RESEARCH

This paper aims to describe the core components of a cross-disciplinary team science training offered in a Communication Science and Disorders (CSD) program delivered to 17 doctoral scholars in CSD, education, special education, psychology, and social work. The team science training model is offered as one approach to consider in preparing pre-service leaders and faculty in CSD to engage in scientific collaboration with other researchers from different disciplinary backgrounds. This overview of training will report preliminary data on participants' perceptions of team science training and recommendations for future offerings.

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This manuscript has been published in Teaching and Learning in Communication Science and Disorders.

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Wood, C., Lugo, V. A., Garcia-Salas, M., & McCormack, W. T. (2023). A Team Science Training Approach to Enhance Cross-Disciplinary Collaboration in Communication Science and Disorders Programs. Teaching and Learning in Communication Sciences & Disorders, 7(2).

DOI: https://doi.org/10.30707/TLCSD7.2.1690393489.728791

This study aimed to describe second-grade teachers’ use of different forms of praise during English Language Arts (ELA) instruction and examine if teacher characteristics were associated with differences in the use of different types of praise. Investigators recorded second-grade teachers’ language use during randomly selected, 15-minute excerpts (n = 912) of ELA instruction in 53 classes across 21 schools and coded for total praise, general praise, behavior-specific praise (BSP), classroom conduct praise, and academic praise. Additionally, this study explored how teacher education, experience, and age were related to the frequency and type of praise used in the classroom. Results indicated that rates of both total praise and BSP were regularly low. Teachers praised academic work more often than they praised appropriate classroom behavior. Furthermore, there was a significant relation between teacher age and teacher use of BSP and classroom conduct praise. Post-hoc mediation analyses were also conducted. Findings suggest that while second-grade teachers provide low levels of total praise, they provided especially low rates of specific, contingent forms of praise that have been proven to promote child behavioral outcomes.

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This manuscript has been published in Education and Treatment of Children.

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Garcia-Salas, M., Wood, C., Wanzek, J. et al. Second-Grade Teachers’ Use of Praise during ELA Instruction: Frequency, Types, and Differences. Educ. Treat. Child. 46, 121–134 (2023). https://doi.org/10.1007/s43494-023-00101-0

A welcome increase in awareness of systematic racism in the United States has elicited important conversations about diversity, equity, and inclusion (DEI) within communication science and disorders (CSD). Despite a need for a diverse workforce to serve a changing population, master’s programs in CSD are graduating clinicians with little racial and linguistic diversity. The lack of scholars from underrepresented communities accepted into graduate programs contributes to a state of inadequate preparation for the next generation of SLPs needed to serve a diverse population. The lack of graduate students from underrepresented groups draws question to potential variability in admissions and preparation practices. Therefore, to address gaps in the diversity, equity, and inclusion of under-represented groups in CSD graduate programs, this study aimed to examine perspectives of students from underrepresented backgrounds on the graduate school application process and identify ways to improve diversity, equity, and inclusion in communication science and disorders.

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This manuscript is published in Perspectives of the ASHA Special Interest Groups.

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Lugo, V., Wood, C., Torres-Chavarro, M., Garcia-Salas, M. (2023). Barriers to graduate applications: Perspectives of undergraduate students from underrepresented backgrounds in communication science and disorders. Perspectives of the ASHA Special Interest Groups. 8(4) 729-740. https://doi.org/10.1044/2023_PERSP-22-00142

The aim of this study was to advance the analysis of written language transcripts by validating an automated scoring procedure using an automated open-access tool for calculating morphological complexity from written transcripts. The morphological complexity of words in 146 written responses of students in 5th grade was assessed using two procedures: a) hand coding of words containing derivational morphemes by trained scorers and b) an automated analysis of morphological complexity (MC) using Morpholex, a newly developed web-based tool. Correlational analysis between the different MC calculations were examined to consider the relation between hand-coded derivational morpheme counts and the automated measures. Additionally, all MC measures were compared to a previously gathered rating of writing quality to consider predictive validity between the automated Morpholex score and teachers’ ratings of writing quality. Automated measures of MC had a strong relation with hand-coding of the number of words with derivational morphemes. Additionally, the percentage of derivational and inflectional and derivational morphemes accounted for a significant amount of the variation in teachers’ overall ratings of writing quality. Automated scoring of MC has potential utility as a valid alternative to hand-coding language samples which may be valuable for progress monitoring of growth in complexity across repeated samples and measuring components that influence

perceived quality of academic writing.

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This manuscript is published in the American Journal of Speech-Language Pathology

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Wood, C., Garcia-Salas, M., & Schatschneider, C. (2023). Examination of an Automated Procedure for Calculating Morphological Complexity. American journal of speech-language pathology, 32(5), 2322–2330. https://doi.org/10.1044/2023_AJSLP-23-00044

Familial beliefs and abilities play a crucial role in shaping the dynamics of shared book reading between caregivers (i.e., an adult responsible for the well-being and upbringing of a child) and their young children. The variations in caregiver shared book reading behaviors significantly impact what and how much a child learns from those experiences. Thus, understanding caregiver beliefs through a strength-based lens is essential to inform the development of resources, recommendations, and interventions that prioritize familial perspectives. his approach is crucial for promoting children's development, especially in vulnerable communities like migrant families and those experiencing homelessness.

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Therefore, this qualitative study adopted a strength-based approach to explore the perspectives, practices, and strengths of migrant and homeless families regarding shared book reading. Through surveys and subsequent interviews with 13 caregivers (6 migrant caregivers and 7 homeless caregivers), a phenomenological analysis revealed key themes of Shared Reading as Protection, Shared Reading as a Bridge, Reading to Teach, Making Reading Interesting, and Following the Child’s Lead. The paper concludes with a discussion of how the themes can serve as a foundation for the development of future shared reading resources and interventions in collaboration with migrant and homeless families, promoting inclusivity and effectiveness by aligning with their unique perspectives and strengths.

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This project is currently under review.

Parental involvement in their children’s reading is a powerful predictor of future literacy success. However, parental reading input can come in a variety of ways, some more beneficial than others. The purpose of this study was to evaluate the effects of a parent reading training provided over telecommunication on parents’ use of three reading feedback strategies. We found that school-based professionals can use the Teach-Model-Coach-Review adult learning model to provide reading feedback to school-aged children with reading impairments. Additionally, we found that it may also be effective for parents with their own language and literacy weaknesses.

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This manuscript is currently in prep.

Writing and other academic tasks require strong foundational vocabulary knowledge and skills. Morphological knowledge (MK) has been associated with students’ language and literacy performance, but previous research has focused predominantly on measuring MK based on oral language tasks. In this study, language and literacy performance data were collected on 633 fifth grade students from diverse ability and linguistic backgrounds in inclusive classrooms. Measures included expressive use of morphologically complex words on participated in an expository writing task, from which use of morphologically complex words was assessed.  In addition, students’ receptive morphological knowledge was assessedbased on decomposition and nonword derivation tasks, and general vocabulary knowledge and reading comprehension. was assessed using standardized measures. Results of the analyses indicated significant small to moderate positive correlations between generative use of morphologically complex words and performance on decomposition and nonword morphological knowledge tasks. Morphological measures togetheraccounted for 40.71% of the variance in reading comprehension performance with written MCW, decomposition, non-word derivation, and language ability status contributing unique variance.  

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This manuscript is currently in prep.

To promote children’s language development through designs that consider familial contexts, the authors explored the effectiveness of a dialogic reading intervention customized for older siblings in immigrant Latino families. The dialogic reading intervention, developed with components of training, modeling, and coaching, systematically supported older siblings’ dialogic reading use while reading with their younger siblings. Using the CROWD mnemonic, older siblings were taught to use a range of dialogic reading prompts, thereby nurturing diverse forms of engagement during shared book reading (SBR) sessions. Moreover, the intervention also taught older siblings the PEER mnemonic to enhance their ability to respond to their younger siblings’ input in manners conducive to promoting the latter's language development. Effects of the intervention program on three older siblings' (1) prompting and (2) responsiveness during SBR were assessed using a multiple-baseline across participants design. Results indicate that two out of three older siblings increased prompt frequency and demonstrated improved responsiveness after receiving coaching and modeling support. Challenges faced by one older sibling are discussed, potentially attributed to individual language and literacy difficulties. Preliminary results tentatively indicate that older siblings have the capacity to acquire and apply dialogic reading skills if given appropriate instruction and support. These results illuminate opportunities to enhance SBR techniques among siblings, underscoring the significant role older siblings in immigrant Latino families can play in providing enriched language input during SBR.

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This manuscript is currently in press at Topics in Early Childhood Special Education.

 Purpose: The current study examined (a) the relation between morphologically complex word (MCW) use (words containing at least one derivational morpheme such as prefixes and suffixes) and teachers’ ratings of writing quality, (b) average change in MCW use in writing across the school year, and (c) differential change in MCW among students with varying language abilities and linguistic backgrounds including students with developmental language disorders (DLDs) and multilingual learners (MLs). 

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Method: Expository writing samples (writing for the purpose of explaining or educating) were collected in October and May from 824 fifth-grade students, including 109 with DLD and 170 who were MLs receiving English as a second language service. Students’ written responses were coded for the use of MCW. Pearson product–moment correlations and two-level hierarchical linear models were employed to investigate the association between MCW usage and writing quality, as well as increases in MCW usage over the course of the academic year, taking into account the nested structure of students within classrooms. 

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Results: The relation between students’ MCW use and teachers’ writing quality ratings was moderately strong (r = .47). Student use of MCW in expository writing showed significant change from fall to spring across all students. However, the amount of change in MCW use across the school year was significantly lower for MLs (effect size [ES] = .09) and students identified with DLD (ES = .10). 

Conclusions: The relation between MCW use and teachers’ writing quality ratings highlights the utility of MCW as a written language measure for progress monitoring or assessment. The presence of differential change and potential Matthew effects for MLs and students with DLD substantiates the need for further exploration of instructional components that support the increased use of complex vocabulary. 

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This manuscript is published in the American Journal of Speech-Language Pathology.

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​Wood, C., Garcia-Salas, M., Schatschneider, C., Torres-Chavarro, M. (2024). Morphological complexity in writing: Implications for writing quality and patterns of change. American Journal of Speech-Language Pathology. 1-11. https://doi.org/10.1044/2024_AJSLP-23-00265