Search PubMed⌕ Search

SEARCH · Search PubMed

Results for “Language Development”

Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 595 records · Page 33Linked to original sources
PubMed2002

Auditory processing and the development of language and literacy.

This paper considers evidence for basic auditory processing impairments associated with dyslexia and specific language impairment, against a back-drop of findings from studies of the normal development of auditory and phonological processing. A broad range of auditory impairments have been implicated in the aetiology of these language-learning disorders, including deficits in discriminating the temporal order of rapid sequences of auditory signals, elevated thresholds for frequency discrimination and for detection of amplitude and frequency modulation, impaired binaural processing and increased susceptibility to backward masking. Current evidence is inconsistent, but suggests that not all children with language difficulties have non-verbal auditory processing impairments, and for those that do, the impact on language development is poorly understood. Some implications for clinical practice are discussed.

Auditory Perception↗
PubMed2004

[The nursing process in helping a family with foreign mother and hearing impaired child].

This case report aims to present a nursing experience involving a child with severe hearing impairment and delayed language development. The patient was discovered during a home visit. At the time she was two and a half years old, but still had not developed any language behavior. She only used eye contact, physical touch, and body language to communicate with her family. She also did not respond to sound stimulation. The results of a Denver Developmental Screening Test (DDST) showed delayed development, especially of language. The child's mother is from Vietnam. The culture, education, language, and environment of Vietnam are totally different from Taiwan. In addition, the mother did not know how to raise her child. So the author tried to follow up on the case. Data were collected by home visits, phone calls, interviews, and communication with members of a professional health care team during the nursing care period (about six months). Data were recorded and it was written a processing analyzed. They revealed five health problems, as follows: (1) hearing impairment causing delayed language development; (2) poor family recognition deviation understanding of delayed development; (3) insufficient community resources; (4) low self-protection, limited capacity for caused by hearing impairment; (5) foreign mother's sense of helplessness about raising the child. The author provided supportive care to the patient and her family, counseled them, and transferred the child quickly to a treatment center. She also coordinated resources and the professional care team in assisting the parents in facing and adapting to the child's developmental delay. As a result, the parents gained knowledge and the ability to make judgments about developmental delay. This fostered a positive attitude on their part and acceptance of the child's admission to the treatment center. The child and family could deal with their problems appropriately because the nurse intervened at the appropriate time with the aim of reducing the obstacles to their doing so. This enabled the child's handicap to be minimized and her potential to be developed.

Child, Preschool↗
PubMed1991

Subject case marking and verb morphology in normally developing and specifically language-impaired children.

Recent theories of language development propose a direct relationship between children's use of verb morphology and their use of subject case pronouns. Such proposals might contribute to an understanding of specifically language-impaired (SLI) children's difficulties. These children's extraordinary problems with verb morphology are well documented, and preliminary evidence indicates frequent pronoun case errors (e.g., her for she) in their speech. Thus, it is possible that a collection of difficulties may be linked to a common source in these children. The objectives of this study were to determine: (a) whether subject case marking, as well as verb morphology was more limited in the speech of a group of SLI children than in the speech of a younger group of normally developing (ND) children matched for mean utterance length; (b) whether a relationship between the use of subject case marking and the use of verb morphology existed in the speech of the ND children; and, if so, (c) whether this relationship is evident in the SLI children as well, in spite of their more limited use of these features. The results revealed that the SLI children were more limited than the ND children in the use of both subject case marking and verb morphology. However, a relationship between the two types of usage was found in both groups of children.

Child Language↗
PubMed1998

Molecular genetic approaches to the study of language.

The application of the techniques of modern molecular biology to the study of the genetic control of language development poses many significant challenges. Because language is a complex function, disruption of any of a number of systems can impair language development. The diagnostic classification of specific language impairment includes individuals with an apparently inherited form of disordered language development, and therefore some aspects of this clinical phenotype may be useful for positional cloning studies of genes related to language. Known genetic disorders with specific deficits in language functions may also serve to identify candidate genes for language development. In addition to these specific approaches, the current general strategies for positional cloning and candidate gene studies are reviewed.

Animals↗
PubMed2001

Signing and lexical development in children with Down syndrome.

Language development in children with Down syndrome is delayed, on average, relative to general cognitive, motor and social development, and there is also evidence for specific delays in morphology and syntax, with many adults showing persistent problems in these areas. It appears that the combined use of signed and spoken input can boost early language development significantly, this evidence coming initially from single case-studies, and more recently from larger scale controlled studies. Research with typically developing hearing and deaf children, as well as children with Down syndrome, has demonstrated the importance of establishing joint attention for vocabulary development. Furthermore, studies carried out with children with Down syndrome indicate that reducing attentional demands may be especially important in scaffolding language development in this group. The use of signing strategies which have been found to facilitate language development in deaf children when signing to children with Down syndrome is discussed, as is the need for further research on this topic and on the importance of joint attention for the use of other augmentative and alternative communication systems, such as graphic symbol and picture systems.

Child Language↗
PubMed1990

Development of children with early language delay.

Four children with early language delays (ELD) were compared to a control group of 12 children with respect to their preschool language abilities from age 2 1/2 to 5 years and their verbal skills at the end of Grade 2. The language-delayed children each initially showed severe and broad impairments in syntactic, phonological, and lexical production. Over time, their deficits became milder and more selective, such that normal or nearly normal speech and language proficiency was exhibited by age 60 months. Nevertheless, when followed up 3 years later, three of the four cases were severely reading disabled. These findings are discussed with respect to prior findings and hypotheses about the sequelae of early language delay and the relationship of language development to reading achievement.

Age Factors↗
PubMed1984

Disorders of communication: investigating the development of language of mentally retarded children.

Research conducted at the Waisman Center on Mental Retardation and Human Development over the past 10 years documents the multidimensional nature of the development of children's language in retarded and nonretarded populations. Recent advances in research methodology now available for investigating language comprehension and production will allow large-scale indepth studies of the lexical, semantic, syntactic, and pragmatic aspects of the language performance of a variety of retarded populations.

Child↗
PubMed1991

Significant progress in child language intervention: an 11-year retrospective.

This literature review summarizes knowledge gained from 151 articles on child language intervention published between 1978 and 1988. A general theoretical framework for viewing language development is offered as a basis for evaluating progress in the development of language intervention efforts. New developments and issues requiring further investigations are highlighted for five themes that characterize much of the language intervention research in recent years: (1) the development of augmentative and alternative communication systems, (2) the provision of language stimulation to take advantage of observational learning, (3) the teaching of various language functions, (4) the teaching of language as a means of environmental- and self-control, and (5) the study of different types of generalization processes.

Child↗
PubMedDate not supplied

Fragile X syndrome: growth, development, and intellectual function.

We collected data on growth, psychomotor development, speech and language development, and intellectual function on a cohort of 100 males with the fragile X chromosome and 95 carrier females. The data include information on prenatal growth (33 males), growth during the preadult years (32 males), psychomotor development during the first 2 years (25 males), speech and language development (15 males and 5 females), and intellectual function (93 males, 33 females, and 10 obligate carriers who were cytogenetically normal). Birth measurements appeared normal when plotted on the Usher/McLean curves of newborn infants (mean head circumference - OFC - at 40th centile, length at 60th centile and weight at 55th centile). Following birth, OFC rose above the 50th percentile and continued above average throughout the preadult years, whereas average length was above average for the first 5 years only and weight did not deviate from the normal mean. Psychomotor development lagged behind the norm from birth with affected males requiring nearly twice as long as expected to sit alone, walk unassisted, and say first words clearly. All males and females studied had significant language delay; all except one male had abnormalities of articulation. All on whom a clear voice sample was obtained had low voice pitch, and 80% had a hoarse or harsh quality of voice. Five males had word repetitions or perseverative speech during the preadult years. The mean IQ of the 93 males studied was 33 and regression analysis demonstrated a decrease in intellectual performance with age. Four fifths of the female carriers who expressed the fra(X) had intellectual performance in the mentally retarded range and showed similar decrease in performance with age. Obligate female carriers who did not express the fra(X) site had normal IQs (IQ 102 +/- 13.3).

Adolescent↗
PubMed1976

Linguistic performance in vulnerable and autistic children and their mothers.

The authors studied the language patterns of schizophrenic mothers and their 4-year-old children, and compared them with the speech of normal mothers and children and normal mothers with autistic children. They found that children of schizophrenic mothers showed lags in language development and language distortions less severe than but in some ways similar to those seen in autistic children. Schizophrenic mothers were more likely to produce more deficient and/or distorted language in interactions with their children. Mothers of autistic children produced language that was equal to or above that of mothers of normal children on most parameters and adjusted their language to the chronological rather than the linguistic age of the child.

Autistic Disorder↗
PubMedDate not supplied

Effects of otitis media on cognitive development.

Studies of the effects of otitis media on cognitive development in children have not been extensive. In this paper the nature of the variables thought to influence cognitive development in the first two years of life are described. The relationship between cognitive development and language development is reviewed. The distinction between cognition and intelligence is made. The studies of the behavioral sequelae of otitis media are reviewed and suggestions are made concerning the importance of including behavioral analyses in major projects concerning otitis media in young children.

Child↗
PubMed1991

Evaluating the benefits of cochlear implants in an education setting.

The material presented here summarizes the first year of a study to determine whether cochlear implants, tactile aids, acoustic hearing aids, or some combination of these are best for developing spoken language in prelingual profoundly deaf children. The effects of each device over and above the gains normally achieved as a result of oral instruction are examined. Each group contains three matched children, one fitted with each device, who are enrolled in the Central Institute for the Deaf (CID) school for 3 years of evaluation and training. This report describes results obtained from four groups of matched subjects during their first year in the study. These subjects improved in all areas evaluated, regardless of the device used. However, the implanted subjects exhibited a greater rate of progress in acquiring auditory speech perception skills. They exhibited no advantage in acquiring speech production skills and spoken language skills during their first year with the device. The subtle advantages provided by the implant may become apparent in spoken language development when 2- and 3-year post-test results are examined.

Child↗
PubMed1999

Oral language acquisition in children assessed with the Reynell Developmental Language Scales.

Oral language development of ten children, prelingually deafened by meningitis, was assessed with a Dutch version of the Reynell Developmental Language Scales. The test was administered pre-operatively and at regular intervals after implantation. The average rate of language development between two consecutive evaluations was computed. This rate was defined as the quotient of the increase of the language age and the increase of the chronological age between the evaluations. A normal language development has a rate of 1; this means 12 months language development in 12 months time. In case of language retardation the rate of language development is less than 1. The rate of receptive language development showed a gradual increase. In the interval between 12 and 24 months of implant use the ratio was 0.9. This implies a language development that is quite similar with the development in normal hearing children. The rate of expressive language development showed a fast improvement in the period between 6 and 12 months after implantation, up to 1.4. If this rate of development continues the children with C.I. will catch up with their normal hearing peers.

Child↗
PubMedDate not supplied

Pediatricians' opinions about otitis media and speech-language-hearing development.

UNLABELLED: Twenty-five pediatricians responded to a confidential survey about their opinions on the relationship between otitis media and children's speech-language-hearing status. Results found that pediatricians did not necessarily agree that otitis media has an impact on speech-language-hearing development. Pediatricians reported that an early otitis media onset (birth to age 2) affects speech-language development, but they also reported that parents and daycare environments could mitigate any otitis media effect. Pediatricians reported a possible otitis media impact on hearing status, but they did not necessarily agree that an otitis media history required referral for audiological testing. Clinical implications are discussed for collaboration among pediatricians, speech-language pathologists, and audiologists. LEARNING OUTCOMES: (1) The reader will become familiar with pediatricians' opinions about the impact of otitis media on speech-language development. (2) The reader will become familiar with strategies to support interdisciplinary collaboration between pediatricians, speech-language pathologists, and audiologists.

Attitude to Health↗
PubMed1992

'Not by the chair of my hinny hin hin': some general properties of slips of the tongue in young children.

Young children's slips of the tongue are a rich source of information about developing language processing and storage mechanisms. This paper presents an analysis of 907 slips from 32 children, ages 1;4-6;0, collected in naturalistic settings. It is found that these children make most of the same types and proportions of slips as adults: phonological errors outnumber lexical, which exceed phrasal. In phonological errors, anticipations are most common, followed by perseverations and exchanges; children make more completed anticipations and exchanges than adults, probably due to less mature self-monitoring. Like adults, children make more substitutions than additions or omissions. Children's slips support a theory of speech planning in which propositional, syntactic, intonational, content word, function word and phonological levels have somewhat independent status; however, there is little evidence for a derivational morphology level at this age.

Child Language↗
PubMed1994

Influence of communicative competence on peer preferences in a preschool classroom.

Recent research suggests that children's linguistic competence may play a central role in establishing social acceptance. That possibility was evaluated by examining children's peer relationships in a preschool classroom attended by children with varying degrees of communication ability. Three groups of children were compared: children with normally developing language skills (ND), children with speech and/or language impairments (S/LI), and children learning English as a second language (ESL). Two sociometric tasks were used to measure peer popularity: positive nominations and negative nominations. Children in the ND group received more positive nominations than the children in either the ESL or S/LI groups. When the children's positive and negative nominations were combined to classify them as Liked, Disliked, Low Impact, or Mixed, the ND children predominated in the Liked cell, whereas the other two groups of children fell into the Disliked or Low Impact cells. In addition, the PPVT-R, a receptive measure of single-word vocabulary, was found to be the best predictor of peer popularity. The findings are discussed in terms of a social consequences account of language limitations.

Child Language↗
PubMed2000

Linguistic development in cleft palate patients with and without compensatory articulation disorder.

INTRODUCTION: Cleft palate patients frequently show compensatory articulation disorder (CAD). CAD severely affects speech intelligibility and requires a prolonged period of speech intervention. CAD has been considered a phonologic disorder. Thus, it seems necessary to explore the relationship between CAD and language development. OBJECTIVE: To study the relationship between language development and the presence of CAD in cleft palate patients. MATERIALS AND METHODS: Cleft palate children with residual velopharyngeal insufficiency (VPI) after palatal closure, with and without CAD were studied. Only patients with an age ranging from 3 to 8 years were included in the study group. Twenty-nine cleft palate patients with residual VPI and CAD were included in the first group (active). The second group was assembled with 29 cleft palate patients with residual VPI without CAD, matched by age and sex (control). For evaluating language development, all patients were analyzed using the Situational-Discourse-Semantic (SDS) Model [13]. This Model is a valuable tool for conducting naturalistic observation and descriptive assessment of language development. The SDS Model provides a detailed description of three contexts (situational, discourse, and semantic) in ten levels of cognitive and linguistic organization. RESULTS: In all contexts considered by the model of cognitive and linguistic organization used for this study, i.e. SDS, a Fischer exact test demonstrated that patients with CAD showed a significantly higher frequency of language delay as compared with patients without CAD. None of the patients present with CAD showed an adequate level of language development. The degree of language delay was greater in the situational context as compared to the semantic and discourse contexts. CONCLUSIONS: Cleft palate patients present with CAD, demonstrated a significantly higher frequency of delay in language development as compared with cleft palate patients present with VPI without CAD. From the results of this paper, it seems that a detailed evaluation of all aspects of cognitive and linguistic organization should be performed in cleft palate patients, especially in patients present with CAD. Moreover, it seems that speech intervention in cleft palate patients with CAD should address not only the articulation process, but also specific aspects of language development.

Adaptation, Physiological↗
PubMed2004

Sign language vocabulary development practices and internet use among educational interpreters.

Sign language interpreters working in schools often face isolation in terms of their sign language vocabulary development opportunities. The purposes of this study were to determine the key demographic characteristics of educational interpreters in British Columbia, to identify the resources they use to learn new vocabulary, and to shed light on their Internet use and access levels, with a view to exploring the viability of this resource as a tool for vocabulary development for interpreters working in educational settings. Key demographics associated with interpreters' access to time and materials in advance of a lesson were job title and graduation from an interpreter training program. Interpreters with job titles that reflected their status as interpreters had more preparatory time each week than interpreters who had job titles focused on their roles as educational assistants. Interpreters overwhelmingly expressed the need for continuing professional development with respect to vocabulary development. In terms of the resources currently used, human resources (colleagues, deaf adults) were used significantly more often than nonhuman (books, videotapes, Internet). The resource use results showed that convenience was more important than quality. Books were used more often than videotapes, CD-ROMs, and the Internet, although the latter three had higher percentages of very satisfied users than did books. The design and content of online vocabulary resources and limited interpreter preparation time were identified as current issues keeping the Internet from reaching its potential as an easily accessible visual resource. Recommendations aimed at enhancing the viability of the Internet as a vocabulary development tool for educational interpreters are discussed.

Adult↗