All the children were administered the standardized assessments in the research, including the Peabody Picture Vocabulary Test (PPVT) and the Assessment for Language Disorders for Preschool-Age Children. Interviews were also conducted between parents and SLPs to obtain information regarding the child’s developmental, medical, and stuttering history. Last but not least, the conversational speech sample was collected from each child. The results of the study were that stuttering events were more likely to occur in trisyllabic tone combinations with a conflicting tone context. Also, stuttering occurred more frequently in Tone 3 and Tone 4 syllables rather than Tone 1 or Tone 2
This formal assessment uses specific normative samples for children that are 2 years 8 months. This test is age appropriate for Baily. Furthermore, the PLS-5 is a test that assesses the expressive abilities in the areas of gesture, play, social communication, and integrative language. From this assessment, we can determine whether Baily is disordered in the area of expressive language. The PLS-5 compares Baily’s performance to her same aged peers.
First, the reading assessment and the second is an interview with the pupil regarding school and family. The researcher used both of the assessment to fully understand each child. Each instrument, administered by an assessor in one-on-one sessions with individual learners, requires about 20 minutes for each child, including brief questionnaire for the student to gather basic information about the home and academic environment. Analysis of Data Frequency counts, percentages and weighted mean were used to analyse the reading level of the respondents using the EGRA instrument. The strengths and weaknesses of the pupils in the EGRA will be culled from the result of the said assessment.
19 out of 106 (17.9%) participants were under high fear group and the remaining 87 (82.1%) were under low fear group. With regards to gender, 5 out of 44 (11.4%) male respondents and 14 out of 62 (22.6%) female respondents were under high fear group. With regards to status of visit, about 34.3% (n=12) of 35 participants of first visit were classified under high fear group, whereas only 7 out of 71 (9.9%) participants who had past dental visits were classified as children under high fear group. Upon the evaluation of CFSS-DS, it was found
It is noteworthy to mention that this study utilized two intact groups each containing 30 upper intermediate learners. 2.2 Instrumentations and materials In this section instruments and materials which will be used in this study will be explained completely. 2.2.1 Oxford Placement Test The original pencil-and-paper Oxford Placement Test was developed by Dave Allan in 1985. It is both easy to administer and practical at grading students into different levels of proficiency. This test has online and pencil-and-paper versions.
You are required to select one statement out of the four statements that describes the best what you see in the picture. Then you should find the number of questions in your answer sheet and mark your answer. The purpose of the listening section is to assess the listening abilities of the test takers and evaluate the right answer. It can be a detail to remember, an inference to make or main idea to comprehend. The questions asked in the TOEIC section will be based on the topics or situations that you will encounter on a regular basis.
Each participant was exposed to long words and short words with visual cues in first and second task respectively and long and short words without visual cues in third and fourth task respectively. After each task they were given a recall test and they
Since there is a dearth of literature to support full fledge developmental trend in working memory abilities in typically developing children and its relationship to reading and writing in Indian context, the present study was taken up. Children were administered with different tasks of word and sentence level working memory test and their performance were analysed and suitable statistical analysis were done. The results of the present study showed a significant trend in the development of both word and sentence-level working memory which has a positive relationship with reading and writing success in the typically developing children. Children performed better on word level working memory tasks when compared to sentence level working memory tasks. The results of the study will give insight to the speech language pathologist regarding the role of working memory in reading and writing success in primary school children.
For BOA, 2 room set up was used and for ABR and OAE electrically isolated sound treated room was used for treating purpose. Result and discussion: The mean age of subjects was 33.9 months. On ABR, in subject with hearing loss detected the mean PTA2 threshold was 88.07 dBnHL and for normal hearing subject with CP the mean estimated PTA2 threshold was 30dBnHL. The ABR morphology of normal hearing CP children was significantly different from those of normal hearing counterparts. Absolute latencies are delayed.
Methodology: Twenty children (mean age ± SD, 4.5 ± 1.82) with cochlear implant in aural communication approach were compared against twenty children (mean age ± SD, 5.36 ± 1.75) in oral aural communication approach. The test consisted of presentation and identification of the auditory /pa/, /ta/, /ka/ tokens; the congruent audiovisual /pa/, /ka/ tokens; incongruent Mcgurk token; which consisted of auditory /pa/ dubbed on visual /ka/ token and aided speech responses using open set monosyllabic words were obtained, compared and analyzed. Results: Aural approach group exhibited significantly (p< 120 ms (Dixon & Spitz, 1980 as cited in Green &Norrix, 1997; Munhall, Gribble &