A comparison of oral and written english styles in african american students at different stages of writing development.

PURPOSE: The purpose of this investigation was to compare the rates of using African American English (AAE) grammatical features in spoken and written language at different points in literacy development. Based on Kroll's model (1981), a high degree of similarity in use between the modalities was expected at Grade 3, and lower similarity was expected at Grade 8. METHOD: Spoken and written language samples were analyzed for the occurrence of 6 AAE morphosyntactic features. Fifteen third graders and 15 eighth graders were asked to respond to interview questions and to retell stories in both modalities. Percentage use of the AAE grammatical features and a dialectal density measure were used to measure rates of AAE occurrence. RESULTS: Findings indicated comparable use of dialect in spoken and written modalities for 3(rd) graders, but a difference in use between the modalities for 8(th) graders. The 8(th) graders used more dialectal features in speaking than writing. CONCLUSION: These results suggest that there is likely a period in writing development when speakers of AAE learn to dialect switch in their writing.

Effects of digital vibrotactile speech feedback on overt stuttering frequency.

Fluency-enhancing speech feedback, originating from internally or externally generated sources via auditory or visual sensory modalities is not restricted to a specific sensory modality or signal origination. Research suggests that externally generated digital vibrotactile speech feedback serves as an effective fluency enhancer. The present purpose was to test the fluency-enhancing effects of self-generated digital vibrotactile speech feedback on stuttering frequency. Adults who stutter read passages aloud over the telephone, both with and without digital vibrotactile speech feedback. Digital vibrotactile speech feedback was operationally defined as feeling the vibrations of the thyroid cartilage with the thumb and index finger while speaking. Analysis indicated that self-generated digital vibrotactile speech feedback reduced overt stuttering frequency by an average of 72%. As the specific neural mechanisms associated with stuttering and fluency enhancement from tactile speech feedback remain unknown, theoretical implications and clinical applications were discussed.

The effects of self-generated synchronous and asynchronous visual speech feedback on overt stuttering frequency.

PURPOSE: Relatively recent research documents that visual choral speech, which represents an externally generated form of synchronous visual speech feedback, significantly enhanced fluency in those who stutter. As a consequence, it was hypothesized that self-generated synchronous and asynchronous visual speech feedback would likewise enhance fluency. Therefore, the purpose of this study was to investigate the effects of self-generated visual feedback (i.e., synchronous speech feedback with a mirror and asynchronous speech feedback via delayed visual feedback) on overt stuttering frequency in those who stutter. METHOD: Eight people who stutter (4 males, 4 females), ranging from 18 to 42 years of age participated in this study. Due to the nature of visual speech feedback, the speaking task required that participants recite memorized phrases in control and experimental speaking conditions so that visual attention could be focused on the speech feedback, rather than a written passage. During experimental conditions, participants recited memorized phrases while simultaneously focusing on the movement of their lips, mouth, and jaw within their own synchronous (i.e., mirror) and asynchronous (i.e., delayed video signal) visual speech feedback. RESULTS: Results indicated that the self-generated visual feedback speaking conditions significantly decreased stuttering frequency (Greenhouse-Geisser p=.000); post hoc orthogonal comparisons revealed no significant differences in stuttering frequency reduction between the synchronous and asynchronous visual feedback speaking conditions (p=.2554). CONCLUSIONS: These data suggest that synchronous and asynchronous self-generated visual speech feedback is associated with significant reductions in overt stuttering frequency. Study results were discussed relative to existing theoretical models of fluency-enhancement via speech feedback, such as the engagement of mirror neuron networks, the EXPLAN model, and the Dual Premotor System Hypothesis. Further research in the area of self-generated visual speech feedback, as well as theoretical constructs accounting for how exposure to a multi-sensory speech feedback enhances fluency, is warranted. LEARNING OUTCOMES: : Readers will be able to (1) discuss the multi-sensory nature of fluency-enhancing speech feedback, (2) compare and contrast synchronous and asynchronous self-generated and externally generated visual speech feedback, and (3) compare and contrast self-generated and externally generated visual speech feedback.