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At least 793 records · Page 44Linked to original sources
PubMed1985

A preliminary investigation of reduplication in children with specific language impairment.

The frequency of reduplication was examined in relation to syllable maintenance, final consonant production, and whole word repetitions in two preschool children with specific language impairment--one who reduplicated frequently and one who did so infrequently. Spontaneous speech was sampled for a period of 18 months. During the single-word utterance period, reduplication was associated with infrequent production of final consonants but frequent maintenance of multisyllabic structure. After the single-word utterance period the child who had frequently reduplicated during this period ceased reduplication but frequently produced whole word repetitions. Infrequent production of final consonants continued, but syllable maintenance decreased. The data are discussed in relation to hypotheses about the function of reduplication and the function of whole word repetitions in language development.

Child Language↗
PubMed1984

Anticipatory imagery ability in normal and language-disabled children.

The literature on cognitive functioning of language-disabled children suggests that they exhibit specific disabilities in nonlinguistic as well as linguistic domains. These disabilities have been hypothesized to be related to deficits in cognitive representational ability. Anticipatory imagery and spatial representation have been reported as two nonlinguistic representational areas in which language-disordered children are deficient. The present study compared normal and language-disabled children on spatial representation tasks involving anticipatory imagery. Five spatial tasks were administered to two groups of 7 1/2-9 1/2-year-old children matched on sex, age, native language, and racial background. One group included 18 language-disabled children and the other group 18 children with normal language development. The language-disabled were less accurate than the normal children on all tasks which involved anticipation or prediction of mental rotations, movements, or other transformations. The results of this study suggest difficulty with dynamic cognitive representation in the linguistic and nonlinguistic deficits demonstrated by language-disabled children.

Child↗
PubMedDate not supplied

Trends in the assessment of infants and toddlers with disabilities.

Public Law 99-457 requires a multidisciplinary assessment and evaluation of children with disabilities in five domains: cognitive development, physical development, language and speech development, psychological development, and self-help skills; and this assessment must include information required in the Individualized Family Service Plan. A variety of assessment instruments are available, and some of the most notable are surveyed in this article. Traditional tests, as well as more current, naturalistic assessments, are reviewed. The author cautions against using one test for all purposes, or using a test that has an insufficient research base.

Persons with Disabilities↗
PubMed1989

Effectiveness of a sensory integrative therapy program for children with perceptual-motor deficits.

This study was an evaluation of the sensory integrative therapy (SIT) program (Ayres, 1972a) for children at the Christchurch Hospital. Fifty-five children were randomly assigned to the SIT program, a parallel physical education program, or to a no-treatment condition. The children were assessed before and after treatment on measures of perceptual-motor development, language and reading development, self-concept, and handwriting skills. Covariance analysis, with age and pretest scores as covariates, found no significant differences between groups on any of the measures except reading progress among those children who could already read at the beginning of the program. Children who made the least progress during therapy were those who (a) had epilepsy, (b) were from a low-income, single-parent family, or (c) had behavioral problems.

Child↗
PubMed1979

Written language skills of children with cleft palate.

The written language abilities of children with cleft palates aged eight to 13 were studied to compare performance with norms for the Picture Story Language Test. Although intelligence of this sample, as measured by the performance portion of the WISC, was skewed toward the superior and very superior ranges, the group ranked below the 50th percentile in total words used, words per sentence, and syntax quotients. Also, percentile scores on the PSLT declined as the age of the subjects increased. These results differ from the Ebert, McWilliams, and Woolf (1974) study where younger children with cleft palates (ages six to eight) were found to exhibit age-appropriate written language. The influence of factors affecting language development among the cleft palate population, such as methods and success of management, hearing, articulation, intelligence, sex, and psychosocial adjustment needs to be further investigated.

Adolescent↗
PubMed1980

Concurrent validity of the adaptive behavior scale as assessed by the Vineland Social Maturity Scale.

The correlation between the Adaptive Behavior Scale (ABS) and the Vineland Social Maturity Scale (the Vineland) was investigated using a sample of 98 subjects from a state residential facility for mentally retarded individuals. Pearson correlations between the raw scores of the two scales revealed a high degree of association between the Vineland and Part One of the ABS. The correlation between the Vineland total score and ABS Part One sum score equaled .79. The Part One domain correlations ranged from .44 (Physical Development) to .77 (Language Development), with a mean of .64. Part Two of the ABS showed little relationship to the Vineland. The Part Two total score correlation was .11, and the mean Part Two domain correlations was .20.

Adaptation, Psychological↗
PubMed1980

Speech therapy after total laryngectomy and esophageal replacement in a preschool patient: a case study.

This case study reports the development of a speech and language therapy program for a preschool boy laryngectomized at age two and three-quarters. Etiology was attributed to the accidental ingestion of lye, which caused severe burns and subsequent damage to both the larynx and esophagus. During the 20-month hospital stay, colon transplantation to the pharynx and laryngectomy were performed and a speech therapy program was initiated. The speech pathologist worked closely with the patient by stimulating his speech and language, developing his articulation skills, and finally providing him with a means of using expressive speech via an electrolarynx designed for him. In addition to the case study, this report reviews the different methods of alaryngeal speech, and suggests the need for further research in developing these methods as viable alternatives for the young laryngectomized child.

Child, Preschool↗
PubMed2002

Developing linguistic literacy: a comprehensive model.

This is a position paper modelling the domain of linguistic literacy and its development through the life span. It aims to provide a framework for the analysis of language development in the school years, integrating sociolinguistic and psycholinguistic notions of variation, language awareness, and literacy in a comprehensive model. The paper focuses on those aspects of literacy competence that are expressed in language as well as aspects of linguistic knowledge that are affected by literacy competence, tracing the route that children take in appropriating linguistic literacy as part of their cognitive abilities and examining the effect of literacy on language across development. Our view of linguistic literacy consists of one defining feature: control over linguistic variation from both a user-dependent ('lectal') and a context-dependent (modality, genre, and register) perspective; of one concomitant process: metalanguage and its role in language development; and of one condition: familiarity with writing and written language from two aspects: written language as discourse style--the recognition that the kind of language used for writing is essentially different from the one used for speech; and written language as a notational system--the perception and growing command of the representational system that is used in the written modality. Linguistic literacy is viewed as a constituent of language knowledge characterized by the availability of multiple linguistic resources and by the ability to consciously access one's own linguistic knowledge and to view language from various perspectives.

Awareness↗