Publication date: Available online 10 April 2017
Source:Hearing Research
Author(s): Xiying Guan, Thomas W. Seale, Rong Z. Gan
Acute otitis media (AOM) is a rapid-onset infection of the middle ear which results in middle ear pressure (MEP), middle ear effusion (MEE), and structural changes in middle ear tissues. Previous studies from our laboratory have identified that MEP, MEE, and middle ear structural changes are three factors affecting tympanic membrane (TM) mobility and hearing levels (Guan et al. 2014; 2013). Sound energy reflectance or absorbance (EA) is a diagnostic tool increasingly used in clinical settings for the identification of middle ear diseases. However, it is unclear whether EA can differentiate these three factors in an AOM ear. Here we report wideband EA measurements in the AOM model of chinchilla at three experimental stages: unopened, pressure released, and effusion removed. These correspond to the combined and individual effects of the three factors on sound energy transmission. AOM was produced by transbullar injection of Haemophilus influenzae in two treatment groups: 4 days (4D) and 8 days (8D) post inoculation. These time points represent the relatively early and later phase of AOM. In each group of chinchillas, EA at 250-8000 Hz was measured using a wideband tympanometer at three experimental stages. Results show that the effects of MEP, MEE, and tissue structural changes over the frequency range varied with the disease time course. MEP was the primary contributor to reduction of EA in 4D AOM ears and had a smaller effect in 8D ears. MEE reduced the EA at 6-8 kHz in 4D ears and 2-8 kHz in 8D ears and was responsible for the EA peak in both 4D and 8D ears. The residual EA loss due to structural changes was observed over the frequency range in 8D ears and only at high frequencies in 4D ears. The EA measurements were also compared with the published TM mobility loss in chinchilla AOM ears.
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Δευτέρα 10 Απριλίου 2017
Factors affecting sound energy absorbance in acute otitis media model of chinchilla
Publication date: Available online 10 April 2017
Source:Hearing Research
Author(s): Xiying Guan, Thomas W. Seale, Rong Z. Gan
Acute otitis media (AOM) is a rapid-onset infection of the middle ear which results in middle ear pressure (MEP), middle ear effusion (MEE), and structural changes in middle ear tissues. Previous studies from our laboratory have identified that MEP, MEE, and middle ear structural changes are three factors affecting tympanic membrane (TM) mobility and hearing levels (Guan et al. 2014; 2013). Sound energy reflectance or absorbance (EA) is a diagnostic tool increasingly used in clinical settings for the identification of middle ear diseases. However, it is unclear whether EA can differentiate these three factors in an AOM ear. Here we report wideband EA measurements in the AOM model of chinchilla at three experimental stages: unopened, pressure released, and effusion removed. These correspond to the combined and individual effects of the three factors on sound energy transmission. AOM was produced by transbullar injection of Haemophilus influenzae in two treatment groups: 4 days (4D) and 8 days (8D) post inoculation. These time points represent the relatively early and later phase of AOM. In each group of chinchillas, EA at 250-8000 Hz was measured using a wideband tympanometer at three experimental stages. Results show that the effects of MEP, MEE, and tissue structural changes over the frequency range varied with the disease time course. MEP was the primary contributor to reduction of EA in 4D AOM ears and had a smaller effect in 8D ears. MEE reduced the EA at 6-8 kHz in 4D ears and 2-8 kHz in 8D ears and was responsible for the EA peak in both 4D and 8D ears. The residual EA loss due to structural changes was observed over the frequency range in 8D ears and only at high frequencies in 4D ears. The EA measurements were also compared with the published TM mobility loss in chinchilla AOM ears.
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Source:Hearing Research
Author(s): Xiying Guan, Thomas W. Seale, Rong Z. Gan
Acute otitis media (AOM) is a rapid-onset infection of the middle ear which results in middle ear pressure (MEP), middle ear effusion (MEE), and structural changes in middle ear tissues. Previous studies from our laboratory have identified that MEP, MEE, and middle ear structural changes are three factors affecting tympanic membrane (TM) mobility and hearing levels (Guan et al. 2014; 2013). Sound energy reflectance or absorbance (EA) is a diagnostic tool increasingly used in clinical settings for the identification of middle ear diseases. However, it is unclear whether EA can differentiate these three factors in an AOM ear. Here we report wideband EA measurements in the AOM model of chinchilla at three experimental stages: unopened, pressure released, and effusion removed. These correspond to the combined and individual effects of the three factors on sound energy transmission. AOM was produced by transbullar injection of Haemophilus influenzae in two treatment groups: 4 days (4D) and 8 days (8D) post inoculation. These time points represent the relatively early and later phase of AOM. In each group of chinchillas, EA at 250-8000 Hz was measured using a wideband tympanometer at three experimental stages. Results show that the effects of MEP, MEE, and tissue structural changes over the frequency range varied with the disease time course. MEP was the primary contributor to reduction of EA in 4D AOM ears and had a smaller effect in 8D ears. MEE reduced the EA at 6-8 kHz in 4D ears and 2-8 kHz in 8D ears and was responsible for the EA peak in both 4D and 8D ears. The residual EA loss due to structural changes was observed over the frequency range in 8D ears and only at high frequencies in 4D ears. The EA measurements were also compared with the published TM mobility loss in chinchilla AOM ears.
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Calculating the Tumor Volumes in Vestibular Schwannomas: Are the ABC/2 and Volumetric Methods Comparable?.
Purpose: To assess the efficacy of the ABC/2 method for calculating the volume of vestibular schwannomas as compared with 3-D planimetric method. Study Design: Retrospective. Methods: Fifty eight cases of pathologically confirmed sporadic vestibular schwannomas (VS) were analyzed. Tumors volumes were calculated for each tumor twice, once through semiautomated 3-D volumetric method and subsequently through ABC/2 (AP x ML x CC/2) methodology after calculating the maximal tumor dimensions in anteroposterior (AP), coronal (ML), and craniocaudal (CC) dimensions. Tumor volumes were initially correlated as a group and subsequently by dividing them into three groups using the Hannover classification. Results: The two methodologies were highly correlated when tumors were analyzed as a group (rho = 0.913, p
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Effects of Early Smoking Habits on Young Adult Female Voices in Greece
Source:Journal of Voice
Author(s): Dionysios Tafiadis, Eugenia I. Toki, Kevin J. Miller, Nausica Ziavra
Cigarette use is a preventable cause of mortality and diseases. The World Health Organization states that Europe and especially Greece has the highest occurrence of smoking among adults. The prevalence of smoking among women in Greece was estimated to be over 30% in 2012. Smoking is a risk factor for many diseases. Studies have demonstrated the association between smoking and laryngeal pathologies as well as changes in voice characteristics. The purpose of this study was to estimate the effect of early smoking habit on young adult female voices and if they perceive any vocal changes using two assessment methods. The Voice Handicap Index and the acoustic analyses of voice measurements were used, with both serving as mini-assessment protocols. Two hundred and ten young females (110 smokers and 100 nonsmokers) attending the Technological Educational Institute of Epirus in the School of Health and Welfare were included. Statistically significant increases for physical and total scores of the Voice Handicap Index were found in the smokers group (P < 0.05). Significant changes were observed for the acoustic parameters between smoker and nonsmoker groups. The results of this study indicated observable signs of change in the voice acoustic characteristics of young adults with early smoking habits.
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Speech Rate Normalization and Phonemic Boundary Perception in Cochlear-Implant Users
Purpose
Normal-hearing (NH) listeners rate normalize, temporarily remapping phonemic category boundaries to account for a talker's speech rate. It is unknown if adults who use auditory prostheses called cochlear implants (CI) can rate normalize, as CIs transmit degraded speech signals to the auditory nerve. Ineffective adjustment to rate information could explain some of the variability in this population's speech perception outcomes.
Method
Phonemes with manipulated voice-onset-time (VOT) durations were embedded in sentences with different speech rates. Twenty-three CI and 29 NH participants performed a phoneme identification task. NH participants heard the same unprocessed stimuli as the CI participants or stimuli degraded by a sine vocoder, simulating aspects of CI processing.
Results
CI participants showed larger rate normalization effects (6.6 ms) than the NH participants (3.7 ms) and had shallower (less reliable) category boundary slopes. NH participants showed similarly shallow slopes when presented acoustically degraded vocoded signals, but an equal or smaller rate effect in response to reductions in available spectral and temporal information.
Conclusion
CI participants can rate normalize, despite their degraded speech input, and show a larger rate effect compared to NH participants. CI participants may particularly rely on rate normalization to better maintain perceptual constancy of the speech signal.from #Audiology via xlomafota13 on Inoreader http://ift.tt/2oZtEHu
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Normative Study of Wideband Acoustic Immittance Measures in Newborn Infants
Objective
The purpose of this study was to describe normative aspects of wideband acoustic immittance (WAI) measures obtained from healthy White neonates.
Method
In this cross-sectional study, wideband absorbance (WBA), admittance magnitude, and admittance phase were measured under ambient pressure condition in 326 ears from 203 neonates (M age = 45.9 hr) who passed a battery of tests, including automated auditory brainstem response, high-frequency tympanometry, and distortion product otoacoustic emissions.
Results
Normative WBA data were in agreement with most previous studies. Normative data for both WBA and admittance magnitude revealed double-peaked patterns with the 1st peak at 1.25–2 kHz and the 2nd peak at 5–8 kHz, while normative admittance phase data showed 2 peaks at 0.8 and 4 kHz. There were no significant differences between ears or gender for the 3 WAI measures. Standard deviations for all 3 measures were highest at frequencies above 4 kHz.
Conclusions
The 3 WAI measures between 1 kHz and 4 kHz may provide the most stable response of the outer and middle ear. WAI measures at frequencies above 4 kHz were more variable. The normative data established in the present study may serve as a reference for evaluating outer and middle ear function in neonates.from #Audiology via xlomafota13 on Inoreader http://ift.tt/2ojBPjm
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Speech Inconsistency in Children With Childhood Apraxia of Speech, Language Impairment, and Speech Delay: Depends on the Stimuli
Purpose
The current research sought to determine (a) if speech inconsistency is a core feature of childhood apraxia of speech (CAS) or if it is driven by comorbid language impairment that affects a large subset of children with CAS and (b) if speech inconsistency is a sensitive and specific diagnostic marker that can differentiate between CAS and speech delay.
Method
Participants included 48 children ranging between 4;7 to 17;8 (years;months) with CAS (n = 10), CAS + language impairment (n = 10), speech delay (n = 10), language impairment (n = 9), or typical development (n = 9). Speech inconsistency was assessed at phonemic and token-to-token levels using a variety of stimuli.
Results
Children with CAS and CAS + language impairment performed equivalently on all inconsistency assessments. Children with language impairment evidenced high levels of speech inconsistency on the phrase “buy Bobby a puppy.” Token-to-token inconsistency of monosyllabic words and the phrase “buy Bobby a puppy” was sensitive and specific in differentiating children with CAS and speech delay, whereas inconsistency calculated on other stimuli (e.g., multisyllabic words) was less efficacious in differentiating between these disorders.
Conclusions
Speech inconsistency is a core feature of CAS and is efficacious in differentiating between children with CAS and speech delay; however, sensitivity and specificity are stimuli dependent.from #Audiology via xlomafota13 on Inoreader http://ift.tt/2oZudkF
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Efficacy of Visual–Acoustic Biofeedback Intervention for Residual Rhotic Errors: A Single-Subject Randomization Study
Purpose
This study documented the efficacy of visual–acoustic biofeedback intervention for residual rhotic errors, relative to a comparison condition involving traditional articulatory treatment. All participants received both treatments in a single-subject experimental design featuring alternating treatments with blocked randomization of sessions to treatment conditions.
Method
Seven child and adolescent participants received 20 half-hour sessions of individual treatment over 10 weeks. Within each week, sessions were randomly assigned to feature traditional or biofeedback intervention. Perceptual accuracy of rhotic production was assessed in a blinded, randomized fashion. Each participant's response to the combined treatment package was evaluated by using effect sizes and visual inspection. Differences in the magnitude of response to traditional versus biofeedback intervention were measured with individual randomization tests.
Results
Four of 7 participants demonstrated a clinically meaningful response to the combined treatment package. Three of 7 participants showed a statistically significant difference between treatment conditions. In all 3 cases, the magnitude of within-session gains associated with biofeedback exceeded the gains associated with traditional treatment.
Conclusions
These results suggest that the inclusion of visual–acoustic biofeedback can enhance the efficacy of intervention for some individuals with residual rhotic errors. Further research is needed to understand which participants represent better or poorer candidates for biofeedback treatment.from #Audiology via xlomafota13 on Inoreader http://ift.tt/2ojCXDV
via IFTTT
Speech Rate Normalization and Phonemic Boundary Perception in Cochlear-Implant Users
Purpose
Normal-hearing (NH) listeners rate normalize, temporarily remapping phonemic category boundaries to account for a talker's speech rate. It is unknown if adults who use auditory prostheses called cochlear implants (CI) can rate normalize, as CIs transmit degraded speech signals to the auditory nerve. Ineffective adjustment to rate information could explain some of the variability in this population's speech perception outcomes.
Method
Phonemes with manipulated voice-onset-time (VOT) durations were embedded in sentences with different speech rates. Twenty-three CI and 29 NH participants performed a phoneme identification task. NH participants heard the same unprocessed stimuli as the CI participants or stimuli degraded by a sine vocoder, simulating aspects of CI processing.
Results
CI participants showed larger rate normalization effects (6.6 ms) than the NH participants (3.7 ms) and had shallower (less reliable) category boundary slopes. NH participants showed similarly shallow slopes when presented acoustically degraded vocoded signals, but an equal or smaller rate effect in response to reductions in available spectral and temporal information.
Conclusion
CI participants can rate normalize, despite their degraded speech input, and show a larger rate effect compared to NH participants. CI participants may particularly rely on rate normalization to better maintain perceptual constancy of the speech signal.from #Audiology via ola Kala on Inoreader http://ift.tt/2oZtEHu
via IFTTT
Normative Study of Wideband Acoustic Immittance Measures in Newborn Infants
Objective
The purpose of this study was to describe normative aspects of wideband acoustic immittance (WAI) measures obtained from healthy White neonates.
Method
In this cross-sectional study, wideband absorbance (WBA), admittance magnitude, and admittance phase were measured under ambient pressure condition in 326 ears from 203 neonates (M age = 45.9 hr) who passed a battery of tests, including automated auditory brainstem response, high-frequency tympanometry, and distortion product otoacoustic emissions.
Results
Normative WBA data were in agreement with most previous studies. Normative data for both WBA and admittance magnitude revealed double-peaked patterns with the 1st peak at 1.25–2 kHz and the 2nd peak at 5–8 kHz, while normative admittance phase data showed 2 peaks at 0.8 and 4 kHz. There were no significant differences between ears or gender for the 3 WAI measures. Standard deviations for all 3 measures were highest at frequencies above 4 kHz.
Conclusions
The 3 WAI measures between 1 kHz and 4 kHz may provide the most stable response of the outer and middle ear. WAI measures at frequencies above 4 kHz were more variable. The normative data established in the present study may serve as a reference for evaluating outer and middle ear function in neonates.from #Audiology via ola Kala on Inoreader http://ift.tt/2ojBPjm
via IFTTT
Speech Inconsistency in Children With Childhood Apraxia of Speech, Language Impairment, and Speech Delay: Depends on the Stimuli
Purpose
The current research sought to determine (a) if speech inconsistency is a core feature of childhood apraxia of speech (CAS) or if it is driven by comorbid language impairment that affects a large subset of children with CAS and (b) if speech inconsistency is a sensitive and specific diagnostic marker that can differentiate between CAS and speech delay.
Method
Participants included 48 children ranging between 4;7 to 17;8 (years;months) with CAS (n = 10), CAS + language impairment (n = 10), speech delay (n = 10), language impairment (n = 9), or typical development (n = 9). Speech inconsistency was assessed at phonemic and token-to-token levels using a variety of stimuli.
Results
Children with CAS and CAS + language impairment performed equivalently on all inconsistency assessments. Children with language impairment evidenced high levels of speech inconsistency on the phrase “buy Bobby a puppy.” Token-to-token inconsistency of monosyllabic words and the phrase “buy Bobby a puppy” was sensitive and specific in differentiating children with CAS and speech delay, whereas inconsistency calculated on other stimuli (e.g., multisyllabic words) was less efficacious in differentiating between these disorders.
Conclusions
Speech inconsistency is a core feature of CAS and is efficacious in differentiating between children with CAS and speech delay; however, sensitivity and specificity are stimuli dependent.from #Audiology via ola Kala on Inoreader http://ift.tt/2oZudkF
via IFTTT
Efficacy of Visual–Acoustic Biofeedback Intervention for Residual Rhotic Errors: A Single-Subject Randomization Study
Purpose
This study documented the efficacy of visual–acoustic biofeedback intervention for residual rhotic errors, relative to a comparison condition involving traditional articulatory treatment. All participants received both treatments in a single-subject experimental design featuring alternating treatments with blocked randomization of sessions to treatment conditions.
Method
Seven child and adolescent participants received 20 half-hour sessions of individual treatment over 10 weeks. Within each week, sessions were randomly assigned to feature traditional or biofeedback intervention. Perceptual accuracy of rhotic production was assessed in a blinded, randomized fashion. Each participant's response to the combined treatment package was evaluated by using effect sizes and visual inspection. Differences in the magnitude of response to traditional versus biofeedback intervention were measured with individual randomization tests.
Results
Four of 7 participants demonstrated a clinically meaningful response to the combined treatment package. Three of 7 participants showed a statistically significant difference between treatment conditions. In all 3 cases, the magnitude of within-session gains associated with biofeedback exceeded the gains associated with traditional treatment.
Conclusions
These results suggest that the inclusion of visual–acoustic biofeedback can enhance the efficacy of intervention for some individuals with residual rhotic errors. Further research is needed to understand which participants represent better or poorer candidates for biofeedback treatment.from #Audiology via ola Kala on Inoreader http://ift.tt/2ojCXDV
via IFTTT
Speech Rate Normalization and Phonemic Boundary Perception in Cochlear-Implant Users
Purpose
Normal-hearing (NH) listeners rate normalize, temporarily remapping phonemic category boundaries to account for a talker's speech rate. It is unknown if adults who use auditory prostheses called cochlear implants (CI) can rate normalize, as CIs transmit degraded speech signals to the auditory nerve. Ineffective adjustment to rate information could explain some of the variability in this population's speech perception outcomes.
Method
Phonemes with manipulated voice-onset-time (VOT) durations were embedded in sentences with different speech rates. Twenty-three CI and 29 NH participants performed a phoneme identification task. NH participants heard the same unprocessed stimuli as the CI participants or stimuli degraded by a sine vocoder, simulating aspects of CI processing.
Results
CI participants showed larger rate normalization effects (6.6 ms) than the NH participants (3.7 ms) and had shallower (less reliable) category boundary slopes. NH participants showed similarly shallow slopes when presented acoustically degraded vocoded signals, but an equal or smaller rate effect in response to reductions in available spectral and temporal information.
Conclusion
CI participants can rate normalize, despite their degraded speech input, and show a larger rate effect compared to NH participants. CI participants may particularly rely on rate normalization to better maintain perceptual constancy of the speech signal.from #Audiology via ola Kala on Inoreader http://ift.tt/2oZtEHu
via IFTTT
Normative Study of Wideband Acoustic Immittance Measures in Newborn Infants
Objective
The purpose of this study was to describe normative aspects of wideband acoustic immittance (WAI) measures obtained from healthy White neonates.
Method
In this cross-sectional study, wideband absorbance (WBA), admittance magnitude, and admittance phase were measured under ambient pressure condition in 326 ears from 203 neonates (M age = 45.9 hr) who passed a battery of tests, including automated auditory brainstem response, high-frequency tympanometry, and distortion product otoacoustic emissions.
Results
Normative WBA data were in agreement with most previous studies. Normative data for both WBA and admittance magnitude revealed double-peaked patterns with the 1st peak at 1.25–2 kHz and the 2nd peak at 5–8 kHz, while normative admittance phase data showed 2 peaks at 0.8 and 4 kHz. There were no significant differences between ears or gender for the 3 WAI measures. Standard deviations for all 3 measures were highest at frequencies above 4 kHz.
Conclusions
The 3 WAI measures between 1 kHz and 4 kHz may provide the most stable response of the outer and middle ear. WAI measures at frequencies above 4 kHz were more variable. The normative data established in the present study may serve as a reference for evaluating outer and middle ear function in neonates.from #Audiology via ola Kala on Inoreader http://ift.tt/2ojBPjm
via IFTTT
Speech Inconsistency in Children With Childhood Apraxia of Speech, Language Impairment, and Speech Delay: Depends on the Stimuli
Purpose
The current research sought to determine (a) if speech inconsistency is a core feature of childhood apraxia of speech (CAS) or if it is driven by comorbid language impairment that affects a large subset of children with CAS and (b) if speech inconsistency is a sensitive and specific diagnostic marker that can differentiate between CAS and speech delay.
Method
Participants included 48 children ranging between 4;7 to 17;8 (years;months) with CAS (n = 10), CAS + language impairment (n = 10), speech delay (n = 10), language impairment (n = 9), or typical development (n = 9). Speech inconsistency was assessed at phonemic and token-to-token levels using a variety of stimuli.
Results
Children with CAS and CAS + language impairment performed equivalently on all inconsistency assessments. Children with language impairment evidenced high levels of speech inconsistency on the phrase “buy Bobby a puppy.” Token-to-token inconsistency of monosyllabic words and the phrase “buy Bobby a puppy” was sensitive and specific in differentiating children with CAS and speech delay, whereas inconsistency calculated on other stimuli (e.g., multisyllabic words) was less efficacious in differentiating between these disorders.
Conclusions
Speech inconsistency is a core feature of CAS and is efficacious in differentiating between children with CAS and speech delay; however, sensitivity and specificity are stimuli dependent.from #Audiology via ola Kala on Inoreader http://ift.tt/2oZudkF
via IFTTT
Efficacy of Visual–Acoustic Biofeedback Intervention for Residual Rhotic Errors: A Single-Subject Randomization Study
Purpose
This study documented the efficacy of visual–acoustic biofeedback intervention for residual rhotic errors, relative to a comparison condition involving traditional articulatory treatment. All participants received both treatments in a single-subject experimental design featuring alternating treatments with blocked randomization of sessions to treatment conditions.
Method
Seven child and adolescent participants received 20 half-hour sessions of individual treatment over 10 weeks. Within each week, sessions were randomly assigned to feature traditional or biofeedback intervention. Perceptual accuracy of rhotic production was assessed in a blinded, randomized fashion. Each participant's response to the combined treatment package was evaluated by using effect sizes and visual inspection. Differences in the magnitude of response to traditional versus biofeedback intervention were measured with individual randomization tests.
Results
Four of 7 participants demonstrated a clinically meaningful response to the combined treatment package. Three of 7 participants showed a statistically significant difference between treatment conditions. In all 3 cases, the magnitude of within-session gains associated with biofeedback exceeded the gains associated with traditional treatment.
Conclusions
These results suggest that the inclusion of visual–acoustic biofeedback can enhance the efficacy of intervention for some individuals with residual rhotic errors. Further research is needed to understand which participants represent better or poorer candidates for biofeedback treatment.from #Audiology via ola Kala on Inoreader http://ift.tt/2ojCXDV
via IFTTT
Epilogue: Reading Comprehension Is Not a Single Ability–Implications for Assessment and Instruction
Purpose
In this epilogue, we review the 4 response articles and highlight the implications of a multidimensional view of reading for the assessment and instruction of reading comprehension.
Method
We reiterate the problems with standardized tests of reading comprehension and discuss the advantages and disadvantages of recently developed authentic tests of reading comprehension. In the “Instruction” section, we review the benefits and limitations of strategy instruction and highlight suggestions from the response articles to improve content and language knowledge.
Conclusions
We argue that the only compelling reason to administer a standardized test of reading comprehension is when these tests are necessary to qualify students for special education services. Instruction should be focused on content knowledge, language knowledge, and specific task and learning requirements. This instruction may entail the use of comprehension strategies, particularly those that are specific to the task and focus on integrating new knowledge with prior knowledge.from #Audiology via ola Kala on Inoreader http://ift.tt/2orlLwm
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Commentary on “Reading Comprehension Is Not a Single Ability”: Implications for Child Language Intervention
Purpose
This commentary responds to the implications for child language intervention of Catts and Kamhi's (2017) call to move from viewing reading comprehension as a single ability to recognizing it as a complex constellation of reader, text, and activity.
Method
Reading comprehension, as Catts and Kamhi explain, is very complicated. In this commentary, I consider how comprehension has been taught and the directions in which it is moving. I consider how speech-language pathologists (SLPs), with their distinctive expertise and resources, can contribute to effective reading comprehension instruction. I build from Catts and Kamhi's emphasis on the importance of context and knowledge, using the approaches of staying on topic, close reading, and incorporating quality features of intervention. I consider whether and how SLPs should treat language skills and comprehension strategies to achieve noticeable changes in their students' reading comprehension.
Conclusion
Within this multidimensional view of reading comprehension, SLPs can make strategic, meaningful contributions to improving the reading comprehension of students with language impairments.from #Audiology via ola Kala on Inoreader http://ift.tt/2o0KQvb
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Prologue: Reading Comprehension Is Not a Single Ability
Purpose
In this initial article of the clinical forum on reading comprehension, we argue that reading comprehension is not a single ability that can be assessed by one or more general reading measures or taught by a small set of strategies or approaches.
Method
We present evidence for a multidimensional view of reading comprehension that demonstrates how it varies as a function of reader ability, text, and task. The implications of this view for instruction of reading comprehension are considered.
Conclusion
Reading comprehension is best conceptualized with a multidimensional model. The multidimensionality of reading comprehension means that instruction will be more effective when tailored to student performance with specific texts and tasks.from #Audiology via ola Kala on Inoreader http://ift.tt/2orlKIP
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Introduction to the Clinical Forum: Reading Comprehension Is Not a Single Ability
Purpose
In this introduction to the clinical forum on reading comprehension, the Editor-in-Chief of Language, Speech, and Hearing Services in Schools provides data on our national reading comprehension problem, resources for increasing our understanding of reading comprehension, and a call to action for speech-language pathologists to work with educational teams to address poor reading comprehension in school-age children.from #Audiology via ola Kala on Inoreader http://ift.tt/2o0KPHD
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An Interactive View of Reading Comprehension: Implications for Assessment
Purpose
This clinical focus article explores further the multidimensional view of reading comprehension put forward by Catts and Kamhi (2017) in this clinical forum and its implications for reading assessment.
Method
It is argued that a multidimensional or interactive view of reading predicts variability in student performance on reading assessments as a function of the interaction among reader, text, and task factors.
Result
Student performance on any given reading assessment should be interpreted in relation to the specific reading demands of the assessment, rather than as a fixed ability that generalizes to any given reading situation.
Conclusion
This view implies a different approach to the use of both summative and classroom assessment than is currently common practice.from #Audiology via ola Kala on Inoreader http://ift.tt/2orczbs
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Comprehending Comprehension: Selected Possibilities for Clinical Practice Within a Multidimensional Model
Purpose
In this discussion as part of a response to Catts and Kamhi's “Reading Comprehension Is Not a Single Activity” (2017), the authors provide selected examples from 4th-, 5th-, and 6th-grade texts to demonstrate, in agreement with Catts and Kamhi, that reading comprehension is a multifaceted and complex ability. The authors were asked to provide readers with evidence-based practices that lend support to applications of a multidimensional model of comprehension.
Method
We present examples from the reading comprehension literature that support the notion that reading is a complex set of abilities that include a reader's ability, especially background knowledge; the type of text the reader is being asked to comprehend; and the task or technique used in assessment or intervention paradigms. An intervention session from 6th grade serves to demonstrate how background knowledge, a text's demands, and tasks may come together in the real world as clinicians and educators aim to help students comprehend complex material.
Conclusions
The authors agree with the conceptual framework proposed by Catts and Kamhi that clinicians and educators should consider the multidimensional nature of reading comprehension (an interaction of reader, text, and task) when creating assessment and intervention programs. The authors might depart slightly by considering, more closely, those reading comprehension strategies that might facilitate comprehension across texts and tasks with an understanding of students' individual needs at different points in timefrom #Audiology via ola Kala on Inoreader http://ift.tt/2orcAMy
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Beyond Comprehension Strategy Instruction: What's Next?
Purpose
In this article, we respond to Catts and Kamhi's (2017) argument that reading comprehension is not a single ability.
Method
We provide a brief review of the impact of strategy instruction, the importance of knowledge in reading comprehension, and possible avenues for future research and practice.
Results
We agree with Catts and Kamhi's argument that reading comprehension is a complex endeavor and that current recommended practices do not reflect the complexity of the construct. Knowledge building, despite its important role in comprehension, has been relegated to a back seat in reading comprehension instruction. In the final section of the article, we outline possible avenues for research and practice (e.g., generative language instruction, dialogic approaches to knowledge building, analogical reasoning and disciplinary literacy, the use of graphics and media, inference instruction) for improving reading-comprehension outcomes.
Conclusions
Reading comprehension is a complex ability, and comprehension instruction should reflect this complexity. If we want to have an impact on long-term growth in reading comprehension, we will need to expand our current repertoire of instructional methods to include approaches that support the acquisition and integration of knowledge across a variety of texts and topics.from #Audiology via ola Kala on Inoreader http://ift.tt/2o0sBWY
via IFTTT
Epilogue: Reading Comprehension Is Not a Single Ability–Implications for Assessment and Instruction
Purpose
In this epilogue, we review the 4 response articles and highlight the implications of a multidimensional view of reading for the assessment and instruction of reading comprehension.
Method
We reiterate the problems with standardized tests of reading comprehension and discuss the advantages and disadvantages of recently developed authentic tests of reading comprehension. In the “Instruction” section, we review the benefits and limitations of strategy instruction and highlight suggestions from the response articles to improve content and language knowledge.
Conclusions
We argue that the only compelling reason to administer a standardized test of reading comprehension is when these tests are necessary to qualify students for special education services. Instruction should be focused on content knowledge, language knowledge, and specific task and learning requirements. This instruction may entail the use of comprehension strategies, particularly those that are specific to the task and focus on integrating new knowledge with prior knowledge.from #Audiology via xlomafota13 on Inoreader http://ift.tt/2orlLwm
via IFTTT
Commentary on “Reading Comprehension Is Not a Single Ability”: Implications for Child Language Intervention
Purpose
This commentary responds to the implications for child language intervention of Catts and Kamhi's (2017) call to move from viewing reading comprehension as a single ability to recognizing it as a complex constellation of reader, text, and activity.
Method
Reading comprehension, as Catts and Kamhi explain, is very complicated. In this commentary, I consider how comprehension has been taught and the directions in which it is moving. I consider how speech-language pathologists (SLPs), with their distinctive expertise and resources, can contribute to effective reading comprehension instruction. I build from Catts and Kamhi's emphasis on the importance of context and knowledge, using the approaches of staying on topic, close reading, and incorporating quality features of intervention. I consider whether and how SLPs should treat language skills and comprehension strategies to achieve noticeable changes in their students' reading comprehension.
Conclusion
Within this multidimensional view of reading comprehension, SLPs can make strategic, meaningful contributions to improving the reading comprehension of students with language impairments.from #Audiology via xlomafota13 on Inoreader http://ift.tt/2o0KQvb
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Prologue: Reading Comprehension Is Not a Single Ability
Purpose
In this initial article of the clinical forum on reading comprehension, we argue that reading comprehension is not a single ability that can be assessed by one or more general reading measures or taught by a small set of strategies or approaches.
Method
We present evidence for a multidimensional view of reading comprehension that demonstrates how it varies as a function of reader ability, text, and task. The implications of this view for instruction of reading comprehension are considered.
Conclusion
Reading comprehension is best conceptualized with a multidimensional model. The multidimensionality of reading comprehension means that instruction will be more effective when tailored to student performance with specific texts and tasks.from #Audiology via xlomafota13 on Inoreader http://ift.tt/2orlKIP
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Introduction to the Clinical Forum: Reading Comprehension Is Not a Single Ability
Purpose
In this introduction to the clinical forum on reading comprehension, the Editor-in-Chief of Language, Speech, and Hearing Services in Schools provides data on our national reading comprehension problem, resources for increasing our understanding of reading comprehension, and a call to action for speech-language pathologists to work with educational teams to address poor reading comprehension in school-age children.from #Audiology via xlomafota13 on Inoreader http://ift.tt/2o0KPHD
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An Interactive View of Reading Comprehension: Implications for Assessment
Purpose
This clinical focus article explores further the multidimensional view of reading comprehension put forward by Catts and Kamhi (2017) in this clinical forum and its implications for reading assessment.
Method
It is argued that a multidimensional or interactive view of reading predicts variability in student performance on reading assessments as a function of the interaction among reader, text, and task factors.
Result
Student performance on any given reading assessment should be interpreted in relation to the specific reading demands of the assessment, rather than as a fixed ability that generalizes to any given reading situation.
Conclusion
This view implies a different approach to the use of both summative and classroom assessment than is currently common practice.from #Audiology via xlomafota13 on Inoreader http://ift.tt/2orczbs
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Comprehending Comprehension: Selected Possibilities for Clinical Practice Within a Multidimensional Model
Purpose
In this discussion as part of a response to Catts and Kamhi's “Reading Comprehension Is Not a Single Activity” (2017), the authors provide selected examples from 4th-, 5th-, and 6th-grade texts to demonstrate, in agreement with Catts and Kamhi, that reading comprehension is a multifaceted and complex ability. The authors were asked to provide readers with evidence-based practices that lend support to applications of a multidimensional model of comprehension.
Method
We present examples from the reading comprehension literature that support the notion that reading is a complex set of abilities that include a reader's ability, especially background knowledge; the type of text the reader is being asked to comprehend; and the task or technique used in assessment or intervention paradigms. An intervention session from 6th grade serves to demonstrate how background knowledge, a text's demands, and tasks may come together in the real world as clinicians and educators aim to help students comprehend complex material.
Conclusions
The authors agree with the conceptual framework proposed by Catts and Kamhi that clinicians and educators should consider the multidimensional nature of reading comprehension (an interaction of reader, text, and task) when creating assessment and intervention programs. The authors might depart slightly by considering, more closely, those reading comprehension strategies that might facilitate comprehension across texts and tasks with an understanding of students' individual needs at different points in timefrom #Audiology via xlomafota13 on Inoreader http://ift.tt/2orcAMy
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Beyond Comprehension Strategy Instruction: What's Next?
Purpose
In this article, we respond to Catts and Kamhi's (2017) argument that reading comprehension is not a single ability.
Method
We provide a brief review of the impact of strategy instruction, the importance of knowledge in reading comprehension, and possible avenues for future research and practice.
Results
We agree with Catts and Kamhi's argument that reading comprehension is a complex endeavor and that current recommended practices do not reflect the complexity of the construct. Knowledge building, despite its important role in comprehension, has been relegated to a back seat in reading comprehension instruction. In the final section of the article, we outline possible avenues for research and practice (e.g., generative language instruction, dialogic approaches to knowledge building, analogical reasoning and disciplinary literacy, the use of graphics and media, inference instruction) for improving reading-comprehension outcomes.
Conclusions
Reading comprehension is a complex ability, and comprehension instruction should reflect this complexity. If we want to have an impact on long-term growth in reading comprehension, we will need to expand our current repertoire of instructional methods to include approaches that support the acquisition and integration of knowledge across a variety of texts and topics.from #Audiology via xlomafota13 on Inoreader http://ift.tt/2o0sBWY
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Epilogue: Reading Comprehension Is Not a Single Ability–Implications for Assessment and Instruction
Purpose
In this epilogue, we review the 4 response articles and highlight the implications of a multidimensional view of reading for the assessment and instruction of reading comprehension.
Method
We reiterate the problems with standardized tests of reading comprehension and discuss the advantages and disadvantages of recently developed authentic tests of reading comprehension. In the “Instruction” section, we review the benefits and limitations of strategy instruction and highlight suggestions from the response articles to improve content and language knowledge.
Conclusions
We argue that the only compelling reason to administer a standardized test of reading comprehension is when these tests are necessary to qualify students for special education services. Instruction should be focused on content knowledge, language knowledge, and specific task and learning requirements. This instruction may entail the use of comprehension strategies, particularly those that are specific to the task and focus on integrating new knowledge with prior knowledge.from #Audiology via ola Kala on Inoreader http://ift.tt/2orlLwm
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Commentary on “Reading Comprehension Is Not a Single Ability”: Implications for Child Language Intervention
Purpose
This commentary responds to the implications for child language intervention of Catts and Kamhi's (2017) call to move from viewing reading comprehension as a single ability to recognizing it as a complex constellation of reader, text, and activity.
Method
Reading comprehension, as Catts and Kamhi explain, is very complicated. In this commentary, I consider how comprehension has been taught and the directions in which it is moving. I consider how speech-language pathologists (SLPs), with their distinctive expertise and resources, can contribute to effective reading comprehension instruction. I build from Catts and Kamhi's emphasis on the importance of context and knowledge, using the approaches of staying on topic, close reading, and incorporating quality features of intervention. I consider whether and how SLPs should treat language skills and comprehension strategies to achieve noticeable changes in their students' reading comprehension.
Conclusion
Within this multidimensional view of reading comprehension, SLPs can make strategic, meaningful contributions to improving the reading comprehension of students with language impairments.from #Audiology via ola Kala on Inoreader http://ift.tt/2o0KQvb
via IFTTT
Prologue: Reading Comprehension Is Not a Single Ability
Purpose
In this initial article of the clinical forum on reading comprehension, we argue that reading comprehension is not a single ability that can be assessed by one or more general reading measures or taught by a small set of strategies or approaches.
Method
We present evidence for a multidimensional view of reading comprehension that demonstrates how it varies as a function of reader ability, text, and task. The implications of this view for instruction of reading comprehension are considered.
Conclusion
Reading comprehension is best conceptualized with a multidimensional model. The multidimensionality of reading comprehension means that instruction will be more effective when tailored to student performance with specific texts and tasks.from #Audiology via ola Kala on Inoreader http://ift.tt/2orlKIP
via IFTTT
Introduction to the Clinical Forum: Reading Comprehension Is Not a Single Ability
Purpose
In this introduction to the clinical forum on reading comprehension, the Editor-in-Chief of Language, Speech, and Hearing Services in Schools provides data on our national reading comprehension problem, resources for increasing our understanding of reading comprehension, and a call to action for speech-language pathologists to work with educational teams to address poor reading comprehension in school-age children.from #Audiology via ola Kala on Inoreader http://ift.tt/2o0KPHD
via IFTTT
An Interactive View of Reading Comprehension: Implications for Assessment
Purpose
This clinical focus article explores further the multidimensional view of reading comprehension put forward by Catts and Kamhi (2017) in this clinical forum and its implications for reading assessment.
Method
It is argued that a multidimensional or interactive view of reading predicts variability in student performance on reading assessments as a function of the interaction among reader, text, and task factors.
Result
Student performance on any given reading assessment should be interpreted in relation to the specific reading demands of the assessment, rather than as a fixed ability that generalizes to any given reading situation.
Conclusion
This view implies a different approach to the use of both summative and classroom assessment than is currently common practice.from #Audiology via ola Kala on Inoreader http://ift.tt/2orczbs
via IFTTT
Comprehending Comprehension: Selected Possibilities for Clinical Practice Within a Multidimensional Model
Purpose
In this discussion as part of a response to Catts and Kamhi's “Reading Comprehension Is Not a Single Activity” (2017), the authors provide selected examples from 4th-, 5th-, and 6th-grade texts to demonstrate, in agreement with Catts and Kamhi, that reading comprehension is a multifaceted and complex ability. The authors were asked to provide readers with evidence-based practices that lend support to applications of a multidimensional model of comprehension.
Method
We present examples from the reading comprehension literature that support the notion that reading is a complex set of abilities that include a reader's ability, especially background knowledge; the type of text the reader is being asked to comprehend; and the task or technique used in assessment or intervention paradigms. An intervention session from 6th grade serves to demonstrate how background knowledge, a text's demands, and tasks may come together in the real world as clinicians and educators aim to help students comprehend complex material.
Conclusions
The authors agree with the conceptual framework proposed by Catts and Kamhi that clinicians and educators should consider the multidimensional nature of reading comprehension (an interaction of reader, text, and task) when creating assessment and intervention programs. The authors might depart slightly by considering, more closely, those reading comprehension strategies that might facilitate comprehension across texts and tasks with an understanding of students' individual needs at different points in timefrom #Audiology via ola Kala on Inoreader http://ift.tt/2orcAMy
via IFTTT
Beyond Comprehension Strategy Instruction: What's Next?
Purpose
In this article, we respond to Catts and Kamhi's (2017) argument that reading comprehension is not a single ability.
Method
We provide a brief review of the impact of strategy instruction, the importance of knowledge in reading comprehension, and possible avenues for future research and practice.
Results
We agree with Catts and Kamhi's argument that reading comprehension is a complex endeavor and that current recommended practices do not reflect the complexity of the construct. Knowledge building, despite its important role in comprehension, has been relegated to a back seat in reading comprehension instruction. In the final section of the article, we outline possible avenues for research and practice (e.g., generative language instruction, dialogic approaches to knowledge building, analogical reasoning and disciplinary literacy, the use of graphics and media, inference instruction) for improving reading-comprehension outcomes.
Conclusions
Reading comprehension is a complex ability, and comprehension instruction should reflect this complexity. If we want to have an impact on long-term growth in reading comprehension, we will need to expand our current repertoire of instructional methods to include approaches that support the acquisition and integration of knowledge across a variety of texts and topics.from #Audiology via ola Kala on Inoreader http://ift.tt/2o0sBWY
via IFTTT
On the role of ephrinA2 in auditory function.
| Related Articles |
On the role of ephrinA2 in auditory function.
Hear Res. 2017 Apr 05;350:11-16
Authors: Ingham NJ, Steel KP, Drescher U
Abstract
Recent findings suggest that the manipulation of the EphA/ephrinA system can improve hearing threshold sensitivity in the auditory system (Yates et al., 2014). These results appear to open-up the possibility that pharmacological manipulation of this system could lead to the development of treatments to cure some types of hearing loss. As a first step towards this goal, we have performed a further series of auditory brainstem evoked potential recordings on ephrinA2 homozygous knockout mice and their wildtype littermates in order to replicate the previously reported findings. However, we found that ephrinA2 knockout mice had auditory threshold sensitivity for click and 3-42 kHz tone pip frequencies comparable to that of their wildtype littermates. Evoked potential wave amplitudes, latencies and inter-peak intervals were also comparable between ephrinA2 knockout mice and wild type control littermates. Thus in our experiments we could not replicate the findings of Yates et al. (2014). Whilst the EphA/ephrinA system may therefore play a role in the development of innervation of the cochlea and neural circuitry of the auditory brainstem, there appears to be a functional redundancy between members of this family such that loss of ephrinA2 function alone is insufficient to alter auditory function in the mouse.
PMID: 28390777 [PubMed - as supplied by publisher]
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The results of newborn hearing screening by means of transient otoacoustic emissions - has anything changed over 10 years?
| Related Articles |
The results of newborn hearing screening by means of transient otoacoustic emissions - has anything changed over 10 years?
Int J Pediatr Otorhinolaryngol. 2017 May;96:4-10
Authors: Wroblewska-Seniuk K, Greczka G, Dabrowski P, Szyfter W, Mazela J
Abstract
OBJECTIVES: Universal newborn hearing screening (UNHS) has become the standard of care in many countries. The aim of this study was to evaluate the results of UNHS after ten years of the program in Poland and to compare them with the results of 2003.
METHODS: In the study, we analyze the results of UNHS in the University Hospital in Poznan, Poland. Between 01.01.2013 and 31.12.2013, 6827 children were examined by means of otoacoustic emissions.
RESULTS: Risk factors (RF) were identified in 772 (11.3%) newborns, which is significantly less than 10 years ago (p < 0.05). The most frequent RF were: ototoxic medications, treatment in neonatal intensive care unit (NICU) and prematurity < 33 weeks of gestation. In 2003, the most frequent were ototoxic medications and prematurity, less frequent was treatment in NICU and more common was low Apgar score. In 51 (6.6%) newborns with RF, the result of OAE was positive either unilaterally or bilaterally. In infants without RF the result was positive unilaterally in 22 (0.4%) and bilaterally in 14 (0.2%) patients. These results are significantly lower than in our former study. The relative risk of positive result was the highest in infants with complex congenital anomalies (RR = 44.99), craniofacial anomalies (RR = 17.46) and mechanical ventilation for > 5 days (RR = 10.69). In our previous study, the highest RR of positive test results was in infants with family history, congenital malformations and low Apgar score. We found that most predictive as to the final diagnosis was bilaterally positive OAE test. In most patients, the second check confirmed the diagnosis, independently of RF. The number of false positive tests at the 1st level of screening is significantly lower now than 10 years ago, probably due to better staff training.
CONCLUSIONS: Long term monitoring and the appropriate management of hearing deficit in children is essential. UNHS seems to be the most efficient way of finding children who require treatment of hearing impairment. The prevalence of most risk factors of hearing deficit has significantly changed over the years. The number of false positive results has significantly decreased over the years thanks to better staff training.
PMID: 28390612 [PubMed - in process]
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MYO15A splicing mutations in hearing loss: A review literature and report of a novel mutation.
| Related Articles |
MYO15A splicing mutations in hearing loss: A review literature and report of a novel mutation.
Int J Pediatr Otorhinolaryngol. 2017 May;96:35-38
Authors: Motavaf M, Soveizi M, Maleki M, Mahdieh N
Abstract
Sensorineural hearing loss (SNHL) is the most prevalent genetic sensory defect in humans, affecting about 1 in 1000 newborns around the world. Non-syndromic SNHL accounts for nearly 70% of hereditary hearing loss and 80% of SNHL cases show an autosomal recessive mode of inheritance (ARNSHL). In the present study, we applied targeted-exome sequencing to a family with a single proband affected by congenital sensorineural hearing loss. 127 known genes were sequenced to find the causative mutation. One novel homozygous donor splice site mutation, c.4596 + 1G > A (IVS12 + 1G > A) was found in MYO15A gene. Analysis of this mutation within the family showed that the mutation segregates with hearing loss. New DNA sequencing technologies could lead to identification of the disease causing variants especially in highly heterogeneous disorders such as hearing loss.
PMID: 28390610 [PubMed - in process]
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