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PubMed1994

Language abilities following prematurity, periventricular brain injury, and cerebral palsy.

This study compares language abilities in three groups of children who were born prematurely: children with bilateral spastic cerebral palsy associated with perinatal injury to the periventricular white matter of the brain; a group with similar brain injury but no motor impairment; and a group of controls with no brain injuries. Six boys in each group were 36 to 39 months of age at the time of the study. All achieved a standard score above 80 on the McCarthy Scales of Children's Abilities at the same age. Language samples, generated during parent-child interaction, were analyzed using the Child Language Data Exchange System. The size and diversity of the lexicon was assessed using types and tokens per minute. Morpho-syntactic skills were assessed using number of grammatical morphemes, mean length of utterance and the Index of Productive Syntax. Verbal productivity was assessed using number of utterances per minute. No significant differences were observed among any of the groups on any measure. Measures of the lexicon and morpho-syntactic skills were highly correlated with the scores on the McCarthy Scales of Children's Abilities. The data demonstrated that specific language impairments were not associated with cerebral palsy or brain injury after prematurity at this early stage of language development. However, individual children within each of the groups had delays in skill attainment that warranted language intervention.

Brain↗

PubMed1978

Elicitor effects on the language obtained from young language-impaired children.

Language samples are typically obtained during speech and language evaluations by the speech-language pathologist to assess the level of expressive language development of young children. These samples are assumed to be accurate representations of the children's language skills. This study examines the effects of the elicitor on the language obtained from three- to six-year-old language-impaired children in a clinical setting. A corpus of nonimitated utterances was collected in 25 min from each of the nine subjects under two conditions: mother as elicitor and clinician as elicitor. The corpus of language collected under each condition was examined using the following measures: (1) numeric-number of utterances; (2) lexical-vocabulary type-token ratio: (3) grammatic-mean length of utterance, (4) percentage of one-morpheme utterances, (5) percentage of two-morpheme utterances, (6) percentage of three- or more morpheme utterances, (7) proportion of grammatical morphemes per utterance (8) semantic-percentage occurrence of semantic categories, and (9) type-token ratio for each of the 13 semantic categories. The data analysis revealed that the elicitor affected the number of utterances collected in a specific time period, but neither the lexical, grammatic, nor semantic aspects of the utterances were affected. The results state practical implications for evaluation procedures used in a clinical setting.

Child Language↗

PubMed1997

Deafness, language skills, and rehearsal: a model for the development of a memory strategy.

We review a series of studies that evaluate the role of developing language skills as a prerequisite to spontaneous rehearsal use in deaf populations. We propose a theoretical model that summarizes the contribution of language skills by highlighting the interrelations among age, language proficiency, and automatized language skills. In an initial test of the model, an index of deaf children's language experience was found to be an almost complete mediator of strategy use. Increasing language proficiency, therefore, was implicated as a critical variable in predicting children's spontaneous rehearsal use, minimizing any direct contribution from age per se. In a more direct assessment of the link between general language proficiency and rehearsal use, pragmatic language skills (as measured by the Language Proficiency Profile: LPP-I) were found to be a nearly complete mediator of rehearsal use, with the remaining contributions of age and language experience being nonsignificant. Language proficiency, therefore, was identified as a strong and necessary prerequisite for rehearsal to be used spontaneously as a memory strategy. The additional hypothesis that the automatization of these general language skills, measured by a rapid automatized naming task (RAN), contributes to spontaneous rehearsal was also evaluated. Automatized language emerged as a partial mediator of the language proficiency → rehearsal use relation but additional language-processing variables were implicated. We discuss these findings as they relate to issues around the nature of language proficiency and the identification of those automatized language skills involved in rehearsal.

Journal Article↗

PubMed1983

Measuring language competency in speakers of Black American English.

Normative data for children who are speakers of Black American English (BAE) were obtained on the Test of Language Development (Newcomer & Hammill, 1977). In two urban sites 198 children (age 4-8 yrs.) were tested. Positive identification as a speaker of BAE was based on a two part screening test which contained 10 distinct features of BAE. Results of the investigation revealed that children who are predominantly speakers of BAE differed significantly in their performance from children on whom the test was standardized. The study demonstrated the inappropriateness of using a test of Standard American English (SAE) as a test of language development for children whose primary language exposure is other than SAE.

Black or African American↗

PubMed2001

Results of total deafness treatment in young pre- and postlingually deafened children.

Developing a cochlear implant program is one of the most difficult problems we need to solve concerning young children. Application of cochlear implants to this group of patients gives hope for better speech and language development than using conventional hearing aids. Children comprise approximately 40% of all implanted patients at the Institute of Physiology and Pathology of Hearing in Warsaw. They are provided with different types of cochlear implants, 16 of which are included in the international comparative study EARS (Evaluation of Auditory Responses to Speech). In this paper results are presented of auditory speech perception in pre-, peri-and postlingual children using the multichannel cochlear implant systems COMBI 40 and 40+. All the children were regularly evaluated following the EARS procedure with a number of perception tests. Monitoring of auditory perception development is fundamental and allows prognosis of speech and language development in children.

Acoustic Stimulation↗

PubMed2004

A short-term follow-up of children with poor word production at the age of 18 months.

AIM: (a) To study the stability of poor language development assessed by a new screening instrument based on parents' recognition of words their 18-mo-old children use; (b) to evaluate the predictability of the less-than-eight-words cut-off used by Child Health Centres (CHCs) in Sweden at the present 18-mo check-up--an assessment based on parents' recall of their children's vocabulary. METHODS: All failures of the less-than-eight-words criterion, corresponding to about 10% of 1000 children from a community-based study, were followed up within half a year after the first assessment. The follow-up instrument was an extensive, internationally well-known and structured parent questionnaire, standardized for Swedish children. RESULTS: Almost half of the followed-ups performed below the 10th percentile and more than two-thirds were found below the 20th percentile. Thus, after a few months about one-third of the children had caught up to a fairly normal level of performance. Two of the children who had recovered performed above median. More relaxed cut-off criteria were applied ad hoc, reducing the proportion of children with a fast recovery. CONCLUSION: Age of language assessment and/or the level of cut-off criterion presently used at Swedish CHCs should be reconsidered.

Female↗

PubMed1991

Preschool development of coloured children in Cape Town.

Developmental screening was applied during infancy to a birth cohort of 1,000 coloured infants born consecutively in Cape Town. The developmental progress of a sample of 187 children randomly selected from the cohort was followed over a period of 5 years. The value of the use of developmental screening is questioned, since 4 of the children in the cohort with major handicap had been diagnosed before the first screening was carried out and a 5th child with deafness was not detected by the screening process. Developmental milestones were similar to those studies reported in the literature. At 12 months the development correlated best with family stability. Language development at 30 months was associated with mother's education and family stability and reflected a general lag in verbal skills. By 5 years there was a good correlation between development and social indicators, particularly income and mother's education.

Black or African American↗

PubMed2003

The pitch of maternal voice: a comparison of mothers suffering from depressed mood and non-depressed mothers reading books to their infants.

BACKGROUND: Research suggests that storybook reading promotes language development and that there is a relationship between maternal affective responses in relation to infant affect and language development. The purpose of this study is to relate maternal paralinguistic and verbal behaviour during storybook reading to maternal mood state. METHOD: Mothers (n = 32) reporting depressed mood (as measured by the Edinburgh Postnatal Depression Scale) were matched on age of baby (mean age = 6 months, mean age = 10 months), sex of baby, educational status of mother and parity with 32 non-depressed mothers. They were video- and audio-taped in their homes while reading a picture-book to their infants. Maternal textual and extra-textual utterances were transcribed and analysed in terms of mean length utterance (MLU), fundamental frequency and pitch modulation. RESULTS: There was an interaction between psychological well being and age group with regard to MLU for text read. Non-depressed mothers had a smaller MLU for younger babies in comparison with older babies, while depressed mothers showed no difference in their MLU. There was a main effect of psychological well being with depressed mothers speaking with a higher mean pitch and more modulations in their pitch, in comparison with non-depressed mothers. Furthermore, there was a significant interaction of the psychological well being of the mother and the mean fundamental frequency used when reading the text and when speaking to their child during the picture-book session. CONCLUSIONS: These differences in maternal speech indicate that mothers who are depressed are less attuned to their infants which might force the infant into self-regulatory patterns that eventually compromise the child's development.

Adult↗

PubMed2006

Working memory and sentence comprehension of Hong Kong Chinese children with specific language impairment.

Children with Specific Language Impairment present with delayed language development, but do not have a history of hearing impairment, mental deficiency, or associated social or behavioral problems. Non-word repetition was suggested as an index to reflect the capacity of phonological working memory. There is a paucity of such studies among Hong Kong Chinese children. This preliminary study aimed to examine the relationship between phonological working memory and Specific Language Impairment, through the processes of non-word repetition and sentence comprehension, of children with Specific Language Impairment and pre-school children with normal language development. Both groups of children were screened by a standardized language test. A list of Cantonese (the commonest dialect used in Hong Kong) multisyllabic nonsense utterances and a set of 18 sentences were developed for this study. t-tests and Pearson correlation were used to study the relationship between non-word repetition, working memory and specific language impairment. Twenty-three pre-school children with Specific Language Impairment (mean age = 68.30 months; SD = 6.90) and another 23 pre-school children (mean age = 67.30 months; SD = 6.16) participated in the study. Significant difference performance was found between the Specific Language Impairment group and normal language group in the multisyllabic nonsense utterances repetition task and the sentence comprehension task. Length effect was noted in Specific Language Impairment group children, which is consistent with the findings of other literature. In addition, correlations were also observed between the number of nonsense utterances repeated and the number of elements comprehended. Cantonese multisyllabic nonsense utterances might be worth further developing as a screening tool for the early detection of children with Specific Language Impairment.

Child↗

PubMed2003

Up close and personal: a case study of the development of three English fillers.

As Peters (2001) has suggested, the young child's use of fillers seems to indicate awareness of distributionally-defined slots in which some as yet unidentified material belongs. One may view a filler as an emergent transitional form; as a slot that serves as an underspecified lexical entry for the accumulation of phonological and functional information; or as prosodic 'sentence padding'. We trace the development of three fillers in one English-acquiring child through seven months, from their first appearance about 1;9 through their re-analysis as English functors about age 2;4. We show how the description of these fillers requires an elaboration of the current framework for describing the emergence of morphology, from a one-dimensional to a multi-dimensional model. Finally, we argue that the neglect of such transitional and under-defined elements gives a false picture of development, making it appear as if language development takes place in discontinuous steps.

Child Language↗

PubMed2006

Predictors of language acquisition in preschool children with autism spectrum disorders.

In 118 children followed from age 2 to 5 (59 with autism, 24 with PDD-NOS and 35 with non-spectrum developmental disabilities), age 2 and age 3 scores of non-verbal ability, receptive communication, expressive communication and socialization were compared as predictors of receptive and expressive language at age 5. Non-verbal cognitive ability at age 2 was generally the strongest predictor of age 5 language, while at age 3 communication scores were a stronger predictor of age 5 language for children with autism. Early joint attention as well as vocal and motor imitation skills were more impaired in children who did not develop language by age 5 (but had relatively strong non-verbal cognitive skills) than in children who did develop language by 5.

Autistic Disorder↗

PubMed1989

[Argininosuccinic aciduria. A new case revealed by psychiatric disorders].

The case of a 4 years old boy, hospitalized for an unexplained coma, is reported. He is the first child of a non-consanguin couple. The psychomotor development of this child was considered as normal up to the age of 18 months; then, a delay in language development, behaviour disorders with an important instability interrupted by episodes of somnolence, were observed. This child was treated for psychotic disorders. At the age of 3 and half, he had two episodes of seizures associated with fever. He was hospitalized for a 24 hours coma (4 years old). An hepatomegaly and a dry, brittle hair were then observed. Hyperammonemia was made obvious by a protein tolerance test. The diagnosis of argininosuccinate lyase (ASAL) deficiency was based on the increased levels of ASA in plasma and urine. The deficiency was proved by a fibroblast culture. With protein restriction, hepatomegaly disappeared, hair became normal, the behaviour disorders and the delay in language development was improved. However, some school difficulties persist. This case shows that an hereditary metabolic syndrome can be revealed by psychotic like symptoms in childhood.

Amino Acid Metabolism, Inborn Errors↗

PubMed2005

Crosslinguistic influence in bilingual acquisition: subject omission in learners of Inuktitut and English.

This study investigates subject omission in six English-Inuktitut simultaneous bilingual children, aged 1;8-3;9, to examine whether there are cross-language influences in their language development. Previous research with other language pairs has shown that the morphosyntax of one language can influence the development of morphosyntax in the other language. Most of this research has focused on Romance-Germanic language combinations using case studies. In this study, we examined a language pair (English-Inuktitut) with radically different morphosyntactic structures. Analysis of the English-only and Inuktitut-only utterances of the children revealed monolingual-like acquisition patterns and subject omission rates. The data indicate that these bilingual children possessed knowledge of the target languages that was language-specific and that previously identified triggers for crosslinguistic influence do not operate universally.

Child Language↗

PubMed2006

Cochlear implantation in children: implications for the primary care provider.

PURPOSE: To define hearing loss (HL), discuss the impact of HL on child development, and review the literature on cochlear implantation in children. The criteria for and the benefits and limitations of cochlear implantation in children, as well as the implications for the primary care provider with regard to children who have cochlear implants, are presented. DATA SOURCES: Review of published literature on the topic. CONCLUSIONS: A child's future development depends greatly on speech and language skills. Any type of HL can impact and may even hinder speech and language acquisition. It is therefore crucial to enforce early identification of HL. For severe to profoundly hearing-impaired children, cochlear implantation serves as an avenue for hearing and language development. IMPLICATIONS FOR PRACTICE: Nurse practitioners ought to be up to date with criteria for and the benefits and risks of cochlear implantation. Health-related issues, such as vaccination, otitis media, and meningitis, must be assessed for and managed promptly.

Age Factors↗

PubMed1995

Idiom understanding in youth: further examination of familiarity and transparency.

School-age children and adolescents (n = 150) enrolled in Grades 5, 8, and 11 were administered a forced choice task of idiom understanding that controlled for idiom familiarity and transparency. Performance on the task steadily improved during the targeted age range and was affected by the factors of interest: Idioms that were higher in familiarity and transparency were easier for students to understand than those that were less familiar and more opaque. The results of this study provide further support for the language experience hypothesis of figurative language development and for the hypothesis that metalinguistic activity, which itself becomes more sophisticated during the school-age and adolescent years, facilitates later language development. The study also suggests certain methodological implications for future research that examines the development of idiom understanding in youth.

Adolescent↗

PubMed1999

Discourse deficits associated with psychiatric disorders and with language impairments in children.

The purpose of the current study was to examine whether types of discourse deficits were associated differentially with psychiatric disorders (PD) and with language impairments (LI) in children. Discourse analyses examining the occurrence of different types of discourse deficits in language structure, information structure, and flow of information were performed on the spoken narratives of 111 children aged 7 to 12 years who comprised 4 groups: (1) psychiatrically referred children with LI (PD + LI), (2) psychiatrically referred children with normally developing language (PD), (3) nonreferred children with language impairments (LI), and (4) nonreferred children with normally developing language (controls). Discourse deficits in language and information structure characterized children with LI, whereas disruptions in the flow of discourse characterized children with PD. Children with the comorbid condition exhibited deficits associated with both LI and PD; in addition, they displayed distinct deficits related to pronominal reference and causal cohesion. The findings provide a preliminary understanding of the associations among language, discourse, and psychopathology in children.

Affective Symptoms↗

PubMed1996

Evaluation of auditory system in preschool children whose mothers had mid-second trimester amniocentesis.

A prospective study was conducted in the Otorhinolaryngology department, National University Hospital, Singapore to evaluate the effects of mid-trimester amniocentesis on the auditory system in preschool children of about four years of age. Fifty-nine children whose mothers had mid-second trimester amniocentesis and 63 children (control group) whose mothers did not have amniocentesis in that pregnancy were recruited. The children were subjected to audiological tests to assess hearing impedance abnormalities. The incidence of prematurity, neonatal admissions, ear and respiratory infections, auditory function, speech and language development in children were evaluated because these factors have a bearing on the development of auditory impedance abnormalities. There was no significant increase in the neonatal admission rates, impairment of speech and language development and auditory function in children whose mothers had mid-second trimester amniocentesis compared with the control group whose mothers did not have amniocentesis. An incidental finding in this study was an increased incidence of respiratory illnesses in the children in the amniocentesis group (57.6%) compared with the control group (30.1%). This needs further evaluation with a properly designed study.

Acoustic Impedance Tests↗

PubMed1981

Black English responses on selected language tests.

Standardized screening and assessment measures for language development do not take into account Black English responses. This study was designed to determine the extent to which normal and language impaired black preschool children respond in Black English and Standard English on selected screening instruments. Developmental differences in the usage of Standard English and Black English were also investigated. The results indicate that black normal and language impaired preschool children are both Standard English and Black English on screening tests. Developmental differences were noted. The results suggest that tests for language development need to be standardized on speakers of Black English and also should include Black English response alternatives.

Black or African American↗