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Purpose This work describes community-based participatory research (CBPR) to support language and literacy development with Pre-K and kindergarten African American boys. Method The aim and goals of the project were designed using the CBPR model. Interventionists were trained with researcher-designed videos. Interventionist fidelity to training was assessed. Pre- and posttests of child language were completed after the 12 weeks of dialogic reading intervention. Results The CBPR team learned the dialogic reading protocol from the video trainings and provided the lessons with fidelity. Children's postintervention scores of sound-matching and nonword repetition increased significantly. Postintervention changes in lexical diversity and productive syntax were age graded, such that younger children's scores increased over time whereas older children's scores decreased. Conclusions CBPR is a viable method for speech-language pathologists seeking to develop language and literacy lessons for low resource communities. Self-paced videos can effectively train interventionists to provide dialogic reading lessons with fidelity. Young children's sound-matching and nonword repetition skills can improve significantly with 12 weeks of dialogic reading lessons.

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BACKGROUND: Although numerous studies have examined regional and racial-ethnic labeling of talker identity, few have evaluated speech perception skills of listeners from the southern United States. PURPOSE: The objective of the study was to examine the effect of competition, signal-to-noise ratio (SNR), race, and sex on sentence recognition performance in talkers from the Southern American English dialect region. RESEARCH DESIGN: A four-factor mixed-measures design was used. STUDY SAMPLE: Forty-eight normal-hearing young African American and White adults participated. DATA COLLECTION AND ANALYSES: The Perceptually Robust English Sentence Test Open-set was used in quiet and in continuous and interrupted noise and multitalker babble at SNRs of -10, -5, 0, and 5 dB. RESULTS: Significant main effects of competition (p < 0.001) and SNR (p < 0.001) and a competition by SNR interaction were found (p < 0.001). Performance improved with increasing SNRs. Performance was also greater in the interrupted broadband noise at poorer SNRs, relative to the other competitors. Multitalker babble performance was significantly poorer than the continuous noise at the poorer SNRs. There was no effect of race or sex on performance in quiet or competition. CONCLUSIONS: Although African American English and White American English talkers living in the same geographic region demonstrate differences in speech production, their speech perception in noise does not appear to differ under the conditions examined in this study.

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OBJECTIVE: It is well established in the literature that English diagnostic tests should not be directly applied to speakers whose primary language is Spanish. Normative nasalance data across word and sentence-level stimuli among Spanish-English bilingual children living in the United States have not been provided. The present study aims to (1) compare differences in nasalance between typically developing Spanish-English bilingual children and English-speaking monolingual children and (2) determine whether within-speaker nasalance differences exist in Spanish-English bilingual children when presented with English and Spanish speech stimuli. DESIGN: Thirty-four typically developing children including 17 monolingual English speakers and 17 Spanish-English bilingual speakers with normal velopharyngeal anatomy between 5 and 7 years of age participated in the study. Speakers were recorded using a nasometer producing sets of stimulus items at the word and sentence level in English (English monolinguals) and in both Spanish and English for bilingual children. RESULTS: Results indicated no statistically significant difference between nasalance values across the different stimuli between monolingual and bilingual participants. However, within-subject effects showed statistical significance between English and Spanish word stimuli among the bilingual group. CONCLUSIONS: These findings emphasize the importance of using language-specific diagnostic materials for nasalance testing, which would be of importance in the treatment of individuals with cleft palate.

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OBJECTIVE: The goals of this research are (1) to establish normative nasalance values for bilingual Mandarin-English speakers and compare values to those of previously reported monolingual Mandarin speakers, and (2) to examine whether sex, age, dialect, and language proficiency affect levels of nasalance among Mandarin-English speakers in both English and Mandarin. DESIGN: All participants recorded the speech stimuli, constructed to include oral sentences, nasal sentences, oronasal sentences, and vowels /ɑ, i, u/ in Mandarin and English. Nasalance measurements were recorded using the Nasometer II 6450. PARTICIPANTS AND SETTING: A total of 45 (20 males and 25 females) native Mandarin speakers between 20 and 54 years of age from mainland China participated in the study. RESULTS: Mean nasalance scores of the Mandarin oral sentence (Mean [M] = 17.64, standard deviation [SD] = 7.33), oronasal sentence (M = 54.62, SD = 7.81), and nasal sentence (M = 68.73, SD = 8.09) are reported. Mean nasalance scores of the English oral sentence (M = 20.02, SD = 7.83), oronasal sentence (M = 58.71, SD = 7.59), and nasal sentence (M = 65.27, SD = 7.45) are reported. A repeated measures analysis of variance showed significant sex difference in nasalance scores for English stimuli ( P = .031) and Mandarin stimuli ( P = .040). There was no significant effects of age, dialect, and language proficiency on Mandarin or English stimuli. CONCLUSIONS: This is the first study to report normative values for Mandarin-English speakers using the Nasometer II. Values reported can be used for objective assessment of bilingual speakers.

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Purpose: This research explored mechanisms of vowel variation in African American English by comparing 2 geographically distant groups of African American and White American English speakers for participation in the African American Shift and the Southern Vowel Shift. Method: Thirty-two male (African American: n = 16, White American controls: n = 16) lifelong residents of cities in eastern and western North Carolina produced heed,hid,heyd,head,had,hod,hawed,whod,hood,hoed,hide,howed,hoyd, and heard 3 times each in random order. Formant frequency, duration, and acoustic analyses were completed for the vowels /i, ɪ, e, ɛ, æ, ɑ, ɔ, u, ʊ, o, aɪ, aʊ, oɪ, ɝ/ produced in the listed words. Results: African American English speakers show vowel variation. In the west, the African American English speakers are participating in the Southern Vowel Shift and hod fronting of the African American Shift. In the east, neither the African American English speakers nor their White peers are participating in the Southern Vowel Shift. The African American English speakers show limited participation in the African American Shift. Conclusion: The results provide evidence of regional and socio-ethnic variation in African American English in North Carolina.

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PURPOSE: Atypical duration of speech segments can signal a speech disorder. In this study, we examined variation in vowel duration in African American English (AAE) relative to White American English (WAE) speakers living in the same dialect region in the South to characterize the nature of systematic variation between the 2 groups. The goal was to establish whether segmental durations in minority populations differ from the well-established patterns in mainstream populations. METHOD: Participants were 32 AAE and 32 WAE speakers differing in age who, in their childhood, attended either segregated (older speakers) or integrated (younger speakers) public schools. Speech materials consisted of 14 vowels produced in hVd-frame. RESULTS: AAE vowels were significantly longer than WAE vowels. Vowel duration did not differ as a function of age. The temporal tense-lax contrast was minimized for AAE relative to WAE. Vowels produced by females were significantly longer than vowels produced by males for both AAE and WAE. CONCLUSIONS: African American speakers should be expected to produce longer vowels relative to White speakers in a common geographic area. These longer durations are not deviant but represent a typical feature of AAE. This finding has clinical importance in guiding assessments of speech disorders in AAE speakers.

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BACKGROUND: Parkinson's disease (PD) is a neurodegenerative syndrome of the basal ganglia (BG) believed to disrupt cortical-subcortical pathways critical to motor, cognitive and expressive language function. Recent studies have shown subtle deficits in expressive language performance among individuals with PD even in the earliest stage of the disease. The objective of this study was to use measures of lexical diversity to examine expressive language performance during discourse production in a sample of individuals with PD. METHODS: Twelve individuals with idiopathic Parkinson's disease (PD) were compared to twelve matched, neurologically intact controls on measures of lexical diversity. Three minute discourse samples describing a typical day were collected and analyzed for lexical diversity with the CHILDES program using measures of type token ratio (TTR) and voc-D (D). RESULTS: Comparisons of three minute discourse samples indicated non-significant differences between individuals with PD and controls in word productivity (387 vs 356; p = .48). Similarly, there were also non-significant differences on measures of lexical diversity between the two groups (TTR = .45 vs.44; p = .50 and D 74 vs 68; p = .23). CONCLUSIONS: These results suggest that lexical diversity during discourse production among individuals with PD is similar to non-neurological controls. These findings indicate that lexical diversity is an aspect of expressive language performance that is not impacted by the disease process in the earliest stages.