Biomedical subjects

Rose A Sevcik

Publications and source records attributed to Rose A Sevcik.

8 recordsLinked to original sources

PubMed2006

Comprehension: an overlooked component in augmented language development.

PURPOSE: Despite the importance of children's receptive skills as a foundation for later productive word use, the role of receptive language traditionally has received very limited attention since the focus in linguistic development has centered on language production. For children with significant developmental disabilities and communication impairments, augmented language systems have been devised as a tool both for language input and output. The role of both speech and symbol comprehension skills is emphasized in this paper. METHOD: Data collected from two longitudinal studies of children and youth with severe disabilities and limited speech serve as illustrations in this paper. The acquisition and use of the System for Augmenting Language (SAL) was studied in home and school settings. Communication behaviors of the children and youth and their communication partners were observed and language assessment measures were collected. RESULTS: Two patterns of symbol learning and achievement--beginning and advanced--were observed. Extant speech comprehension skills brought to the augmented language learning task impacted the participants' patterns of symbol learning and use. CONCLUSIONS: Though often overlooked, the importance of speech and symbol comprehension skills were underscored in the studies described. Future areas for research are identified.

Child↗

PubMed2006

Exploring visual-graphic symbol acquisition by pre-school age children with developmental and language delays.

The process of language acquisition requires an individual to organize the world through a system of symbols and referents. For children with severe intellectual disabilities and language delays, the ability to link a symbol to its referent may be a difficult task. In addition to the intervention strategy, issues such as the visual complexity and iconicity of a symbol arise when deciding what to select as a medium to teach language. This study explored the ability of four pre-school age children with developmental and language delays to acquire the meanings of Blissymbols and lexigrams using an observational experiential language intervention. In production, all four of the participants demonstrated symbol-referent relationships, while in comprehension, three of the four participants demonstrated at least emerging symbol-referent relationships. Although the number of symbols learned across participants varied, there were no differences between the learning of arbitrary and comparatively iconic symbols. The participants' comprehension skills appeared to influence their performance.

Child, Preschool↗

PubMed2005

Auditory backward masking deficits in children with reading disabilities.

Studies evaluating temporal auditory processing among individuals with reading and other language deficits have yielded inconsistent findings due to methodological problems () and sample differences. In the current study, seven auditory masking thresholds were measured in fifty-two 7- to 10-year-old children (26 diagnosed with reading disability [RD], 26 without reading disability). Hierarchic multiple regression analyses indicated that RD status predicted performance only in the backward-bandpass noise (p<.05) and backward notched-noise conditions (p<.05), suggesting both temporal and spectral auditory processing deficits. These results suggest that any auditory deficit associated with RD may be more complex than previously hypothesized.

Attention↗

PubMed2005

The woodcock reading mastery test: impact of normative changes.

This study examined the magnitude of differences in standard scores, convergent validity, and concurrent validity when an individual's performance was gauged using the revised and the normative update (Woodcock, 1998) editions of the Woodcock Reading Mastery Test in which the actual test items remained identical but norms have been updated. From three metropolitan areas, 899 first to third grade students referred by their teachers for a reading intervention program participated. Results showed the inverse Flynn effect, indicating systematic inflation averaging 5 to 9 standard score points, regardless of gender, IQ, city site, or ethnicity, when calculated using the updated norms. Inflation was greater at lower raw score levels. Implications for using the updated norms for identifying children with reading disabilities and changing norms during an ongoing study are discussed.

Child↗

PubMed2005

Communication patterns of individuals with moderate or severe cognitive disabilities: interactions with unfamiliar partners.

Interactions between youth with cognitive disabilities and unfamiliar adult partners were observed during a "standard partner" condition to discern the effects of the use of an augmentative and alternative communication system on communication patterns. Thirteen individuals who used the System for Augmenting Language (SAL) were compared to individuals who do not speak and who do not have SAL experience and individuals who speak. In general, the SAL users fell in the middle of the range, communicating better than the symbol-naive nonspeakers, yet not quite as well as the natural speakers with cognitive disabilities. These findings highlight the distinct contributions symbol experience makes to communication interactions with unfamiliar partners.

Activities of Daily Living↗

PubMed2002

Measuring socioeconomic status: reliability and preliminary validity for different approaches.

This study investigated issues related to commonly used socioeconomic status (SES) measures in 140 participants from three cities (Atlanta, Boston, and Toronto) in two countries (United States and Canada). Measures of SES were two from the United States (four-factor Hollingshead scale, Nakao and Treas scale) and one from Canada (Blishen, Carroll, and Moore scale). Reliability was examined both within (interrater agreement) and across (intermeasure agreement) measures. Interrater reliability and classification agreement was high for the total sample (ranger = .86 to .91), as were intermeasure correlations and classification agreement (range r = .81 to .88). The weakest agreement across measures was found when families had one wage earner who was female. Validity data for these SES measures with academic and intellectual measures also were obtained. Some support for a simplified approach to measuring SES was found. Implications of these findings for the use of SES in social and behavioral science research are discussed.

Educational Measurement↗

PubMedDate not supplied

Psychometric stability of nationally normed and experimental decoding and related measures in children with reading disability.

Achievement and cognitive tests are used extensively in the diagnosis and educational placement of children with reading disabilities (RD). Moreover, research on scholastic interventions often requires repeat testing and information on practice effects. Little is known, however, about the test-retest and other psychometric properties of many commonly used measures within the beginning reader population, nor are these nationally normed or experimental measures comparatively evaluated. This study examined the test-retest reliability, practice effects, and relations among a number of nationally normed measures of word identification and spelling and experimental measures of achievement and reading-related cognitive processing tests in young children with significant RD. Reliability was adequate for most tests, although lower than might be ideal on a few measures when there was a lengthy test-retest interval or with the reduced behavioral variability that can be seen in groups of beginning readers. Practice effects were minimal. There were strong relations between nationally normed measures of decoding and spelling and their experimental counterparts and with most measures of reading-related cognitive processes. The implications for the use of such tests in treatment studies that focus on beginning readers are discussed.

Aptitude Tests↗

PubMedDate not supplied

Relationship between home literacy environment and reading achievement in children with reading disabilities.

Past research has indicated that a significant relationship exists between young children's early home literacy environment and their reading-related skills. However, this relationship has rarely been investigated among older children with reading disabilities (RD). In the present study, the relationship between parent and child home literacy activities and children's academic functioning was investigated with a sample of 65 elementary-age children with RD. The results indicated that children's home literacy activities were not significantly related to any of their academic abilities, whereas parents' home literacy activities were significantly related to children's passage comprehension and spelling scores. However, relationships between home literacy environment and reading may be different for children with and without RD.

Child↗