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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5...8 Hits 1 – 20 of 157 1 Contrastive interventions (Storkel, 2022) ... Storkel, Holly L.. - : ASHA journals, 2022 BASE Show details 2 Contrastive interventions (Storkel, 2022) ... Storkel, Holly L.. - : ASHA journals, 2022 BASE Show details 3 Memory for word learning by children with DLD (Gordon et al., 2021) ... Gordon, Katherine R.; Storkel, Holly L.; Lowry, Stephanie L.. - : ASHA journals, 2021 BASE Show details 4 Memory for word learning by children with DLD (Gordon et al., 2021) ... Gordon, Katherine R.; Storkel, Holly L.; Uglow, Stephanie. - : ASHA journals, 2021 BASE Show details 5 Memory for word learning by children with DLD (Gordon et al., 2021) ... Gordon, Katherine R.; Storkel, Holly L.; Lowry, Stephanie L.. - : ASHA journals, 2021 BASE Show details 6 The Impact of Dose and Dose Frequency on Word Learning by Kindergarten Children With Developmental Language Disorder During Interactive Book Reading Storkel, Holly L.; Komesidou, Rouzana; Pezold, Mollee J.. - : American Speech-Language-Hearing Association, 2021 BASE Show details 7 Using Developmental Norms for Speech Sounds as a Means of Determining Treatment Eligibility in Schools Storkel, Holly L.. - : American Speech-Language-Hearing Association, 2021 BASE Show details 8 Clinical Forum Prologue: Speech Sound Disorders in Schools: Who Qualifies? Storkel, Holly L.. - : American Speech-Language-Hearing Association, 2021 BASE Show details 9 Word Learning by Preschool-Age Children with Developmental Language Disorder: Impaired Encoding and Robust Consolidation during Slow Mapping Gordon, Katherine R.; Storkel, Holly L.; Uglow, Stephanie. - : American Speech-Language-Hearing Association, 2021 BASE Show details 10 Using Computer Programs for Language Sample Analysis Pezold, Mollee J.; Imgrund, Caitlin M.; Storkel, Holly L.. - : American Speech-Language-Hearing Association, 2021 BASE Show details 11 The Impact of Dose and Dose Frequency on Word Learning by Kindergarten Children With Developmental Language Disorder During Interactive Book Reading Storkel, Holly L.; Komesidou, Rouzana; Pezold, Mollee J.. - : American Speech-Language-Hearing Association, 2020 BASE Show details 12 Using programs for language sample analysis (Pezold et al., 2019) ... Mollee J. Pezold; Imgrund, Caitlin M.; Storkel, Holly L.. - : ASHA journals, 2019 BASE Show details 13 Using programs for language sample analysis (Pezold et al., 2019) ... Mollee J. Pezold; Imgrund, Caitlin M.; Storkel, Holly L.. - : ASHA journals, 2019 BASE Show details 14 The Complexity Approach to Phonological Treatment: How to Select Treatment Targets Storkel, Holly L.. - : American Speech-Language-Hearing Association, 2019 BASE Show details 15 Misarticulations and word identification (Krueger et al., 2018) ... Krueger, Breanna I.; Storkel, Holly L.; Minai, Utako. - : Figshare, 2018 BASE Show details 16 Sound selection (Storkel, 2018) ... Storkel, Holly L.. - : Figshare, 2018 BASE Show details 17 Sound selection (Storkel, 2018) ... Storkel, Holly L.. - : Figshare, 2018 BASE Show details 18 Misarticulations and word identification (Krueger et al., 2018) ... Krueger, Breanna I.; Storkel, Holly L.; Minai, Utako. - : Figshare, 2018 BASE Show details 19 The Influence of Misarticulations on Children's Word Identification and Processing Krueger, Breanna Irene; Storkel, Holly L.; Minai, Utako. - : American Speech-Language-Hearing Association, 2018 Abstract: Supplemental material is available at https://doi.org/10.23641/asha.5965510 ; PURPOSE: The purpose of the present studies was to determine how children's identification and processing of misarticulated words was influenced by substitution commonness. METHOD: Sixty-one typically developing preschoolers across 3 experiments heard accurate productions of words (e.g., “leaf”), words containing common substitutions (e.g., “weaf”), and words containing uncommon substitutions (e.g., “yeaf”). On each trial, preschoolers chose between a real object picture (e.g., a leaf) and a nonobject (e.g., an anomalous line drawing). Accuracy and processing were measured using MouseTracker and eye tracking. RESULTS: Overall, children chose real objects significantly more when presented with accurate productions (e.g., “leaf”) than misarticulated productions (e.g., “weaf” or “yeaf”). Within misarticulation conditions, children chose real objects significantly more when hearing common misarticulations (e.g., “weaf”) than uncommon misarticulations (e.g., “yeaf”). Preschoolers identified words significantly faster and with greater certainty in accurate conditions than misarticulated conditions. CONCLUSIONS: The results of the present studies indicate that the commonness of substitutions influences children's identification of misarticulated words. Children hear common substitutions more frequently and therefore were supported in their identification of these words as real objects. The presence of substitutions, however, slowed reaction time when compared with accurate productions. Keyword: Articulation; Children; Language; Phonology; Speech perception; Speech recognition URL: http://hdl.handle.net/1808/26243 https://doi.org/10.1044/2017_JSLHR-S-16-0379 BASE Hide details 20 Applying item-response theory to the development of a screening adaptation of the Goldman-Fristoe Test of Articulation-2 Brackenbury, Tim; Zickar, Michael J.; Munson, Benjamin. - : American Speech-Language-Hearing Association (ASHA), 2018 BASE Show details Page: 1 2 3 4 5...8

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