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At least 973 records · Page 54Linked to original sources
PubMed1990

A prospective study of the relationship between specific language impairment, phonological disorders and reading retardation.

Language and literacy skills were assessed in 83 8 1/2-year olds whose language development had been impaired at 4 years of age. Provided that language problems had resolved by age 5 1/2 years, literacy development was normal, but many of the children who still had verbal deficits at 5 1/2 years of age did have reading difficulties and persisting oral language impairments later on. In these children, reading comprehension tended to be poor relative to reading accuracy. Syntactic competence in the preschool period accounted for a substantial proportion of the variance in literacy attainments, after allowing for the effects of non-verbal ability. There were only weak links between expressive phonological disorders and later ability to read either meaningful text or non-words.

Articulation Disorders↗
PubMed1982

Developmental disfluency and emerging grammar. I. Disfluency characteristics in early syntactic utterances.

Approximately 47,200 spontaneous utterances of four nonstuttering children were analyzed for the occurrence of developmental disfluency from the time of one-word utterances through the emergence of beginning syntax. Disfluency profiles were drawn for each child at each of four mean length of utterance (MLU) levels. The frequency of total disfluency and the frequency and distribution of specified disfluency types were computed. Variations were found among the children's profiles with systematic changes in disfluency profiles for the individual child at each succeeding MLU level. The observed changes were related to the psycholinguistic features of discourse, imitation, and grammatical complexity in the children's language development.

Child↗
PubMed1975

The relationship of single words to two-word sentences.

The relationship between the single-word utterances and 2-word sentences of 12 children was examined as part of a longitudinal study of language development. Children whose single-word utterances usually named objects produced sentences which named many objects. Children whose single words were frequently interjections produced sentences which expressed desire for an object. 2-word sentences seem to have some of their structural and functional roots in the single-word phase.

Association↗
PubMedDate not supplied

Follow-up study investigating the benefits of phonological awareness intervention for children with spoken language impairment.

The efficacy of phonological awareness intervention for children at risk for reading disorder has received increasing attention in the literature. This paper reports the follow-up data for participants in the Gillon (2000a) intervention study. The performance of twenty, 5-7-year-old New Zealand children with spoken language impairment, who received phonological awareness intervention, was compared with the progress made by 20 children from a control group and 20 children with typical language development approximately 11 months post-intervention. The children with spoken language impairment all had expressive phonological difficulties and demonstrated delay in early reading development. Treatment effects on strengthening phoneme-grapheme connections in spelling development were also investigated. The results suggested that structured phonological awareness intervention led to sustained growth in phoneme awareness and word-recognition performance. At the follow-up assessment, the majority of the children who received intervention were reading at, or above, the level expected for their age on a measure of word recognition. The phonological awareness intervention also significantly strengthened phoneme-grapheme connections in spelling as evidenced by improved non-word spelling ability. In contrast, the control group of children with spoken language impairment who did not receive phonological awareness intervention showed remarkably little improvement in phoneme awareness over time and the majority remained poor readers. The results highlight the important role speech-language therapists can play in enhancing the early reading and spelling development of children with spoken language impairment.

Awareness↗
PubMed1979

Establishing functional language in an autistic child: a cooperative approach.

The case study of a 7-yr-old boy who was diagnosed as autistic is reported. The cooperative efforts of a teacher of the severely emotionally disturbed, a speech pathologist, and the child's parents were combined to create an optimal situation for the facilitation of behavior change and language development. Examples of the procedures used and the child's progress over a 2 1/2-yr period are presented and described.

Autistic Disorder↗
PubMed2004

Neurophysiologic correlates of deficient phonological representations and object naming in prematurely born children.

OBJECTIVE: The aim of this follow-up study was to evaluate the development of object naming ability and auditory processing in prematurely born children. Furthermore, we investigated whether the mismatch negativity (MMN) parameters at the age of 4 years correlate with the MMN parameters and naming ability at the age of 6 years. METHODS: Twelve very low birth weight (VLBW) preterm children (mean age 5 years 7 months) and matched controls were studied. Object naming was measured by the Boston naming test. Auditory event-related potentials (ERPs), especially the MMN, were recorded for Finnish syllables (standard /taa/; deviants /ta/ and /kaa/) in an oddball paradigm. RESULTS: VLBW preterm children scored significantly lower in the object naming test than their controls. The MMN amplitude for consonant change was significantly smaller in the preterm group compared to the controls. The MMN amplitude at the age of 4 years correlated with the MMN amplitude at the age of 6 years. Furthermore, absence of the MMN at the age of 4 years predicted naming difficulties at the age of 6 years. CONCLUSIONS: VLBW preterm children with a difficulty to preattentively discriminate changes in syllables, as indexed by the diminished change detection response, MMN, seem to have sustained naming difficulty. Therefore, it is reasonable to record the MMN along with the language development from infancy, in order to identify the children at risk for language deficiencies and to provide appropriate rehabilitation.

Auditory Perception↗
PubMed2004

The acquisition of relative clause comprehension in Hebrew: a study of SLI and normal development.

Comprehension of relative clauses was assessed in 10 Hebrew-speaking school-age children with syntactic SLI and in two groups of younger children with normal language development. Comprehension of subject- and object-relatives was assessed using a binary sentence-picture matching task. The findings were that while Hebrew-speaking children with normal development comprehend right-branching object relatives around the age of 6 ; 0, children with syntactic SLI are still at chance level in object relatives by age 11 ; 0. The four-year-olds were also at chance on object relatives. Comprehension of subject relatives was good in the SLI group, similar to the six-year-olds, and significantly better than the four-year-olds. The syntactic impairment is interpreted as a selective deficit to non-canonical sentences that are derived by movement.

Child↗
PubMedDate not supplied

Word-learning skills of deaf preschoolers: the development of novel mapping and rapid word-learning strategies.

Word-learning skills of 19 deaf/hard-of-hearing preschoolers were assessed by observing their ability to learn new words in two contexts. The first context required the use of a novel mapping strategy (i.e., making the inference that a novel word refers to a novel object) to learn the new words. The second context assessed the ability to learn new words after minimal exposure when reference was explicitly established. The children displayed three levels of word-learning skills. Eleven children learned words in both contexts. Five were able to learn new words rapidly only when reference was explicitly established. Two children did not learn new words rapidly in either context. The latter seven children were followed longitudinally. All children eventually acquired the ability to learn new words in both contexts. The deaf children's word-learning abilities were related to the size of their vocabularies. The present study suggests that word-learning strategies are acquired even when children are severely delayed in their language development and they learn language in an atypical environment.

Association Learning↗
PubMed2005

Use of videotaped interactions during pediatric well-child care to promote child development: a randomized, controlled trial.

The authors performed a randomized, controlled trial to assess the impact of the Video Interaction Project (VIP), a program based in pediatric primary care in which videotaped interactions are used by child development specialists to promote early child development. Ninety-three Latino children (51 VIP, 42 control) at risk of developmental delay on the basis of poverty and low maternal education (none had completed high school) were assessed for cognitive and language development at age 21 months. Results differed depending on the level of maternal education; the VIP was found to have a moderate impact on children whose mothers had between seventh and 11th grade education (approximately 0.75 SD for cognitive development, 0.5 SD for expressive language) but little impact on children whose mothers had sixth grade or lower education.

Adult↗
PubMed2004

Theory-of-mind development in oral deaf children with cochlear implants or conventional hearing aids.

BACKGROUND: In the context of the established finding that theory-of-mind (ToM) growth is seriously delayed in late-signing deaf children, and some evidence of equivalent delays in those learning speech with conventional hearing aids, this study's novel contribution was to explore ToM development in deaf children with cochlear implants. Implants can substantially boost auditory acuity and rates of language growth. Despite the implant, there are often problems socialising with hearing peers and some language difficulties, lending special theoretical interest to the present comparative design. METHODS: A total of 52 children aged 4 to 12 years took a battery of false belief tests of ToM. There were 26 oral deaf children, half with implants and half with hearing aids, evenly divided between oral-only versus sign-plus-oral schools. Comparison groups of age-matched high-functioning children with autism and younger hearing children were also included. RESULTS: No significant ToM differences emerged between deaf children with implants and those with hearing aids, nor between those in oral-only versus sign-plus-oral schools. Nor did the deaf children perform any better on the ToM tasks than their age peers with autism. Hearing preschoolers scored significantly higher than all other groups. For the deaf and the autistic children, as well as the preschoolers, rate of language development and verbal maturity significantly predicted variability in ToM, over and above chronological age. CONCLUSIONS: The finding that deaf children with cochlear implants are as delayed in ToM development as children with autism and their deaf peers with hearing aids or late sign language highlights the likely significance of peer interaction and early fluent communication with peers and family, whether in sign or in speech, in order to optimally facilitate the growth of social cognition and language.

Autistic Disorder↗
PubMed2006

Comparison of standardized assessments for cognitive and receptive communication skills in young children with complex communication needs.

This study compared estimates of receptive language development for children with complex communication needs to estimates of related skill domains. Subscores of the Battelle Developmental Inventory were compared with each other and the MacArthur Communication Developmental Inventory for 41 children with severe expressive impairments over a period of 18 months, beginning at ages 12-24 months. Across all ages studied, children with severe expressive impairments had better receptive language scores than expected for either their cognitive or overall developmental age equivalence scores. While receptive language measures were correlated with each other and age, scores for receptive language skills on the MacArthur were consistently more stringent than for the Battelle for this population. Implications for clinical application of these measures for children with expressive impairments are discussed.

Analysis of Variance↗
PubMed2004

Improvement of motor development and postural control following intervention in children with sensorineural hearing loss and vestibular impairment.

OBJECTIVE: The purpose of this study was to determine the effect of exercise intervention on the progressive motor development delay and postural control impairments in children with sensorineural hearing loss and concurrent vestibular impairment. METHODS: Twenty-one children with sensorineural hearing loss and vestibular impairment were randomly assigned to two groups (exercise and placebo) matched for age and gross motor development level. Exercise intervention consisted of compensatory training, emphasizing enhancement of visual and somatosensory function, and balance training. Placebo intervention focused on language development activities. Each intervention was administered three times weekly for 12 weeks. Motor development and posturography testing was completed pre- and post-intervention. To examine the mechanisms of change, somatosensory, visual and vestibular functional effectiveness ratios were calculated from posturography stability scores. Children in the placebo group later participated in exercise intervention, and a second post-test completed. Data were analyzed by group, as well as merged once all had received exercise intervention. RESULTS: Post-intervention, motor development scores significantly improved in the exercise, not the placebo group (P=0.004). Although not significant, improvement in posturography scores were evident in the exercise group. Once the post-exercise data from both groups were merged (n=21), improvements in these scores were significant (< or =0.02). The difference from the normative sample was eliminated. CONCLUSIONS: Exercise intervention focused on the enhancement of sensory integrative postural control abilities is effective for the arrest of the progressive motor development delay in children with sensorineural hearing loss and vestibular impairment.

Child↗
PubMed1986

Generalization of treatment effects by young language-delayed children: a longitudinal analysis.

This study investigated the generalized effects of a language intervention program on the structural aspects of 8 language-delayed preschool children's productive language. Subjects were observed in preschool free play for periods ranging from 12 to 24 months concurrent with receiving daily didactic language intervention. A total of 57 two-, three-, and four-word syntactic forms were taught to criterion. Generalized usage was determined from (verbatim) language samples collected during free play periods in the subjects' classroom. Forty-two (74%) of the treated forms generalized to the subjects' spontaneous language in free play. There was a relationship between the complexity and potential functions of the treated forms and their generalization to free play. This effect may have been related to the subjects' MLUs. Substantial changes also occurred in the subjects' MLUs, frequency of speaking, Peabody Picture Vocabulary Test scores, and Houston Test for Language Development scores over the period of instruction. These measures suggested that 4 of the 8 subjects were functioning near the normal range at the conclusion of treatment. Implications of these and other results are discussed.

Child Language↗
PubMed1998

'Partnership with parents' a pilot project.

This paper looks at a controlled study which aimed to measure the efficacy of a parent programme. The parents involved were all parents of pre-school children with specific expressive language delay (SELD). A number of measures were used to identify changes in mother-child interaction and language development. Significant differences were noted in the experimental group while the control group remained stable over time. The results indicate the potential effectiveness of this type of intervention for children identified as having SELD.

Child, Preschool↗
PubMed1981

[Multilingualism and speech pathology (author's transl)].

Bilingualism, plurilingualism respectively multilingualism can be associated with pathological deviations. Besides hereditary components, it can be observed that exogenic influences such as cerebral injuries etc, may render more difficult multilingualism or even prevent multilingualism. It is the task of the phoniatry to recognize and to deal with this problem. For example, the following situations were explained in terms of recognition, symptoms, and treatment of the communicational disease via multilingualism from the point of phoniatrical-logopaedical view: delayed speech and language development; stammering and dysgrammatism; stuttering; legastheny, and within the framework of hearing disorders. The study is to be conceived as reference for the specialized otorhinolaryngological physician, the problem of multilingualism to comprehend in view of verbal communication disorders.

Child↗