Metalinguistic and pragmatic abilities of participants in adult literacy programs.

The relationship between oral and written language skills was explored in this study involving 97 participants enrolled in an adult literacy program. Pragmatic language skills were assessed in videotaped conversational dyads which were later analyzed for level of conversational assertiveness and responsiveness and for the status of basic interactional skills. Those behaviors which were judged as being most likely to detract from communicative effectiveness were body movement, eye gaze, and facial expression. Metalinguistic/ semantic language skills were assessed with the Test of Word Knowledge (TOWK) (Wiig & Secord, 1991). A significant relationship was found between total scores on the TOWK and reading levels of subjects as they entered the program. Post-testing was conducted approximately 6 to 8 months after the initial testing. These results were available for 22 of the subjects and indicated that, even for adults, some aspects of oral language improve as reading levels increase.

Thumbsucking as related to placement and acoustic aspects of /s, z/ and lingual rest postures.

Three hundred seventy-one second graders in rural public schools were evaluated for thumbsucking, rest and swallow postures of the tongue, and articulatory placement and acoustic aspects of /s,z/. Significant relationships were observed between thumbsucking and lower dental or interdental rest and swallow postures as well as acoustic errors for /s,z/. The implications of these relationships are discussed.

Oral motor control, posturing, and myofunctional variables in 8-year-olds.

One hundred thirty-three rural second graders were evaluated for diadochokinetic abilities and myofunctional variables. Single-syllable diadochokinetic rates were significantly correlated with open-mouth resting postures. Slow trisyllable diadochokinetic rates were significantly correlated with a dentalized resting tongue posture and dentalized swallow patterns. The implications of these relationships are discussed.

Myofunctional and dentofacial relationships in second grade children.

One hundred and thirty-three second graders in rural public school were assessed on a number of dental, skeletal, and oral muscle function measures. Correlational analyses were conducted in order to determine whether specific myofunctional variables were associated with dentofacial development. Significant relationships were observed between open mouth posture and a narrow maxillary arch and long facial height. Labial and lingual rest and swallow patterns were also related to poor coordination of lip and tongue movements.