Immediate memory for pseudowords and phonological awareness are associated in adults and pre-reading children

Phonetic accommodation in non-native directed speech supports L2 word learning and pronunciation

This study assessed whether Non-native Directed Speech (NNDS) facilitates second language (L2) learning, specifically L2 word learning and production. Spanish participants (N = 50) learned novel English words, presented either in NNDS or Native-Directed Speech (NDS), in two tasks: Recognition and Production. Recognition involved matching novel objects to their labels produced in NNDS or NDS. Production required participants to pronounce these objects' labels. The novel words contained English vowel contrasts, which approximated Spanish vowel categories more (/i-ɪ/) or less (/ʌ-æ/). Participants in the NNDS group exhibited faster recognition of novel words, improved learning, and produced the /i-ɪ/ contrast with greater distinctiveness in comparison to the NDS group. Participants' ability to discriminate the target vowel contrasts was also assessed before and after the tasks, with no improvement detected in the two groups. These findings support the didactic assumption of NNDS, indicating the relevance of the phonetic adaptations in this register for successful L2 acquisition.

Validation of an Intelligibility Test Based on Acoustic-Phonetic Decoding of Pseudo-Words: Overall Results from Patients with Cancer of the Oral Cavity and the Oropharynx

OBJECTIVES

Loss of intelligibility is a major complaint for patients with speech disorders, as it affects their everyday communication and thus contributes to a decrease in their quality of life. Several tests are available to measure intelligibility, but these tests do not take into account the evaluators' ability to restore distorted sequences. Due to this ability, the evaluator will tend to recognize words despite phonetic distortions, and speech production deficit can go undetected. The results of these tests therefore overestimate the intelligibility of patients and may mask real functional limitations. We propose a new test which uses a large number of pseudowords in order to neutralize the unwanted perceptual effects that cause this overestimation. The purpose of this test is to measure the speech production deficit. It is not intended to assess the communication deficit. Our objective is to validate this test based on acoustic-phonetic decoding of productions from patients with speech disorders.

MATERIALS AND METHODS

We tested this method with a population of 39 healthy participants and 78 post-treatment patients with cancers of the oral cavity and the oropharynx (HNC patients). Each speaker produced 52 pseudowords taken from randomly generated lists from large common dictionary, each list of 52 pseudowords containing the same number of phonemes. Forty everyday listeners then transcribed these productions. The orthographic transcriptions were phonetized and compared to the expected phonetic forms. An algorithm provided a Perceived Phonological Deviation score (PPD) based on the number of features that differed between the expected forms and the transcribed items. The PPD thus provided a score representing the loss of intelligibility.

RESULTS

The 39 participants in the control group demonstrated significantly lower PPD scores compared to the 41 patients with a T1T2 tumor size or compared to the 37 patients with a T3T4 tumor size. The differences between the three groups were significant. If we use the PPD as a predictor to identify patients versus control group subjects, the AUC of the ROC curve is equal to 0.94, which corresponds to an outstanding group separability. A PPD threshold at 0.6 features per phoneme is the boundary between normal and dysfunctional speech. The analysis showed a close correlation between the PPD and a clinical judgment of the disorder severity obtained from experts.

CONCLUSION

This test appears to be effective in measuring the intelligibility of speakers at a phonological level, in particular in the case of head and neck cancers.

Individual differences in subphonemic sensitivity and phonological skills

Many studies have established a link between phonological abilities (indexed by phonological awareness and phonological memory tasks) and typical and atypical reading development. Individuals who perform poorly on phonological assessments have been mostly assumed to have underspecified (or "fuzzy") phonological representations, with typical phonemic categories, but with greater category overlap due to imprecise encoding. An alternative posits that poor readers have overspecified phonological representations, with speech sounds perceived allophonically (phonetically distinct variants of a single phonemic category). On both accounts, mismatch between phonological categories and orthography leads to reading difficulty. Here, we consider the implications of these accounts for online speech processing. We used eye tracking and an individual differences approach to assess sensitivity to subphonemic detail in a community sample of young adults with a wide range of reading-related skills. Subphonemic sensitivity inversely correlated with meta-phonological task performance, consistent with overspecification.

Individual differences in decoding skill, print exposure, and cortical structure in young adults

This exploratory study investigated relations between individual differences in cortical grey matter structure and young adult readers' cognitive profiles. Whole-brain analyses revealed neuroanatomical correlations with word and nonword reading ability (decoding), and experience with printed matter. Decoding was positively correlated with grey matter volume (GMV) in left superior temporal sulcus, and thickness (GMT) in right superior temporal gyrus. Print exposure was negatively correlated with GMT in left inferior frontal gyrus (pars opercularis) and left fusiform gyrus (including the visual word form area). Both measures also correlated with supramarginal gyrus (SMG), but in spatially distinct subregions: decoding was positively associated with GMV in left anterior SMG, and print exposure was negatively associated with GMT in left posterior SMG. Our comprehensive approach to assessment both confirms and refines our understanding of the novel relation between the structure of pSMG and proficient reading, and unifies previous research relating cortical structure and reading skill.

Factorial Validity and Measurement Invariance of the Test of Preschool Early Literacy-Phonological Awareness Test Among Deaf and Hard-of-Hearing Children and Hearing Children

OBJECTIVES

Emerging evidence suggests that early phonological awareness in deaf and hard-of-hearing (DHH) children with functional hearing is significantly related to their reading acquisition, and the assessment of phonological awareness can play a critical role in preventing reading difficulties. Validation of the scores obtained from standardized assessments when used with DHH students is crucial to support the assessments' intended interpretations and implications of test scores. Using archival data sets, the aim of this study was twofold: (a) to establish the factorial validity of the item scores on the Test of Preschool Early Literacy-Phonological Awareness (TOPEL-PA) for DHH children with functional hearing and hearing children and (b) to test measurement invariance across these groups. Our archival data sets included assessments of DHH children, hearing children from low socioeconomic status (SES) backgrounds, and hearing children from a range of SES backgrounds. We hypothesized that a second-order unifying ability, Phonological Awareness, along with four first-order subtest factors would explain inter-item associations among the 27 items on the TOPEL-PA. We further hypothesized that patterns of associations among the item scores would be similar across groups and that the individual items would function similarly across groups.

DESIGN

Seven hundred and thirty-three children from three samples participated in the study; 171 were DHH children (Mage = 58.7 months old, SDage = 12.5 months old), 195 were low-SES hearing children (Mage = 55.5 months old, SDage = 3.5 months old), and 367 were diverse-SES hearing children (Mage = 53.4 months old, SDage = 8.9 months old). All DHH children were able to identify the referent of monosyllabic spoken words on the Early Speech Perception Test.

RESULTS

Test of confirmatory item factor analyses of the hypothesized second-order factor structure revealed that a second-order unifying ability along with four first-order subtest factors well explained associations among the item scores for all groups. This aligned with the scoring structure of the TOPEL-PA, providing strong evidence for factorial validity of the item scores for DHH children as well as for hearing children groups. The measurement invariance test results provided evidence that the vast majority of TOPEL-PA items functioned similarly for hearing children and DHH children with speech perception abilities, suggesting that the utility of the assessment scores obtained from DHH children is consistent with the scores obtained from hearing children.

CONCLUSION

Results of our study suggest that researchers and practitioners can use the TOPEL-PA to assess DHH children with functional hearing. It also suggests that the two skills measured on the TOPEL-PA (blending and elision) are qualitatively similar for DHH and hearing children, but the latent mean score obtained from the DHH children significantly differed from those of the hearing groups, suggesting a quantitative difference.

Phonological Working Memory for Words and Nonwords in Cerebral Cortex

PURPOSE

The primary purpose of this study was to identify the brain bases of phonological working memory (the short-term maintenance of speech sounds) using behavioral tasks analogous to clinically sensitive assessments of nonword repetition. The secondary purpose of the study was to identify how individual differences in brain activation were related to participants' nonword repetition abilities.

METHOD

We used functional magnetic resonance imaging to measure neurophysiological response during a nonword discrimination task derived from standard clinical assessments of phonological working memory. Healthy adult control participants (N = 16) discriminated pairs of real words or nonwords under varying phonological working memory load, which we manipulated by parametrically varying the number of syllables in target (non)words. Participants' cognitive and phonological abilities were also measured using standardized assessments.

RESULTS

Neurophysiological responses in bilateral superior temporal gyrus, inferior frontal gyrus, and supplementary motor area increased with greater phonological working memory load. Activation in left superior temporal gyrus during nonword discrimination correlated with participants' performance on standard clinical nonword repetition tests.

CONCLUSION

These results suggest that phonological working memory is related to the function of cortical structures that canonically underlie speech perception and production.

Electrophysiology of Perception and Processing of Phonological Information as Indices of Toddlers' Language Performance

PURPOSE

The toddler years are a critical period for language development and growth. We investigated how event-related potentials (ERPs) to repeated and novel nonwords are associated with clinical assessments of language in young children. In addition, nonword repetition (NWR) was used to measure phonological working memory to determine the unique and collective contribution of ERP measures of phonemic discrimination and NWR as predictors of language ability.

METHOD

Forty children between the ages of 24-48 months participated in an ERP experiment to determine phonemic discrimination to repeated and novel nonwords in an old/new design. Participants also completed a NWR task to explore the contribution of phonological working memory in predicting language.

RESULTS

ERP analyses revealed that faster responses to novel stimuli correlated with higher language performance on clinical assessments of language. Regression analyses revealed that an earlier component was associated with lower level phonemic sensitivity, and a later component was indexing phonological working memory skills similar to NWR.

CONCLUSION

Our findings suggest that passive ERP responses indexing phonological discrimination and phonological working memory are strongly related to behavioral measures of language.