Barbara Culatta | Brigham Young University (original) (raw)

Publications by Barbara Culatta

Topics in Language Disorders, 2001

... Kovarsky, Dana; Culatta, Barbara; Franklin, Amber; Theadore, Geraldine. ... 1983 ; Philips, 1... more ... Kovarsky, Dana; Culatta, Barbara; Franklin, Amber; Theadore, Geraldine. ... 1983 ; Philips, 1983 ; Shieffelen & Ochs, 1986 ), and clinical discourse ( Damico & Damico, 1997 ; Kovarsky & Duchan, 1997 ; Kovarsky, Kimbarow, & Kastner, 1999 ; Panagos, 1996 ; Simmons-Mackie & ...

Papers by Barbara Culatta

Communication Disorders Quarterly, Sep 1, 2005

In the present study, the authors investigated the initial development of the Early Expository Co... more In the present study, the authors investigated the initial development of the Early Expository Comprehension Assessment (EECA) by examining its reliability. The EECA consists of a compare/ contrast passage, manipulatives to represent the information in the paragraph, and three response tasks (Retelling, Mapping , and Comparing ). The authors administered two comparable versions of the measure to 37 children between the ages of 4 and 5 years. They then analyzed the data using a mixed-models analysis of variance for repeated measures, a maximum likelihood estimate of variance components, and a post hoc equivalent-forms (Version A and Version B) reliability test. Results indicated that version and order had no significant effect and that both forms were equivalent, suggesting that the EECA is reliable.

Exceptional Children, Nov 1, 1983

Thirteen hyperactive and 13 control preschoolers participated in an examination of language rand ... more Thirteen hyperactive and 13 control preschoolers participated in an examination of language rand activity during listening tasks. Ss were adWinistered three-Jorms of the referential communication task. Their activity was recorded by a motion recorder strapped to the Ss' nondominant wrist andby.observation. Transcriptions of the s' verbalizationsjuri,n § tasks were made according'to productity, dysfluencies,-cimpulsive responses, commentary, nonwords, questions, and self guiding comments. Hyperactive Ss were more verbally and nonverball active than control Ss during transitions' Oetween tasks And during the performancelof listening tasks. However, task related movements failed to differentiate population groups. Results suggested that verbal activity was a supplementary form of self-generated stimulation. Verbal behavior of hyperactive Ss was characterize4, by proportionately more of the nonelicited language unrelated to the task and byNgreater dysfluency, but only during the referential communication tasks and training. (CL)

Journal of Communication Disorders, 1978

The acquisition of language is discussed in relation to two specific perceptual processes: first,... more The acquisition of language is discussed in relation to two specific perceptual processes: first, identification and discrimination of recurring aspects of an experience, and second, integration of the language form with the specific aspect of the event being represented. The analysis of the language of a child with perceptual and integrative deficits revealed expressive use of language without comprehension and limited knowledge of concepts. Explanations of these behaviors are presented in light of the child's perceptual and integrative dysfunctions. Implications for clinical management of a perceptually based language disorder are discussed.

IGI Global eBooks, 2022

Use of digital media in early childhood literacy programs offers significant opportunities for in... more Use of digital media in early childhood literacy programs offers significant opportunities for interaction, engagement, and meaningful practice of phonic skills—and also a few pitfalls. The purpose of this chapter is to review 1) considerations for use of digital media in early childhood settings, 2) selection of appropriate media to facilitate early literacy learning, and 3) inclusion of digital media as an integral component of early literacy instruction, rather than an add-on. With an emphasis on practical ideas and solutions for instructors, the authors draw on studies in which interactive, personalized ebooks and an early literacy learning app were used in conjunction with face-to-face, hands-on activities drawn from Project SEEL (Systematic and Engaging Early Literacy).

Perspectives of the ASHA Special Interest Groups, Mar 31, 2016

In recent years there has been an effort to increase the use of informational texts in early chil... more In recent years there has been an effort to increase the use of informational texts in early childhood settings (Pre-K-2), creating a growing need for effective strategies to teach the unique features of informational texts. This article will share practical ideas for supporting young children&#39;s exploration of informational content and initial awareness of basic organizational patterns found in informational texts. Strategies will be shared for highlighting relationships that can occur between or among ideas (e.g., problem/solution, compare/contrast, and sequence), strengthening content learning through oral language associated with multiple texts and experiences, and engaging children&#39;s interest in informational content.

Journal of childhood communication disorders, May 1, 1979

Language Speech and Hearing Services in Schools, 1981

This study attempted to maximize environmental language learning for four hearing-impaired childr... more This study attempted to maximize environmental language learning for four hearing-impaired children. The children's mothers were systematically trained to present specific language symbols to their children at home. An increase in meaningful use of these words was observed during therapy sessions. In addition, as the mothers began to generalize the language exposure strategies, an increase was observed in the children's use of words not specifically identified by the clinician as targets.

Communication Disorders Quarterly, Mar 1, 2004

Custom-made digital media are rich, varied, and motivational early literacy materials. An importa... more Custom-made digital media are rich, varied, and motivational early literacy materials. An important component of Project SEEL (Systematic and Engaging Early Literacy Instruction) was the use of tailor-made digital books and activities in the reading curriculum. Project SEEL team members created computerized materials in Spanish to relate to children&#39;s personal experiences and highlight target literacy patterns. These materials gave the children additional exposure to literacy patterns and added variety to the instruction. In this article, the authors describe the rationale for developing digital materials and explain how they were created and integrated into the literacy curriculum for a Spanish kindergarten class.

Exceptional Children, 1983

Support for the underarousal theory of hyperactivity has come from recent research demonstrating ... more Support for the underarousal theory of hyperactivity has come from recent research demonstrating that the defining characteristics of out-of-seat activity and verbalization are observed in minimal-stimulation classroom contexts. The present study also found these quantitative differences between hyperactive and comparison preschool males by using receptive-communications tasks that required listening and delayed responding. Qualitative analyses of activity and vocalizations are reported. Content analyses suggested that hyperactive and comparison children did not differ in task-related movements or verbalizations. However, hyperactive preschoolers were characterized by (a) impulsive verbalizations during transitions and tasks that required response delay, and (b) by dysfluencies and a high rate of commentary during task performance.

Word of Mouth, 2016

Note from Carol Westby, Word of Mouth editor Many apps are available for teaching and providing p... more Note from Carol Westby, Word of Mouth editor Many apps are available for teaching and providing practice in early literacy and decoding skills. Not all apps are created equal-they are not all designed with knowledge of the phonological and orthographic structure of the English language. This article first appeared on the Joan Ganz Cooney Center Blog (http://www.joanganzcooneycenter. org/2016/01/07/five-questions-everyone-should-ask-before-choosingearly-literacy-apps/). It is reprinted with permission of the authors and the Joan Ganz Cooney Center Blog. In this article, the authors provide guidelines for evaluating literacy apps. In earlier issues of Word of Mouth, I have discussed the Hideout App that has been designed by these authors. The Hideout App adheres to the principles explained in this article. It is intended to promote early literacy skills for 4-and 5-year-olds. The app has activities to practice reading nine word families:-ap,-it,-en,-ub,-ock,-ag,-ip,-op,-et. The app is $2.99 and can be found at https://itunes.apple.com/us/app/ hideout-early-reading/id625966929?mt=8. 1. Are sounds pronounced and represented with letters accurately? Many early literacy apps do not accurately represent the sounds that letters make. English is a highly irregular language. Some letters make A newsletter dedicated to speech & language in school-age children

Part I of a three-part series, this article describes Systematic and

Although the implementation of the Common Core State Standards has included more informational te... more Although the implementation of the Common Core State Standards has included more informational texts in early grades to emphasize reading to gain knowledge (Green, 2012; Roskos & Neuman, 2014), the lack of available expository assessments leaves teachers unsure of what students need to know in order to be successful comprehenders of these texts (Hall, Markham, & Culatta, 2005; Harding, 2014). Moreover, there are very few early expository assessments available which makes it difficult for teachers to monitor young children's expository text knowledge and skills and then adjust their instruction to meet children's unique needs. The EECA R-2 is an early expository assessment measure that was created in order to meet these demands. Data from 128 preschoolers between the ages of four and five in seven different Title I classrooms were collected to determine the reliability and validity of the EECA R-2. Children were given the Test of Story Comprehension (TSC) subtest of the Narra...

Using Systematic and Engaging Early Literacy Instruction and Digital Books to Teach At-Risk Kinde... more Using Systematic and Engaging Early Literacy Instruction and Digital Books to Teach At-Risk Kindergarteners to Read Target Words Audra Hales Department of Communication Disorders Master of Science The purpose of this study was to examine the effects of using Systematic and Engaging Early Literacy (SEEL) intervention activities that incorporate digital books to teach kindergarteners to read. The study used a single-subject-multiple-baseline-across-behaviors design to compare kindergarten students’ reading of comparable CVC words before and after intervention. Four students at-risk for reading difficulties were chosen for the study based on their performance on assessments and their teachers’ recommendations. Students were divided into two dyads and received intervention three times a week for 25 minutes for approximately six weeks, or 18 total sessions. Baseline assessment data was collected prior to intervention, and performance on each target was monitored through the same assessme...

Comparison of Early Literacy iPad Applications: Children’s Engagement Shawnii Lyman Department of... more Comparison of Early Literacy iPad Applications: Children’s Engagement Shawnii Lyman Department of Communication Disorders, BYU Master of Science The presence of digital mobile applications (apps) designed to promote early literacy skills has surged in the last few years. This study explored children’s affect and engagement as they interacted with three apps: Endless Reader, Hideout: Early Reader, and Preschool Matching Game: Rhyming Words. The study consisted of 12 children, age 4 to 5, who interacted in pairs with each of the apps while their classroom teacher facilitated the experience. The researchers examined videos and transcripts of the children’s actions and nonverbal expressions as they encountered the apps. Transcripts included verbal and nonverbal information with codes assigned to represent child behaviors. Descriptive analysis of the data led to characterizing behaviors children exhibited in light of the different apps’ design features and with respect to group dynamics....

Foreword by Nickola Wolf Nelson, Ph.D. Language and School Success: Collaborative Challenges and ... more Foreword by Nickola Wolf Nelson, Ph.D. Language and School Success: Collaborative Challenges and Choices. Collaborative Partnerships and Decision Making. Dynamic Assessment, Language Processes, and Curricular Content. Instructional Discourse: A Framework for Learing. Enhancing Comprehension of Discourse. Expository Text: Facilitating Comprehension. Narratives: Implementing a Discourse Framework. Mathematics: An Interactive Discourse Approach. Language and Reading: Phonological Connections. Planning and Implementing a Collaborative Thematic Unit: The Pilgrim"s Experience. Index.

Communication Disorders Quarterly, 2004

Part I of a three-part series, this article describes Systematic and Engaging Early Literacy Inst... more Part I of a three-part series, this article describes Systematic and Engaging Early Literacy Instruction (SEEL), a program designed to engage and motivate children as they learn early literacy skills. The project, implemented in Spanish as part of a dual-language program, used a variety of interactive literacy activities and tailor-made texts to expose children to target phonic patterns. The teacher

Topics in Language Disorders, 2001

Communication Disorders Quarterly, Sep 1, 2005

Exceptional Children, Nov 1, 1983

Journal of Communication Disorders, 1978

IGI Global eBooks, 2022

Perspectives of the ASHA Special Interest Groups, Mar 31, 2016

Journal of childhood communication disorders, May 1, 1979

Language Speech and Hearing Services in Schools, 1981

Communication Disorders Quarterly, Mar 1, 2004

Exceptional Children, 1983

Word of Mouth, 2016

Part I of a three-part series, this article describes Systematic and

Communication Disorders Quarterly, 2004

Communication Disorders Quarterly, Jun 1, 2004

ABSTRACT This article presents preliminary outcome data collected as Project SEEL (Systematic and... more ABSTRACT This article presents preliminary outcome data collected as Project SEEL (Systematic and Engaging Early Literacy Instruction) was implemented in a dual-language kindergarten classroom. Information regarding the children's progress, participation in instructional activities, and performance on trained versus untrained targets was obtained, along with parent and child satisfaction data. The authors transcribed and analyzed videotaped segments of interactions, collected samples of the children's reading and writing, interviewed the children and their parents, and monitored the children's progress. The children made gains in skills, demonstrated high interest in the activities, and made relevant contributions to the coconstruction of texts in the story enactments. No differences between reading and writing of trained versus untrained targets were found, however, most likely because the children had acquired generalized phonics skills by the time the comparisons were made.