH): Stockholm, Sweden.
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Abstract
Children who have word-finding difficulty can be identified by the pattern of disfluencies in their spontaneous speech; in particular whole-word repetition of prior words often occurs when they cannot retrieve the subsequent word. Work is reviewed that shows whole-word repetitions can be used to identify children from diverse language backgrounds who have word-finding difficulty. The symptom-based identification procedure was validated using a non-word repetition task. Children who were identified as having word-finding difficulty were given phonological training that taught them features of English that they lacked (this depended on their language background). Then they received semantic training. In the cases of children whose first language was not English, the children were primed to use English and then presented with material where there was interference in meanings across the languages (English names had to be produced). It was found that this training improved a range of outcome measures related to education.
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