Examining the Presentation of Speech Disfluencies in Story Generation Narrative Samples of Bidialectal Children

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dc.contributor.advisorJohnson, Kia N.
dc.contributor.committeeMemberMills, Monique T.
dc.contributor.committeeMemberDaniels, Derek E.
dc.creatorWalker, Chenelle Lee
dc.creator.orcid0000-0002-0208-5269
dc.date.accessioned2020-06-02T05:23:03Z
dc.date.available2020-06-02T05:23:03Z
dc.date.createdMay 2020
dc.date.issued2020-05
dc.date.submittedMay 2020
dc.date.updated2020-06-02T05:23:03Z
dc.description.abstractBilingualism affects fluency resulting in increased disfluencies when compared to monolingual speakers (Coalson, Pena, & Byrd, 2013). However, little is known about the impact of speech fluency when speaking two dialects, also referred to as bidialectalism (Lanehart, 2015; Lee-James & Washington, 2018). Johnson and Mills (2019) examined the speech disfluencies of bidialectal children during a story retell paradigm. Findings suggested that unlike bilingual Spanish-English speaking children, bidialectal children who do not stutter (CWNS) did not exceed or meet the criteria used to diagnosis developmental stuttering in children. However, story retell tasks do not necessarily mimic conversational speech which means that this could still be an issue for bidialectal children based on other forms of communication. The purpose of this study was to investigate the characteristics of speech disfluencies exhibited during story generation narrative samples of bidialectal children who are classified as having (1) no variation from Mainstream American English (MAE), (2) some variation from MAE, and (3) strong variation from MAE as determined by the DELV. The subset of 42 African American (AA) participants (male=20, female=22; ages= 88-144 months) from Johnson & Mills (2019) were split into three groups: no variation from MAE (n=15), some variation (n=6), and strong variation (n=21). Findings indicate that all three of the talker groups exceeded 3% of stuttering-like disfluencies (SLDs). Additionally, all groups presented with blocks and prolongations similar to children who stutter (CWS). This suggests that the communication style of AA culture, not dialect may be related to fluency.
dc.description.departmentCommunication Sciences and Disorders, Department of
dc.format.digitalOriginborn digital
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://hdl.handle.net/10657/6634
dc.language.isoeng
dc.rightsThe author of this work is the copyright owner. UH Libraries and the Texas Digital Library have their permission to store and provide access to this work. Further transmission, reproduction, or presentation of this work is prohibited except with permission of the author(s).
dc.subjectBidialectalism
dc.titleExamining the Presentation of Speech Disfluencies in Story Generation Narrative Samples of Bidialectal Children
dc.type.dcmiText
dc.type.genreThesis
thesis.degree.collegeCollege of Liberal Arts and Social Sciences
thesis.degree.departmentCommunication Sciences and Disorders, Department of
thesis.degree.disciplineCommunication Disorders
thesis.degree.grantorUniversity of Houston
thesis.degree.levelMasters
thesis.degree.nameMaster of Arts

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