Thread by @larchiba6

Very late in doing my annual reading this year. I am not teaching #WesternDLD2 this Fall (on sabbatical) so other tasks were prioritized this summer. Starting now for 2021...

I'm interested in voice21.org's oracy framework & the emphasis on students learning through talk & to talk.
I'm wondering if children with #DevLangDis in these classrooms do better. It echoes themes @57Justice raised in her @CLTTJournal lecture.

This Accepted article on supervisor responses to patient microagressions directed to their medical students is interesting & helpful. Importance of pre-brief, following student preferences, bearing witness & creating educational safety. See fig 1 for guide
journals.lww.com/academicmedici…

The work in speech sound disorders examining frequent, short intervention visits (5 min, 3x/wk) is really interesting.
Could we do something similar in the area of language?

pubs.asha.org/doi/abs/10.104…

Cahn (2020) 'Successful collaboration is only partly about the individual relationships; it requires an overarching view of the system in which everyone operates.'

tandfonline.com/doi/full/10.10…

https://twitter.com/larchiba6/status/1440743668843888649

@CattsHugh & @tiffanyphogan do a great job of describing a prevention approach to management of #dyslexia. We need early screening & dynamic responsive intervention system. And checking for #DevLangDis too! I don't think the paper is out, but preview here: psyarxiv.com/nvgje/

This web-based tool can be used to compute cohesion & coherence metrics for written and spoken texts.

cohmetrix.com

Interesting paper on raising children to speak 2 languages (75% success rate). Children will speak majority language. Parental input patterns of minority language matter. Recommends planning & intention.

cambridge.org/core/journals/…

Elliott & Gibb's paper, Does Dyslexia Exist: There is no clear categorical boundary that identifies dyslexia. The phonological factor is significant, but cannot provide a full account. @JulianElliott11
onlinelibrary.wiley.com/doi/abs/10.111…

Elliott & Gibbs (2008): Because of the high incidence of comorbidities in dyslexia, some prefer the term 'specific learning disabilities'

These issues on the identification of dyslexia are also part of identifying DLD. I'm interested in how people use the term 'specific learning disability' in relation to dyslexia and #DevLangDis. Hope to take up this topic in The #DLDToolbox.

Fiorella (2020) on science of habits: Intentions are important for initiating change but maintaining a habit depends on (a) managing exposure to context cues triggering 'bad' habits, and (b) creating contexts that make repeating 'desired' behaviour easy.

link.springer.com/article/10.100…

Sobering review by @pfrizelleslt & co on intervention dosage for children with DLD highlighting lack of research! Monitoring dose (number of teaching episodes) is VITAL & interacts with frequency (i.e. achieve either 'more, less often' or 'little & often')
pubs.asha.org/doi/10.1044/20…

@pfrizelleslt A step towards automatic transcription of language samples: Fox et al show that Google Cloud transcription of monolingual English child audiorecordings of good quality are more accurate than real time, especially at rates of >75 words/min (82% of samples)

pubs.asha.org/doi/10.1044/20…

Really love the @ICANcharity DLD guide for teachers available for free download. Would love for there to be some process of sharing and modifying for different countries/regions! @SAC_OAC
ican.org.uk/educational-su…

Kapantzoglou et al (2020): Spanish-English bilingual children with and without DLD code-switch at about the same rate. Authors conclude: code-switching is NOT informative regarding #DevLangDis status.

pubs.asha.org/doi/10.1044/20…

Interesting open access article from Kilpatrick,
@Suze_Freogirl & Boyes. In adolescent sample, internalizing symptoms (anxiety; depression) only associated with #DevLangDis history when bullying victimization was high.
@ADLI_OA

journals.sagepub.com/doi/full/10.11…

Klein & de Camarago created a Functional Abilities Classification Tool to capture abilities across (i.e., regardless) of diagnostic categories as a way of helping their team identify needs & set goals for students.
frontiersin.org/article/10.338…

Great perspective in this 'perspectives' article from the folks at @AutismLevelUP along with some great tools. Love the 'Energy Meter' & shift away from focus on emotions. Open access too!

Leveling Up Regulatory Support Through Community Collaboration pubs.asha.org/doi/10.1044/20…

@AutismLevelUP Such wise words from @mcgregor_karla on how we fail kids with #DevLangDis
In order for families to be advocates for change, they need to understand DLD & be able to find others with DLD. SLPs can help by being consistent in diagnosis & sharing info.

pubs.asha.org/doi/10.1044/20…

@AutismLevelUP @mcgregor_karla Another from @mcgregor_karla
with @TELLlab & others examining rich vocab instruction for 7 kids with #DevLangDis -> range of responses observed

Providing the necessary dosage in school will require 'all hands on deck' -> SLP, teacher & family if possible

pubs.asha.org/doi/10.1044/20…

This preprint by @cristina_mckean
& co is a great roadmap for design research & intervention development! Thank you!
Making the Most of Together-Time researchsquare.com/article/rs-749…

Metsala et al (2020) show that shared 'oral language skills' from vocabulary, morphological knowledge & syntactic awareness all predict reading comprehension, but that morphology & syntactic awareness also uniquely explain additional variance.

onlinelibrary.wiley.com/doi/abs/10.111…

Miciak et al provide interesting discussion of defn of dyslexia. Recommend 3 criteria (low word reading; poor response to instruction; other factors ruled out). Ax should target skills relevant to academic skills.

Miciak et al suggested that co-occurring language difficulties might be observed but are not a marker of dyslexia.
journals.sagepub.com/doi/abs/10.117…

Interesting study of the positive & negative language used in medical records. These differences can impact attitudes towards patients. Even for positive language (e.g., complement), bias application can be problematic.

ja.ma/3bkaDbY

@HABLAlab et al provide a good explainer of test normative groups including (or not) children with language impairment. Typical only groups allow for more accurate identification of language impairment. So important to know test sensitivity + specificity!

pubs.asha.org/doi/10.1044/10…

More great work from @TrinaDSpencer2 @TIDAL_Lab demonstrating parallels in their CUBED listening & reading retell measures. The listening retell measure can serve as a proxy for reading comp when decoding skills not sufficient for latter.
pubs.asha.org/doi/10.1044/20…

Fantastic article by @jannaoetting & colleagues on Caregivers' Perceptions of Speech-Language Pathologist Talk About Child Language and Literacy Disorders pubs.asha.org/doi/10.1044/20…

@jannaoetting Porter, @jannaoetting et al: Caregivers mentioned repeatedly that receiving a diagnosis was important & helped them take action. Words such as 'delay' or 'deficit' were not regarded as a diagnosis.

@jannaoetting For caregivers, having a diagnosis meant having the power to change their child's future.

Wow, just wow!

@jannaoetting Authors' recommendations to SLPs: State the diagnosis, tell parents other (equivalent) terms they might encounter, and explain why if you're not able to provide a diagnosis at present.

Look to @DLDandMe articles to help with this!

dldandme.org/terminology/

@jannaoetting @DLDandMe Another finding from Porter et al. was that caregivers' want more information about prognosis. This is so integrally tied to diagnosis.

For #DevLangDis, see our new @DLDandMe article:
dldandme.org/dld-in-young-a…

@jannaoetting @DLDandMe A final take away from Porter et al's study was that caregivers were constantly developing their understanding of their child's experiences. They usually knew therapy activities but often didn't understand connection to everyday skills. Lots of check ins needed.

Sentence repetition by Spanish-English bilinguals supported by language experience & vocab for typical language & by phonological memory for #DevLangDis groups. Discrimination excellent esp when highest scoring language used. Potential language screener.

cambridge.org/core/journals/…

☝️ Thanks for this great work, @HABLAlab & colleagues

Parents can only do so much!

Robinson et al found that teacher texts to parents about science tasks increased engagement on that topic BUT didn't result in better student test scores AND resulted in less engagement with children on other relevant tasks!

journals.sagepub.com/doi/abs/10.310…

This is a great thread by @RachelRRomeo situating differences in parents' abilities to provide language rich environments as a systemic challenge, and cautioning against deficit/blaming language like 'gap' and 'solution'. Thanks!

threadreaderapp.com/thread/1438495…

Write those learning objectives!

Sana et al (2020) show that learning objectives expressed as questions given as pretests (either multiple choice or short answer) without immediate feedback improved final test performance.

lifescied.org/doi/10.1187/cb…

This critical review of the role of background knowledge in reading comprehension by @PamelaSnow2 & colleagues examined impacts relative to reading level and outcome measure.

tandfonline.com/doi/full/10.10…

@PamelaSnow2 Findings showed compensatory effect of background knowledge was more pronounced for surface representation (textbase & esp. for low readers) than situation model (requiring inferencing). Greater text cohesion helped low but hindered high readers. Interesting stuff!

@PamelaSnow2 Interesting parallels with study by Silverman & co showing low/high reading comprehension predicted by decoding & sentence recall in gr. 1, and by these 2 + oral discourse comp (requiring inferencing) in gr. 3.
Also, battery went way beyond a screening! journals.sagepub.com/doi/10.1177/15…

Two brain-based papers struck my interest -> Spencer models working memory development: neural activation sites excite neighbours + inhibit those far away. Capacity improves with peak strength increases, which is supported by memory traces (considered LTM)
journals.sagepub.com/doi/full/10.11…

Santarnecchi & co examined relationships between executive functions & fluid intelligence. Brain activation maps show lots of overlap for WM & inhibition

link.springer.com/article/10.375…

Tomblin & Zhang report strong evidence for general language trait with subtests from different language tests really measuring same thing. Unlikely that receptive & expressive differences in testing can be considered reliable.

pubs.asha.org/doi/10.1044/10…

Tomblin & Zhang show an emerging second factor related to grammar as language maturity is reached (the 2-factor vocabulary-grammar model was only a better fit at 8th grade). They suggest a single language composite is probably most reliable for clinical decision making.

@threadreaderapp please unroll