Current Search: Kong, Anthony Pak-Hin (x)
View All Items
(1 - 4 of 4)
- Title
- DEVELOPMENT OF A SPANISH VERSION OF THE MAIN CONCEPT ANALYSIS FOR ANALYZING ORAL DISORDERED DISCOURSE.
- Creator
-
Simonet, Karla, Kong, Anthony Pak-Hin, University of Central Florida
- Abstract / Description
-
Aphasia is an acquired language impairment caused by damage in the regions of the brain that support language. The Main Concept Analysis (MCA) is a published formal assessment battery that allows the quantification of the presence, accuracy, completeness, and efficiency of content in spoken discourse produced by persons with aphasia (PWA). It utilizes a sequential picture description task (with four sets of pictures) for language sample elicitation. The MCA results can also be used clinically...
Show moreAphasia is an acquired language impairment caused by damage in the regions of the brain that support language. The Main Concept Analysis (MCA) is a published formal assessment battery that allows the quantification of the presence, accuracy, completeness, and efficiency of content in spoken discourse produced by persons with aphasia (PWA). It utilizes a sequential picture description task (with four sets of pictures) for language sample elicitation. The MCA results can also be used clinically for targeting appropriate interventions of aphasic output. The purpose of this research is to develop a Spanish adaptation of the MCA by establishing normative data based on native unimpaired speakers of Spanish. In the pilot study, thirty-eight unimpaired Spanish participants were recruited by previous student researchers. Each participant was asked to complete a demographic questionnaire and a short form of the Cognitive Linguistic Quick Test was administered to rule out any unidentified language problems. The MCA was then be administered to participants and their oral description was audio recorded for later orthographic transcription. A total of 81 unimpaired participants that consisted of different genders, ages (young, middle-aged, and older groups), levels of education (high versus low), and dialect origins (e.g., Spain, Puerto Rico, Columbia) were recruited in the main study to establish a more balanced set of data. One person with aphasia (PWA) was recruited for this study. Based on the collected normative samples, the essential information was identified for each participant. A dialect-specific scoring criteria including target main concepts and lexicons of the Spanish-MCA were developed. The Spanish-MCA was conducted to test the validity of the assessment battery. In the current study, a preliminary set of data using the MCA scoring criteria has been established. Similar to findings in Kong and Yeh 2015, the results of the Spanish-MCA showed age and education did impact discourse performance. Results from one-way ANOVA revealed statistical differences between age groups and education levels of the unimpaired participants recruited. The groups of participants with a higher education conveyed more AC concepts compared to the other dialect groups. To compare data for PWA, it is suggested that a larger sample size of PWA be recruited to validate the Spanish-MCA.
Show less - Date Issued
- 2019
- Identifier
- CFH2000553, ucf:45622
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000553
- Title
- Crosslinguistic Analysis of Stuttering and Typical Disfluencies in Polish-English Bilingual Adults Who Stutter.
- Creator
-
Krawczyk, Aleksandra, Vanryckeghem, Martine, Wesierska, Katarzyna, Kong, Anthony Pak Hin, University of Central Florida
- Abstract / Description
-
This research study examines the types and frequencies of stuttering, typical disfluencies, and speech rate in Polish-English bilingual adults who stutter across a variety of speaking situations. As Polish and English are phonetically and morpho-syntactically disparate languages, they provide grounds for evaluating the cross-linguistic correlates that may contribute to dysfluency in bilingual individuals who stutter in hopes of contributing to more effective assessment, diagnostic...
Show moreThis research study examines the types and frequencies of stuttering, typical disfluencies, and speech rate in Polish-English bilingual adults who stutter across a variety of speaking situations. As Polish and English are phonetically and morpho-syntactically disparate languages, they provide grounds for evaluating the cross-linguistic correlates that may contribute to dysfluency in bilingual individuals who stutter in hopes of contributing to more effective assessment, diagnostic determination, and clinical practice. Participants were all native Polish speakers who spoke English at an intermediate or higher level, were diagnosed with a developmental stutter, and were at least 18 years old. Given that the participants resided in Poland, the study took place via Skype. Participants were first subjected to an English proficiency test, then engaged in three speech tasks (oral reading, monologue, and dialogue) to collect a 200-word speech sample in both Polish and English. Tasks were randomized for language, order of administration, and set of images and conversation topics to minimize the possibility of an order effect. No significant differences in stuttering frequency or stutter types between Polish and English within tasks were found. Similar patterns of stuttering types occurred within Polish and English. There were significantly more typical disfluencies in English compared to Polish during oral reading, with significantly more interjections occurring in the second language during monologue and oral reading. Correlational analyses revealed high positive correlations between stuttering types in all three tasks. Speech rate did not differ significantly between both languages. The percentage of typical disfluencies correlated negatively with dialogue and monologue for language proficiency. Results provide implications for assessment and treatment of stuttering in all languages spoken by the client.
Show less - Date Issued
- 2018
- Identifier
- CFE0007212, ucf:52286
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007212
- Title
- Macrolinguistic Analysis of Discourse Production in people with Aphasia, individuals with Mild Cognitive Impairment, and Survivors of Traumatic Brain Injury.
- Creator
-
Eaton, Stephanie, Kong, Anthony Pak Hin, Wilson, Lauren Bislick, Rosa-Lugo, Linda, University of Central Florida
- Abstract / Description
-
This study examined the macrolinguistic features of three genres (single picture description, sequential picture description, and story retell) of discourse samples collected from participants with acquired communication disorders (including two speakers with aphasia, two with mild cognitive impairment, and two with traumatic brain injury) and unimpaired controls (n=6). Comparisons were made to investigate group and genre differences. Standardized assessment scores of cognitive and linguistic...
Show moreThis study examined the macrolinguistic features of three genres (single picture description, sequential picture description, and story retell) of discourse samples collected from participants with acquired communication disorders (including two speakers with aphasia, two with mild cognitive impairment, and two with traumatic brain injury) and unimpaired controls (n=6). Comparisons were made to investigate group and genre differences. Standardized assessment scores of cognitive and linguistic evaluations were collected and correlated to features of macrolinguistic discourse analysis.Participants with acquired communication disorders performed best on the story retell discourse task compared to single picture description and sequential picture description. Significant measures for story retell task include lexical efficiency, time efficiency, and Main Concept score. No significant difference was found on performance between single-picture description task and sequential picture description for participants with acquired communication disorders. The Main Concept Analysis presented with the strongest correlation to macrolinguistic features of analysis. These preliminary findings suggest that main concept score is a predominant indicator of the overall informativeness and macrostructure of a speaker's discourse.
Show less - Date Issued
- 2019
- Identifier
- CFE0007799, ucf:52341
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007799
- Title
- The Effect of a Metalinguistic Approach to Sentence Combining on Written Expression in Eighth Grade Science for Students who Struggle with Literacy.
- Creator
-
Telesca, Lynne, Ehren, Barbara, Zygouris-Coe, Vassiliki, Kong, Anthony Pak Hin, Hahs-Vaughn, Debbie, University of Central Florida
- Abstract / Description
-
Recent data indicate that less than 50% of American secondary students are able to demonstrate grade-level proficiency in reading, writing, and science (National Center for Educational Statistics [NCES], 2007, 2011, 2012a, 2012b). Secondary students' are expected to develop advanced literacy skills, especially in writing, in order to be ready for college and careers. Students are expected to develop these advanced literacy skills, within all academic subjects. In other words, they are...
Show moreRecent data indicate that less than 50% of American secondary students are able to demonstrate grade-level proficiency in reading, writing, and science (National Center for Educational Statistics [NCES], 2007, 2011, 2012a, 2012b). Secondary students' are expected to develop advanced literacy skills, especially in writing, in order to be ready for college and careers. Students are expected to develop these advanced literacy skills, within all academic subjects. In other words, they are expected to develop disciplinary literacy skills. The statistics are alarming overall, but they are particularly alarming in the area of science. Students need strong literacy skills, including written expression, to be prepared for employment opportunities in science fields, which currently are being filled by graduates of other industrialized nations, who have a more advanced skill set. This loss of occupational opportunity poses a threat for the U.S. to remain globally competitive in science innovation and advancement, which ultimately secures economic prosperity. Despite these staggering concerns, there is little research conducted to evaluate effective instructional methods to develop complex writing skills in academic disciplines such as science.To address this critical issue, the present study examined the effects of a metalinguistic approach to the writing intervention of sentence combining with eighth-grade students who struggle with literacy. The researcher conducted the study in a typical science classroom in an urban American school setting. The focus of the intervention was to increase students' metalinguistic awareness of science text, to improve written sentence complexity in science, as well as the written expression and determination of comparison and contrast of science content. The study employed a quasi-experimental design. The participants consisted of an experimental group (two classes) who received the treatment during typical science instruction and a comparison group (three classes) who did not receive treatment, but participated in their typical science instruction. There were four participating teachers and 84 participating students. The researcher conducted the study over a period of seven weeks within regularly scheduled science classes. Twenty intervention sessions were conducted for a length of 20 minutes each, totaling 400 minutes or 6.6 hours. Hierarchical repeated measures ANOVA and hierarchical repeated measures MANOVA analyses revealed that the experimental group performed significantly better than the comparison group on their ability to determine similarities and differences (compare and contrast) related to science content, with a medium effect. The experimental group achieved a slightly higher marginal mean over the comparison group on their ability to combine sentences, with a small effect. Multiple statistical analyses revealed a trend of higher marginal means in favor of the experimental group over the comparison group on several measures of written sentence complexity on both the science compare and contrast writing prompt (small-medium effect) and the science expository essay (medium to large effect). One experimental class also demonstrated higher scores in their overall sentence correctness on science expository essay as compared to all the other classes. These findings suggest that sentence combining, utilizing a metalinguistic approach, may hold promise as an effective writing intervention in a content area classroom, for secondary students who struggle with literacy. Furthermore, the findings suggest that a metalinguistic approach to sentence combining can be successfully embedded within a content area class, which may result in increased concept knowledge and writing skills in that academic discipline. Implications for practice and future research directions are discussed.
Show less - Date Issued
- 2015
- Identifier
- CFE0005891, ucf:50897
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005891
