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[Diagnosis of the language development status of 3-year-old children].
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Some aspects of language development in normal-hearing children and children with cochlear implants.
OBJECTIVE: This article presents some important processes of normal child language acquisition and applies them to language acquisition data of children with cochlear implants. DATA SOURCES: Modern studies of language acquisition, covering various languages, have demonstrated a close link between linguistic and cognitive development. Sensorimotor intelligence provides a construction of reality on which the first grammatical structures are built, encoding a number of relations which hold between objects, persons, events, and localizations. When acquiring the more complex morphological and syntactic aspects of their mother-tongue, children use a number of characteristic information processing strategies which make some formal markings easier to learn than others. There is considerable variability across children with respect to rate of acquisition, the use of imitation, and analytic versus holistic processing strategies. Caregivers' language input can facilitate language acquisition, notably the use of expansions and reformulations, and a generally accepting style. EMPIRICAL STUDY OF CHILDREN WITH COCHLEAR IMPLANTS: Language acquisition data from two children with cochlear implants show great differences with respect to rate of acquisition, construction of the German case system, and syntax. Whereas one child discovers the regularities of the case inflectional system quickly, the other child appears to prefer holistic and rote learning processes and uses a sequential strategy for combining words. It is suggested that variability between children with cochlear implants may be due to different frequencies of actually processed linguistic items. CONCLUSIONS: Future research should compare language development in children with cochlear implants and those with normal hearing making use of psycholinguistic methods of research design and analysis.
[Early care of children with disorders of language development].
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A study of deprived children. II. Language development and reading attainment.
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Encouraging speech and language development in exceptional circumstances.
An evaluation of the accessibility of the speech and language therapy service within Down Lisburn Trust and a needs assessment of the levels of speech and language difficulties in preschool children was conducted between October 1996 and March 1997. Results highlighted that 42% of preschool children had speech and language difficulties, however only 17.8% were able to access the speech and language therapy service for remediation of their difficulties. A further 2-3 year project is now planned. This aims to tackle the high levels of speech and language difficulties in children through prevention, early identification and remediation programmes. It also aims to ensure equitable access to the speech and language therapy service for all children.
Language development in children with simple-partial left-hemisphere epilepsy.
The nature of cerebral involvement in the acquisition of language was addressed in this longitudinal study of children with an early diagnosis of epilepsy with simple-partial seizures (SPE) and with epileptogenic foci localized in the left frontal (LF) lobe. Yearly evaluations of six SPE-LF children on tests of linguistic comprehension (pointing, understanding of narrative, and understanding of prepositions) and production (repetition, lexical diversity, and grammatical production) were carried out between the ages of 3 and 8 years and compared to those of large samples of control children on the same tasks and at each age level. Linguistic production of all children were transcribed, coded, and analyzed using the Child Language Data Exchange System (MacWhinney & Snow, 1991). Individual evolution trajectories revealed that SPE-LF children showed a clear dissociation in linguistic performance between comprehension and production. Linguistic comprehension gradually improved to reach normal performance levels by age 7 while linguistic production, even at later stages, remained quite poor. This dissociation in the development of linguistic performance in SPE-LF children suggests a complex interplay between brain maturation dynamics and dysfunction modulating the succession of stages in language development. The observed persistent deficits in specific aspects of linguistic performance argue for an early involvement of the anterior areas of the left cerebral hemisphere in the production of language.
Signed English: a manual approach to English language development.
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[The incomprehensible child. Language development].
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[Psychological aspects of delayed language development].
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Interaction of language development and activity level on performance of first-graders.
Developmental theory suggests that language may be a compensatory factor in the cognitive functioning of hyperactive children. A comparison between first-graders of high activity level and those of low activity level provided support for this theory. Language maturity emerged as a significant variable in task performance and overall school achievement for the high-activity-level group only.
Language development in low birth weight infants: the first two years of life.
The four main aims of this cohort study were to (1) determine the number of consecutively referred low birth weight (LBW) infants presenting with delayed language at 12 and 24 months of age, (2) examine language profiles by measuring both functional and spontaneous language ability in 24-month-olds, (3) examine the relationship between perinatal medical history and language status at 12 and 24 months, and (4) examine the clinical validity of the Early Language Milestone (ELM) scale, a brief language screening instrument. Only infants without serious sensory impairment or mental handicap were included in the final sample. Seventy-one LBW infants (36 12-month-olds, 35 24-month-olds) were seen for developmental and language assessments. The findings suggest that within the first 2 years of life, low to moderate rates of language delay are evident in LBW infants who have already been screened for serious sensory or mental handicap. At 12 months of age, 8.3% of the infants had delayed expressive language; none had delayed receptive language. At 24 months of age, 28% of the infants had delayed expressive language; 5.7% had delayed receptive language. Furthermore, only 32% of those with normal expressive language and sufficient language sample had a mean length of response within the normal range. Language status was not related to a specific perinatal medical variable. Additional study into the clinical validity of the ELM as a screening measure for the LBW population is warranted. The ELM specificity for both receptive and expressive language domains was good at both ages (80 to 100%), but sensitivity was low to moderate (0 to 68%).
A GUIDE TO NORMAL SPEECH AND LANGUAGE DEVELOPMENT IN CHILDREN.
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Down syndrome. Effects on language development.
The newly formed picture that emerges from these recent investigations of language in children with Down syndrome must include the following: (a) language production among children with Down syndrome lags behind expected performance based on mental age; (b) in many children with Down syndrome language production skills are not commensurate with comprehension skills; the number of subjects who exhibit this uneven profile increases with age; (c) lexical and syntactic development are asynchronous in Down syndrome with syntax lagging behind; and (d) syntactic development, as measured by MLU, is characterized by periods of relatively rapid linear growth alternating with extended plateaus. Although answering some questions, these findings raise new issues that must be addressed. However, it seems clear that the traditional "slow-but-normal" characterization of the language of children with Down syndrome is no longer tenable. Instead, we must begin to think in terms of specific properties that are unique to the development of language by children with Down syndrome.
Vestibular stimulation effect on language development in mentally retarded children.
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Hearing and language development in high risk and normal infants.
In the present study a group of 147 infants who are at risk for a loss are contrasted with 49 normal infants on an audiological screening battery, which is used to assess auditory and language variables. A descriptive comparison between expected and actual performance levels was made for both groups in regards to their respective receptive and expressive language, auditory localization, and speech detection threshold scores. In general the normal infants were found to perform at or above the expected performance level, whereas the high risk infants seemed to perform at or slightly below expectation. The interrelationships of these language and auditory variables along with age and birth weight were also calculated separately for each group. The direction and significance of these intercorrelations were the same for both groups with the exception of the birth weight correlations. These findings and their implications are discussed.
The effects of long-term hospitalization or institutionalization upon the language development of children.
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Cognitive processing in children using cochlear implants: the relationship between visual memory, attention, and executive functions and developing language skills.
We performed this study to determine whether children using a cochlear implant performed differently from age- and gender-matched hearing aid users on 8 neuropsychological measures of visual memory, attention, and executive functioning. The study also examined whether differences in cognitive skills could account for some of the observed variance in speech perception, vocabulary, and language abilities of hearing-impaired children. In contrast to previous studies, our results revealed no significant cognitive differences between children who use a cochlear implant and children who use hearing aids. Partial correlation analysis indicated that the children's visual memory skills, ie, their recognition memory, delayed recall, and paired associative learning memory skills, correlated significantly with their language skills. When examined at a significance level of .01, attention and executive functioning skills did not relate to the children's developing speech perception, vocabulary, or language skills. The results suggested that differences in visual memory skills may account for some of the variance seen in the language abilities of children using implants and children using hearing aids.