Purpose: Contemporary motor theories indicate that well-practiced movements are best performed automatically, without conscious attention or monitoring. We applied this perspective to speech production in school-age children and examined how dual-task conditions that engaged sustained attention affected speech fluency, speech rate, and language…

It is commonly found that deaf and hard of hearing (DHH) students experience delayed mathematical achievement. The present study used two nonsymbolic comparison tasks to explore the basic numerical skills of DHH students. Nine prelocutive DHH students with cochlear implants and nine hearing students, matched on nonverbal IQ, visual short-term…

Purpose: Disfluencies associated with stuttering generally occur in the initial position of words. This study reviews data from a school-age child with an atypical stuttering profile consisting predominantly of word-final disfluencies (WFDs). Our primary goals were to identify patterns in overt features of WFDs and to extend our understanding of…

Purpose: This study compared attention control and flexibility in school-age children who stutter (CWS) and children who do not stutter (CWNS) based on their performance on a behavioral task and parent report. We used a classic attention-shifting paradigm that included manipulations of task goals and timing to test effects of varying demands for…

Although reading outcomes for children with hearing loss are improving, too many of these children continue to display persistent reading difficulties. Because of these difficulties, there is an ongoing need to understand the nature of the relationships among decoding abilities, language skills, and reading achievement in this population more…

The aim of this longitudinal study was to examine spelling acquisition in French children with developmental language disorder (DLD) over a school year. Through a fine-grained spelling error analysis, we investigated whether spelling profiles could be established in the DLD population. This study comprised three groups: a typically developing (TD)…

This study investigated the relationship between student performance on behavioral measures (reading, language, and executive function) and reading comprehension while reading with and without text-to-speech (TTS) accommodations. Twenty-nine children with reading difficulties ages 8 to 12 years completed a battery of reading, language, and…

Objectives: It has long been speculated that effortful listening places children with hearing loss at risk for fatigue. School-age children with hearing loss experiencing cumulative stress and listening fatigue on a daily basis might undergo dysregulation of hypothalamic-pituitary-adrenal (HPA) axis activity resulting in elevated or flattened…

Purpose: The primary purposes of this study were to examine the effects of hearing loss and respondent type (self- vs. parent-proxy report) on subjective fatigue in children. We also examined associations between child-specific factors and fatigue ratings. Method: Subjective fatigue was assessed using the Pediatric Quality of Life Inventory…

Purpose: In this study, the authors examined the effect of hearing loss on subjective reports of fatigue in school-age children using a standardized measure. Methods: As part of a larger ongoing study, the authors obtained subjective ratings of fatigue using the Pediatric Quality of Life Inventory (PedsQL) Multidimensional Fatigue Scale (Varni,…