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PubMed2001

Effects of iron supplementation and anthelmintic treatment on motor and language development of preschool children in Zanzibar: double blind, placebo controlled study.

OBJECTIVE: To measure the effects of iron supplementation and anthelmintic treatment on iron status, anaemia, growth, morbidity, and development of children aged 6-59 months. DESIGN: Double blind, placebo controlled randomised factorial trial of iron supplementation and anthelmintic treatment. SETTING: Community in Pemba Island, Zanzibar. PARTICIPANTS: 614 preschool children aged 6-59 months. MAIN OUTCOME MEASURES: Development of language and motor skills assessed by parental interview before and after treatment in age appropriate subgroups. RESULTS: Before intervention, anaemia was prevalent and severe, and geohelminth infections were prevalent and light-Plasmodium falciparum infection was nearly universal. Iron supplementation significantly improved iron status, but not haemoglobin status. Iron supplementation improved language development by 0.8 (95% confidence interval 0.2 to 1.4) points on the 20 point scale. Iron supplementation also improved motor development, but this effect was modified by baseline haemoglobin concentrations (P=0.015 for interaction term) and was apparent only in children with baseline haemoglobin concentrations <90 g/l. In children with a baseline haemoglobin concentration of 68 g/l (one standard deviation below the mean value), iron treatment increased scores by 1.1 (0.1 to 2.1) points on the 18 point motor scale. Mebendazole significantly reduced the number and severity of infections caused by Ascaris lumbricoides and Trichuris trichiura, but not by hookworms. Mebendazole increased development scores by 0.4 (-0.3 to 1.1) points on the motor scale and 0.3 (-0.3 to 0.9) points on the language scale. CONCLUSIONS: Iron supplementation improved motor and language development of preschool children in rural Africa. The effects of iron on motor development were limited to children with more severe anaemia (baseline haemoglobin concentration <90 g/l). Mebendazole had a positive effect on motor and language development, but this was not statistically significant.

Anemia, Iron-Deficiency↗
PubMed1997

[Vestibular function: a prerequisite for normal language development?].

BACKGROUND: First language acquisition depends on intermodal perception, especially auditive, tactile-kinesthetic, and partly visual in addition to sensomotoric integration. The influence of the vestibular function for a physiological language development is still unknown. PATIENT: A case history of a child with bilateral aplasia of all semicircular canals, normacusis in the right ear, and severe sensorineural hearing loss in the left (hearing aid supplied), without mental deficiency, allows us to draw initial conclusions. RESULTS: Logopedic diagnostics revealed only a mild articulation disorder (interdental sigmatism, inconstant gammacism) as a possible consequence of recurrent middle ear effusions since early childhood. Language development diagnostics did not demonstrate any significant norm deviation. CONCLUSIONS: In contrast to the statomotoric disorder, no evidence for a specific language impairment was found. Our report elucidates the importance of a selected diagnostic imaging (spiral CT and MIP MRI) in the phoniatric-ped-audiological field.

Articulation Disorders↗
PubMed1989

Maternal question use predicts later language development in specific-language-disordered children.

The present study used a longitudinal correlational design to test whether variation in mothers' use of information-seeking and confirmation questions predicts variation in auxiliary and copula development in a sample of specific-language-disordered children. The study's confirmatory approach provides a sound empirical basis to conclude that the results of the present study did not occur by chance. Post hoc analyses were carried out to clarify the explanation of the predictive relationships. The main finding of the study was that mothers of specific-language-disordered children who used proportionally more information-seeking questions had children who showed greater mastery of auxiliary use 12 months later.

Child, Preschool↗
PubMed1981

Influence of sensory integration procedures on language development.

The relationship between language development and sensory integration was explored through single case experimental studies of one female and three male aphasic children ranging in age from 4 years, 0 months to 5 years, 3 months. Other agencies had assessed all the children in the area of language development at least 6 months before the start of occupational therapy. Three of the four children had received either speech therapy, special education specific to aphasia, or both, before starting occupational therapy. Additional baseline data on language expression and comprehension, as well as on sensory integrative functioning, were gathered before beginning a year of occupational therapy that involved sensory integration procedures. Inspection of rate of language growth before and after starting occupational therapy showed a consistent increase in rate of growth in language comprehensive concomitant with occupational therapy compared to previous growth rate. The two children with depressed postrotary nystagmus demonstrated notable gains on expressive language measures.

Aphasia↗
PubMedDate not supplied

Genetic influences in different aspects of language development: the etiology of language skills in 4.5-year-old twins.

The genetic and environmental etiologies of diverse aspects of language ability and disability, including articulation, phonology, grammar, vocabulary, and verbal memory, were investigated in a U.K. sample of 787 pairs of 4.5-year-old same-sex and opposite-sex twins. Moderate genetic influence was found for all aspects of language in the normal range. A similar pattern was found at the low end of the distribution with the exception of two receptive measures. Environmental influence was mainly due to nonshared factors, unique to the individual, with little influence from shared environment for most measures. Genetic and environmental influences on language ability and disability are quantitatively and qualitatively similar for males and females.

Child, Preschool↗
PubMed1996

Quality of center child care and infant cognitive and language development.

The relations between quality of center-based child care and infant cognitive and language development were examined in a sample of 79 African-American 12-month-old infants. Both structural and process measures of quality of child care were collected through interviews with the center director and observation of the infant classroom. Results indicated that quality of infant care positively correlated with scores on standardized assessments of cognitive development (Bayley Scales of Infant Development), language development (Sequenced Inventory of Communication Development), and communication skills (Communication and Symbolic Behavior Scales). In addition, quality of care in child care centers and at home was positively related. Analyses that adjusted for this association between quality of care at home and in child care suggested that the process measure of quality of child care independently related to the infant's cognitive development, and one structural measure, the infant-adult ratio, independently related to the infant's overall communication skills. Neither child nor family factors was found to moderate the association between child care quality and infant development. These findings, in conjunction with the growing child care literature, suggest that researchers and policymakers should focus on how quality of child care can be improved to enhance, not impair, infant development.

Black or African American↗
PubMed2006

The neural basis of language development and its impairment.

The neural correlates of early language development and language impairment are described, with the adult language-related brain systems as a target model. Electrophysiological and hemodynamic studies indicate that language functions to be installed in the child's brain are similar to those of adults, with lateralization being present at birth, phonological processes during the first months, semantic processes at 12 months, and syntactic processes around 30 months. These findings support the view that the brain basis of language develops continuously over time. Discontinuities are observed in children with language impairment. Here, the observed functional abnormalities are accompanied by structural abnormalities in inferior frontal and temporal brain regions.

Age Factors↗
PubMedDate not supplied

Relating quality of center-based child care to early cognitive and language development longitudinally.

How quality of center-based child care relates to early cognitive and language development was examined longitudinally from 6 to 36 months of age in a sample of 89 African American children. Both structural and process measures of quality of child care were collected through observation of the infant classroom. Results indicated that higher quality child care was related to higher measures of cognitive development (Bayley Scales of Infant Development), language development (Sequenced Inventory of Communication Development), and communication skills (Communication and Symbolic Behavior Scales) across time, even after adjusting for selected child and family characteristics. In addition, classrooms that met professional recommendations regarding child:adult ratios tended to have children with better language skills. Classrooms that met recommendations regarding teacher education tended to have girls with better cognitive and receptive language skills. These findings, in conjunction with the growing child-care literature, provide further evidence that researchers and policymakers should strive to improve the quality of child care to enhance early development of such vulnerable children.

Age Factors↗
PubMedDate not supplied

The play and language behavior of mothers with and without dyslexia and its association to their toddlers' language development.

The play and language behavior of mothers with (n = 49) and without (n = 49) specific reading disabilities (RD) was investigated during play with their 14-month-old children. The contribution of maternal behavior to the language development of their children was examined. The children's receptive and expressive language skills were assessed longitudinally at 14, 18, and 30 months, using the MacArthur Communicative Development Inventories and the Reynell Developmental Language Scales. Children with and without familial risk for RD did not differ from each other in any play or language measures at these ages. No group differences were found for mothers' manifestations of nonsymbolic play and language. However, the typically reading (TR) mothers produced significantly more symbolic play and language in play interactions with their child than did the mothers with RD. The correspondence between mother-child symbolic play and maternal play-related language was also higher for the TR group than it was for the RD group. The mothers' symbolic play did not show any relation to their children's language development, but their expressions of symbolic language did show a relationship. The mothers' child-directed symbolic language contributed significantly toward the comprehension skills of 14- and 18-month-olds in the RD group. This association, however, was lower at 30 months, at which point it was reliably present for the first time in the TR group.

Child Language↗
PubMed2002

Language development in hearing-impaired children. Establishment of a reference material for a 'Language test for hearing-impaired children', LATHIC.

OBJECTIVE: In Sweden, there has previously been no normalised test material for the evaluation of language development in individual hearing-impaired children, and for the assessment of various methods of auditory habilitation. The purpose of the present study was to compose, apply and evaluate a test for language development in hearing-impaired children, and to establish the first set of reference values related to age, sex, type and degree of hearing impairment. METHODS: A test consisting of nine subtests was assembled and developed for, and subsequently applied to, hearing-impaired children in the age range 4-6 years. The inclusion criteria were a pure tone average of 80 dBHL or less and oral language (Swedish) as the first language. Two hundred and eleven hearing-impaired children and 87 normal hearing control children were tested. RESULTS: The results show that: (1) children with hearing impairment-also unilateral-have a delayed language development; (2) the delay is greater in children with larger losses and tends to decrease with increasing age; (3) 6-year-olds with hearing loss greater than 60 dB have not reached the level of the control group; (4) no difference between right- or left sided deafness with respect to language development was observed; (5) a reference material, applicable during clinical assessment, was established for the most common types of hearing impairment. CONCLUSIONS: The test designed gave graded measures of important aspects of language development in hearing-impaired children. The results merit further application of the test material.

Analysis of Variance↗
PubMed1989

The Language Development Survey: a screening tool for delayed language in toddlers.

This paper reports data from four studies using the Language Development Survey (LDS), a vocabulary checklist designed for use as a screening tool for the identification of language delay in 2-year-old children. A survey completed by the parent in about 10 min, the LDS displayed excellent reliability as assessed by Cronbach's alpha and test-retest techniques. Total vocabulary score as reported on the LDS was highly correlated with performance on Bayley, Reynell, and Preschool Language Scale expressive vocabulary items. The LDS was found to have excellent sensitivity and specificity for the identification of language delay, with a criterion of fewer than 50 words or no word combinations at 2 years yielding very low false positive and false negative rates. Data from three of these studies demonstrate the utility of the LDS as a screening tool for children attending public and private pediatric practices. Prevalence data using the LDS are reported comparing three different severity cutoffs for more than 500 children in seven survey samples.

Child, Preschool↗
PubMedDate not supplied

Language development in bilingual children.

Bilingual language ability in children includes a wide range of verbal, written, and comprehension skills. Assessment of language development in bilingual children that is not individualized may yield inaccurate information and result in unnecessary referrals. Primary care nurses need to be aware of differences in language development between mono- and bilingual children in order to accurately assess their language skills.

Child↗
PubMed1997

Language background, proficiency in English, and selection for language development.

With a diverse language background profile in an Australian medical student population, teaching interventions are necessary for students whose English language proficiency is not adequate for the study of medicine. This paper describes the screening of written and aural English language proficiency in 143 first year undergraduate students using a standardized instrument. Students identified as experiencing language difficulties were subsequently assessed by interview and allocated to faculty-based Language Development Programme. Students with the greatest need for language support participated in a full 2 year programme. Those requiring less assistance were offered more limited support in the form of specific modules within the programme. Students allocated to the full programme were significantly weaker in language proficiency compared to those offered specific modules and those not offered a placement. The information gathered during the structured interview is valuable in establishing for medical educators specific areas in which language-related teaching for students who require it can be directed. Future research is required to evaluate the effectiveness of faculty-based language interventions in terms of improvement in language proficiency over time and the effect of any improvements in language proficiency on academic and clinical performance.

Adolescent↗
PubMed1995

[Assessing and measuring language development in the child. The Reynell Scales in a Dutch language area].

This article deals with the recent adaptation of the Reynell Developmental Language Scales to the Dutch language. The existing language tests for the Dutch language are reviewed and the need to adapt a test for young children, measuring both receptive and expressive language development, is argued. The adaptation of the original Reynell Developmental Language Scales to the Dutch language is described. An extensive standardisation was carried out with 1,288 Dutch-speaking children, carefully selected geographically and according to socio-economic status. The psychodiagnostic results of the standardisation are discussed. As a result there are now norms for children between 2 and 5 years, both for receptive and expressive language development. The adaptation of the original Reynell Scales to Dutch functions under the new name RTOS (Reynell Taalontwikkelingsschalen).

Child, Preschool↗
PubMed2006

Risk factors associated with language development problems in childhood--a literature review.

BACKGROUND: Children with language problems are found to have a higher risk for future academic difficulties and learning disabilities. Conclusions from related literature were in many ways inconsistent. OBJECTIVE: To identify systematically, the existing literature, and factors that influence language development in children. MATERIAL AND METHOD: Databases of scientific literature were screened through the internet for publications that involved factors effecting language development in childhood. Hard copies of related scientific journals were also sought for relevant topics by the authors, making use of reference lists of publications, and citation search. Studies were included if they were published since 1984 and investigated factors that affect language development in children. They were excluded if they were not original research articles. RESULTS: Fifteen studies were included for this review--a case-control study, a cross-sectional study, and thirteen longitudinal studies. Most studies demonstrated that the following factors affect language development--antenatal care, Apgar scores, birth weight, premature delivery, birth order, parental education, environmental factors, gender of the children, and family history with specific language impairment. CONCLUSION: Perinatal/postnatal and environmental factors influence language development. Such factors should be taken into account as confounding factors in further language development studies.

Child↗
PubMedDate not supplied

Language development in a child with left hemispherectomy.

A longitudinal study of a left hemispherectomized boy (AB) was conducted to document linguistic evolution and maturation and determine the extent to which right hemisphere processes allow development of language. Resection of the left hemisphere occurred at age 5 years 6 months, following intractable epilepsy. Tests of language comprehension (pointing, understanding of prepositions, understanding of narratives) and production (naming, repetition, lexical diversity, grammatical production) were administered at ages 6:2, 6:4, 6:6, and 6 years 9 months. Observations showed little progress, if any, in most aspects of linguistic performance. In contrast to studies with left-hemispherectomized children, AB showed only a modest expansion of the semantic lexicon and the phonological repertoire more than a year after the surgical intervention. These observations indirectly suggest (1) poor functional involvement of the right hemisphere in the development of adequate linguistic abilities, (2) the necessary integrity of the LH for adequate development of language, or (3) that variations in individual brain maturation rates may account for AB's linguistic progress.

Brain↗
PubMed1991

[Representation and language development of profoundly mentally retarded children].

The relationship between cognitive and language developments of ten profoundly mentally retarded children was examined through a longitudinal study. Cognitive processing tasks with matching-to-sample procedure were employed to examine the perceptual identification and representative function of objects. Concerning the development of language, both periods in which the comprehension and the utterance of object names emerged in each subject were recorded. There was no one-to-one correspondence between the onsets of representative function and language development, i.e. the comprehension of object names emerged not only before, but also a long time after, the onset of representative function. Also, there was little possibility that the utterance of object names emerged simultaneously at the onset of representation.

Child↗
PubMed1992

Language development.

Recent research suggests that our ability to learn language is innate, but not necessarily domain-specific. That is, language development appears to be based on a relatively plastic mix of neural systems that also serve other cognitive and perceptual functions. Evidence in support of this conclusion includes neural network simulations of language learning, event-related brain potential studies of normal language development, and studies of language development in several clinical populations of subjects suffering focal brain injury, specific language impairment, and contrasting forms of mental retardation.

Humans↗