Browsing by Author "Klop, Daleen"

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    Children with HIV : a scoping review of auditory processing skills
    (Public Library of Science, 2019) Dawood, Gouwa; Klop, Daleen; Olivier, Elrietha; Elliott, Haley; Pillay, Mershen
    Introduction: Auditory processing disorders can negatively affect academic performance in children. They can result from a number of aetiologies, including the human immunodeficiency virus (HIV). Although studies in paediatrics are limited, research suggests that HIV-infected children display poorer auditory processing skills than uninfected children. Methods: The aims of this study were to scan the peer-reviewed literature on auditory processing skills in HIV-infected children, to describe how auditory processing was tested, how auditory processing skills were reported, and to identify gaps in current evidence. This systematic scoping review was conducted using a modified version of Arksey and O’Malley’s framework. Key words comprised ‘HIV’, ‘auditory processing’, ‘hearing’ and ‘child’. Electronic databases were searched for relevant articles published from 1 January 2000 to 30 April 2018, and reference lists of included studies were pearled. Two researchers reviewed the articles and extracted data on sample descriptors, auditory processing testing procedures, and auditory processing skills. A third author collated the results and resolved discrepancies. The American Speech-Language-Hearing Association description of auditory processing skills framed the analysis. Results: Five articles were included in this review (three from Brazil, one each from Mexico and Tanzania). Samples, and methods of testing were heterogeneous. Three studies reported on localization abilities, while gap detection thresholds, performance on dichotic tasks and speech discrimination scores were reported in one article each. No one study tested all areas of auditory processing skills and there was limited information about the auditory processing skills required for learning. Conclusion:This review highlighted the current sparse evidence-base for auditory processing in HIV-infected children. It identified the need to standardise testing procedures, measures of auditory processing skills, and sample selection.
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    The effect of two different visual presentation modalities on the narratives of mainstream grade 3 children
    (AOSIS Publishing, 2013-11) Klop, Daleen; Engelbrecht, Lizanne
    Objective: This study investigated whether a dynamic visual presentation method (a soundless animated video presentation) would elicit better narratives than a static visual presentation method (a wordless picture book). Method: Twenty mainstream grade 3 children were randomly assigned to two groups and assessed with one of the visual presentation methods. Narrative performance was measured in terms of micro- and macrostructure variables. Microstructure variables included productivity (total number of words, total number of T-units), syntactic complexity (mean length of T-unit) and lexical diversity measures (number of different words). Macrostructure variables included episodic structure in terms of goal-attempt-outcome (GAO) sequences. Results: Both visual presentation modalities elicited narratives of similar quantity and quality in terms of the micro- and macrostructure variables that were investigated. Conclusion: Animation of picture stimuli did not elicit better narratives than static picture stimuli.
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    Die effek van direkte instruksie oor voegwoordgebruik op die sintaktiese kompleksiteit van narratiewe
    (Stellenbosch University, Department of General Linguistics, 2003) Steinberg, Anna-Retha; Klop, Daleen; Southwood, Frenette
    Blootstelling aan narratiewe vanaf 'n jong ouderdom bevorder geletterdheid en akademiese prestasie (Rollins, McCabe, en Bliss 2000:223). Die vermoë om 'n narratief te produseer behels die gebruik van gevorderde taal- en kognitiewe vaardighede (Wagner, Nettelbladt, Sahlén, en Nilholm 2000:90). Baie akademiese vakke vereis die oorvertel van gebeure, byvoorbeeld in toetse, formele skryfstukke, en mondelinge (Milosky 1987:330). Kinders se vermoë om 'n narratief te verstaan, oor te vertel, en te produseer gee nie net 'n aanduiding van hul algemene taalvermoë nie, maar dien ook as voorbereiding vir die formele taal wat tydens latere skooljare benodig word (Alant, Tesner, en Taljaardt 1992:188). Verder kan die gebruik van komplekse sintaksis in narratiewe belangrike inligting verskaf oor leerders se skoolgeletterdheidsaktiwiteite (Gutierrez-Clellen en Hofstetter 1994:646; Rollins et al. 2000:223). Sintaktiese kompleksiteit is baie nóú geïntegreer met akademiese taal (Gummersall en Strong 1999:152). Handboeke, naslaanwerke, vraestelle, en wiskundige en wetenskaplike literatuur vereis 'n begrip van en vaardigheid met komplekse taalstrukture. Vir die optimale begrip van byvoorbeeld 'n wiskundige woordprobleem, moet voegwoorde en uitgebreide sinne verstaan en geïnterpreteer kan word. Die mate waarin sintakties komplekse uitinge verstaan word, sal dus 'n invloed hê op die begrip van wetenskaplike of akademiese taal. Onderwyser- en handboektaal word albei toenemend kompleks namate kinders deur hul skoolloopbaan vorder (Gummersall en Strong 1999:152). Die begrip van sintakties komplekse sinne is dus belangrik vir sukses in die klaskamer.
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    Learning new words from an interactive electronic storybook intervention
    (AOSIS, 2018) Klop, Daleen; Marais, Laurette; Msindwana, Amanda; De Wet, Febe
    Background: Children who enter school with limited vocabulary knowledge are at risk for reading failure. This study investigated the efficacy of an interactive e-book, implemented as a mobile application, to facilitate vocabulary learning in Grade 1 isiXhosa-speaking children (n = 65). Objective: The purpose was to measure if an e-book intervention, specifically developed for use in the South African context, could facilitate the acquisition and retention of new words at different levels of lexical representation. Method: A randomised pre-test and/or post-test between-subject design was used where an experimental group that received the e-book intervention was compared to a control group before the control group received a delayed intervention. Follow-up testing was performed to measure retention of the new vocabulary after eight weeks. Mixed-model repeated-measure Analysis of Variance (ANOVAs) were used to determine differences between the participants in the experimental and control groups. Results: The short-term e-book intervention not only facilitated fast-mapping of new words but enabled participants to develop more robust lexical representations of the newly acquired words. Follow-up assessment showed that they retained their newly acquired word knowledge. Conclusion: Multimedia technology can be used to provide explicit and embedded vocabulary training to young children at risk for academic failure. These findings are particularly relevant for South African environments where there is limited parental support and lack of educational resources to promote vocabulary learning in young children.
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    Navigating professional roles in early literacy intervention: exploring the experiences of speech language therapy students, teachers and clinical tutors
    (AOSIS Publishing, 2015) Oosthuizen, Helena; Klop, Daleen; Visser, Monique
    Speech-language therapists (SLTs) in South Africa are increasingly considering alternative models of service delivery to children at risk for language and literacy development delays. A transprofessional model of collaboration allows SLTs and teachers to share responsibility for primary prevention of literacy difficulties. Previous research has identified several challenges with regard to effective collaboration between qualified professionals, indicating that specific opportunities need to be created for professionals to ‘cross over disciplinary lines’ to gain more insight into a profession other than their own. Student training presents a valuable opportunity for role-exchange between pre-professional SLTs and teachers. The article describes the experiences of teachers, undergraduate SLT students and tutors with regard to transdisciplinary collaboration in the foundation-phase classroom, according to the ‘embedded-explicit’ model. The authors argue that a more in-depth understanding of the different role-players’ perceptions of transdisciplinary collaboration will contribute to enhanced collaboration between SLTs and teachers.
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    The persistence of language disorders in a group of disadvantaged Grade 3 learners
    (AOSIS, 2007) Klop, Daleen; Tuomi, Seppo K.
    A strong correlation between early language impairment and academic failure has been suggested by past research. This follow-up cohort study of 25 monolingual, disadvantaged grade 3 learners investigated whether the language impairments diagnosed in their preschool year were still evident after 3 years of school attendance, maturation and speech-language therapy. The results verified the persistence of preschool language impairments, which have been associated with poor reading and academic failure.
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    The relationship between narrative skills and reading comprehension : when mainstream learners show signs of specific language impairment
    (Stellenbosch : University of Stellenbosch, 2011-03) Klop, Daleen; Anthonissen, Christine; Tuomi, S. K.; University of Stellenbosch. Faculty of Arts and Social Sciences. Dept. of General Linguistics.
    ENGLISH ABSTRACT: The attainment of literacy is crucial for survival in a modern industrialised, knowledge-driven society. Children with poor language skills are at risk for academic failure because of the differences between oral language used in daily interactions and the language skills needed to succeed in a formal school environment. The impact of poorly developed oral language skills on the successful acquisition of reading skills, particularly reading comprehension, is often underestimated in the education of young learners in South Africa. Narrative skills form the bridge between oral language and literacy by providing experience in using the extended and decontextualized discourse units that children will encounter in written language. This study investigated the relationship between narrative skills and reading comprehension skills in young learners who are developing literacy. Specific linguistic markers of literacy in the narratives of a group of Grade 3 learners from communities with low socio-economic status were examined. The main research questions this study attempted to answer were: “How do linguistic deficits of learners with poor reading comprehension and specific reading comprehension deficits manifest in their oral narratives?” and “Are there linguistic markers that decisively distinguish between learners with specific reading comprehension deficits and learners with general poor reading skills as compared to learners with normal reading comprehension?” In a quasi-experimental research design, the Grade 3 participants in this study were assigned to three groups: Readers who are competent at word level and comprehension (good reading comprehension group), readers who are competent at word level but poor at comprehension (specific comprehension disorder group) and readers who are poor at both word level and comprehension (poor reading comprehension group). Measurement protocols were used to assess the linguistic variables of interest, namely vocabulary, narrative micro- and macrostructure structure, cohesion, coherence and other aspects of oral language. The results of this study confirmed the relationships between language skills and reading comprehension. It was found that readers with general poor reading skills performed significantly poorer on a variety of linguistic measures than readers with good reading comprehension. The group identified as readers with specific reading comprehension disorders were, in general, not significantly different from the other two groups. This study therefore did not provide clear evidence that readers with specific reading comprehension disorders presented with linguistic markers that could differentiate them from the other groups. The clinical implications for speech-language therapists and educators with regards to assessment and intervention were highlighted.