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At least 397 records · Page 22Linked to original sources
PubMed2003

Influence of prenatal cocaine exposure on early language development: longitudinal findings from four months to three years of age.

The influence of prenatal cocaine exposure on children's language functioning was evaluated longitudinally at six time points from 4 months to 3 years of age. The Miami Prenatal Cocaine Study prospectively enrolled 476 full-term African-American infants at birth, categorized as cocaine-exposed (n = 253) or non-cocaine-exposed (n = 223) by maternal self-report and bioassays (maternal/infant urine, meconium). The Bayley Scales of Infant Development, scored using the Kent Scoring Adaptation for language, was administered at 4, 8, 12, 18, and 24 months. The Clinical Evaluation of Language Fundamentals-Preschool was administered at 3 years. In longitudinal analyses using Generalized Estimating Equations, cocaine-exposed children had lower overall language skills than non-cocaine-exposed children (D = -0.151; 95% CI = -0.269, -0.033; p =.012). Longitudinal findings remained stable after evaluation of potential confounding influences including other prenatal substance exposures and sociodemographic factors. Preliminary evidence also indicated possible mediation through an intermediary effect involving cocaine-associated deficits in fetal growth.

Case-Control Studies↗
PubMed2004

Linguistic indicators of inter-genre differentiation in later language development.

The paper examines two types of texts, personal experience narratives and expository discussions, dealing with the shared theme of interpersonal conflict. Both were produced by the same 80 subjects, participants in a crosslinguistic study on developing literacy: gradeschoolers aged 9.0 to 10.0, twelve-to-thirteen-year-old junior high school students, sixteen-to-seventeen-year-old high school students, and graduate-level university students. The study reported here aims to demonstrate that inter-genre differentiation is evident from an early age and is reflected by distinct forms of expression across different interlocking linguistic systems. In keeping with the focus on relations between linguistic forms and discourse functions that motivates our study, we further aim to show how particular grammatical elements can fulfil different discourse functions across development. To this end, we analysed several different lexical and morphosyntactic constructions in 160 Hebrew-language texts as diagnostic of inter-genre distinctiveness: subjectless constructions; verbless copular clauses; verb types and the temporal categories of verb tense and mood, including lexical expressions of modality in the two genres. Results show that narratives are clearly distinguished from expository texts along all these dimensions; these distinctions are evident from the youngest age group we considered; and with age, inter-genre differentiation emerges as more moderately dichotomous. We concluded from this that maturely proficient text construction is able to combine expository-type generalizations with narrative event-description and to intersperse narrative-type illustrative episodes with expository formulation of ideas.

Adolescent↗
PubMed1999

[Specific disorders in the language development: neurobiological basis].

Studies of twins, familial aggregates and particular phenotypic conditions have shown an inherited basis for some dysphasias or specific developmental language impairments (SLI). This predisposition is usually multifactorial but the analysis of some families allows to postulate an autosomal dominant transmission of deficits in specific modular aspects of linguistic competences. Moreover, neuroimaging studies have shown modifications of normal volumetric interhemispheric asymmetries, and in group of SLI with receptive prominent disorder coexist epileptiform activity in wakefulness and non-REM sleep EEG; in some of these cases, antiepileptic drugs, specially steroids, can significantly ameliorate the language processing. As many patients with SLI have a difficulty for discrimination of subtle temporal indices, a hypothesis can also be made of a dysfunction in various subcortical structures (thalamus, basal ganglia, cerebellum) modulating the cerebral cortex in phonological processing.

Aphasia↗
PubMed2002

Paediatric cochlear implantation: prosthetic hearing and language development.

CONTEXT: Cochlear implantation offers hearing and vocational benefits to children and adults who lose their hearing after acquiring speech and language. But such implantations in prelingually deaf children are controversial, with concerns about diagnosis in very young children, safety, and durability. Implantation of children under age 2 years is potentially associated with higher surgical and anaesthesia risks, and with more challenging preoperative and postoperative management. STARTING POINT: Although only a small number of children implanted before age 2 have sufficient maturity and implant experience to undergo adult-type speech recognition tests, surgical series show that these children may be implanted safely and that their subsequent speech perception is at least as good as children implanted at an older age. The Nottingham, UK, group recently reported on a consecutive sample of 12 children aged under 2 years at implantation (Arch Otolaryngol Head Neck Surg 2002; 128: 11-14). S S Hehar and colleagues show satisfactory perioperative and postoperative surgical outcomes. 2 years after the implantation, mean scores on the Listening Progress Profile had increased from 1 to 42. Median scores of Categories of Auditory Performance increased from 0 to 5. There were no significant differences compared with a historical control group of deaf children implanted at ages 3-5. WHERE NEXT? Early results from parental observation of auditory behaviours show that children who receive a cochlear implant at an early age perform at least as well as those implanted later. These data, combined with more rigorous speech recognition results in older children, merit a gradual reduction in the age of implantation, although the uncertainties inherent in audiometric assessment and measurement of hearing-aid benefit in infants must be borne in mind. Cochlear implants in prelingually deafened children permit improved development of speech reception, language acquisition, and reading comprehension.

Child↗
PubMed1990

Speech and language development after infant tracheostomy.

This study describes the speech/language development of 31 children who had been fitted with an endotracheal tube. Intubation in all cases occurred prior to 13 months of age and remained in situ for more than 3 months. These children were chosen from a pool of 130 potential subjects. Individuals diagnosed as having a primary neurological disorder, developmental delays, or mental retardation were excluded from the study. Demographic, birth, and medical factors that might also affect language outcome were documented. Standardized outcome measures were used to assess speech, language, and cognitive development of the children seen for testing. For the entire group of children, the overall measures of language functioning at follow-up were within normal limits and commensurate with cognitive ability. However, when a breakdown of results based on the children's ages was done, a clear pattern of language disability was noted in the expressive language of the oldest group of children tested. These findings raise questions about this group of children who were previously thought to develop speech and language skills normally.

Child↗