Development of an Auditory Passage Comprehension Task for Swedish Primary School Children of Cultural and Linguistic Diversity.
Purpose: This study reports on the development of an auditory passage comprehension task for Swedish primary school children of cultural and linguistic diversity. It also reports on their performance on the task in quiet and in noise. Method: Eighty-eight children aged 7-9 years and showing normal h...
| Publicado en: | Journal of Speech, Language & Hearing Research Vol. 64; no. 10; pp. 3883 - 3894 |
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| Autores principales: | , , , , , , , |
| Formato: | Artículo |
| Publicado: |
American Speech-Language-Hearing Association
Oct2021
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=152871082&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 152871082 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10924388 1SM jtl: Journal of Speech, Language & Hearing Research issn: 10924388 maglogo: N pubinfo: dt: Oct2021 vid: 64 iid: 10 pid: 42 pub: American Speech-Language-Hearing Association artinfo: ui: 152871082 10.1044/2021_JSLHR-20-00611 ppf: 3883 ppct: 11 formats: fmt: @attributes: type: P size: 607KB tig: atl: Development of an Auditory Passage Comprehension Task for Swedish Primary School Children of Cultural and Linguistic Diversity. aug: au: Carlie, Johanna Sahlén, Birgitta Nirme, Jens Andersson, Ketty Rudner, Mary Johansson, Roger Gulz, Agneta Brännström, K. Jonas affil: Logopedics, Phoniatrics and Audiology, Department of Clinical Sciences, Lund, Lund University, Sweden Cognitive Science, Department of Philosophy, Lund University, Sweden Department of Behavioural Sciences and Learning, Linköping University, Sweden Department of Psychology, Lund University, Sweden su: Sweden Memory Linguistics Multilingualism Task performance Cultural pluralism Language acquisition School children Elementary schools Speech perception Phonological awareness One-way analysis of variance T-test (Statistics) Descriptive statistics Research funding sug: subj: Memory Linguistics Multilingualism Task performance Cultural pluralism Language acquisition School children Elementary schools Sweden Elementary and Secondary Schools Speech perception Phonological awareness One-way analysis of variance T-test (Statistics) Descriptive statistics Research funding ab: Purpose: This study reports on the development of an auditory passage comprehension task for Swedish primary school children of cultural and linguistic diversity. It also reports on their performance on the task in quiet and in noise. Method: Eighty-eight children aged 7-9 years and showing normal hearing participated. The children were divided into three groups based on presumed language exposure: 13 children were categorized as Swedish-speaking monolinguals, 19 children were categorized as simultaneous bilinguals, and 56 children were categorized as sequential bilinguals. No significant difference in working memory capacity was seen between the three language groups. Two passages and associated multiple-choice questions were developed. During development of the passage comprehension task, steps were taken to reduce the impact of culture-specific prior experience and knowledge on performance. This was achieved by using the story grammar principles, universal topics and plots, and simple language that avoided complex or unusual grammatical structures and words. Results: The findings indicate no significant difference between the two passages and similar response distributions. Passage comprehension performance was significantly better in quiet than in noise, regardless of language exposure group. The monolinguals outperformed both simultaneous and sequential bilinguals in both listening conditions. Conclusions: Because the task was designed to minimize the effect of cultural knowledge on auditory passage comprehension, this suggests that compared with monolinguals, both simultaneous and sequential bilinguals have a disadvantage in auditory passage comprehension. As expected, the findings demonstrate that noise has a negative effect on auditory passage comprehension. The magnitude of this effect does not relate to language exposure. The developed auditory passage comprehension task seems suitable for assessing auditory passage comprehension in primary school children of linguistic and cultural diversity. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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