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PubMed2006

Infants' early ability to segment the conversational speech signal predicts later language development: a retrospective analysis.

Two studies examined relationships between infants' early speech processing performance and later language and cognitive outcomes. Study 1 found that performance on speech segmentation tasks before 12 months of age related to expressive vocabulary at 24 months. However, performance on other tasks was not related to 2-year vocabulary. Study 2 assessed linguistic and cognitive skills at 4-6 years of age for children who had participated in segmentation studies as infants. Children who had been able to segment words from fluent speech scored higher on language measures, but not general IQ, as preschoolers. Results suggest that speech segmentation ability is an important prerequisite for successful language development, and they offer potential for developing measures to detect language impairment at an earlier age.

Aptitude↗
PubMed1988

The influence of chronic persistent otitis media with effusion on language development of 2- to 4-year-olds.

Literature is not conclusive about the effect of otitis media with effusion (OME) on language development in children. As part of a large epidemiological study on OME in preschool children, language development was measured in 52 children with known history of bilateral OME and in 13 children without OME. The test Reynell Developmental language scales-revised (RDLS-r) was performed by one speech therapist under standard conditions. Verbal comprehension scores were not or only slightly reduced in OME children. Expressive language, however, was significantly lower than the standard with the effect being larger when the OME had lasted for a longer period. This is one of the first prospective studies that confirms the hypothesis of an effect of persistent bilateral middle ear effusion on language development.

Acoustic Impedance Tests↗
PubMed1985

The relationship between auditory temporal analysis and receptive language development: evidence from studies of developmental language disorder.

The relationship between sensory, perceptual and motor abilities and receptive language abilities was studied in developmental dysphasic children. The tests administered included experimental auditory, visual and cross-modal perceptual tests. In addition, a battery of neurodevelopmental "soft sign" sensory, perceptual and motor tests were also given. Demographic and case history data were collected. Receptive language was derived based upon a battery of standardized language tests. Multivariate analyses were employed to examine the relationship between receptive language and sensory, perceptual and motor abilities. Results demonstrated that auditory perceptual variables, specifically those requiring rapid temporal analysis, were most highly correlated with the degree of receptive language deficit of the dysphasic children.

Aphasia↗
PubMed1990

A longitudinal study of joint attention and language development in autistic children.

This study was designed to examine the degree to which individual differences in gestural joint attention skills predicted language development among autistic children. A group of 15 autistic children (mean CA = 45 months) were matched with one group of mentally retarded (MR) children on mental age and another group of MR children on language age. These groups were administered the Early Social-Communication Scales. The latter provided measures of gestural requesting, joint attention, and social behaviors. The results indicated that, even when controlling for language level, mental age, or IQ, autistic children displayed deficits in gestural joint attention skills on two testing sessions that were 13 months apart. Furthermore, the measure of gestural nonverbal joint attention was a significant predictor of language development in the autistic sample. Other variables, including initial language level and IQ were not significant predictors of language development in this sample.

Attention↗
PubMed1990

An ecological approach to language development: an alternative functionalism.

I argue for a new functionalist approach to language development, an ecological approach. A realist orientation is used that locates the causes of language development neither in the child nor in the language environment but in the functioning of perceptual systems that detect language-world relationships and use them to guide attention and action. The theory requires no concept of innateness, thus avoiding problems inherent in either the innate ideas or the genes-as-causal-programs explanations of the source of structure in language. An ecological explanation of language is discussed in relation to concepts and language, language as representation, problems in early word learning, metaphor, and syntactic development. Finally, problems incurred in using the idea of innateness are summarized: History prior to the chosen beginning point is ignored, data on organism-environment mutuality are not collected, and the explanation claims no effect of learning, which cannot be tested empirically.

Child Language↗
PubMed1989

Alternative explanations for the relationship between maternal verbal interaction style and child language development.

The present study analysed formerly unexamined indirect routes for relationships between time 1 maternal speech and later child language development. Ten normally developing children in Brown's early stage 1 and their mothers were the subjects. For each dyad, two free-play sessions occurring five months apart were videotaped in the subjects' homes. Mothers' pragmatic language use was coded from time 1 sessions. Child language level was coded at both sessions. Even though time 1 scores of the outcome were controlled, seven of the ten relationships involving mother speech and child language development were indirectly related through one of two time 1 child language measures. The results indicate that a mother-driven, direct influence model may be inappropriate for many mother speech-child language development relationships. We argue that child-driven and mother-driven explanatory models for the indirect relationships are equally feasible.

Adult↗
PubMed1980

Some prelinguistic aspects of language development.

Most studies of language acquisition since Chomsky's break-through in linguistics have all utilized as a theoretical base various theories of cognitive development out of which words, phrases, and meanings are created. This study attempts to outline the underpinnings of language ontogenetically and to show the role of affective engagements with caretakers. Some of the prelinguistic aspects of language development are examined in relation to the volution of language function. The newborn infant engages and terminates visual, kinesthetic, oral, and sound reciprocity with the mother, as shown in the cough-smile game, thus providing the infant a significant measure of control over these reciprocal exchanges. The social smile, modulations thereof, and the face itself become organizers of meaningful vocalization, a focal point around which phonemes emerge from the mutuality of the mother-infant relationship. The evolution and meaning of the pointing gesture as it relates to language functioning and to the stages of separation-individuation is discussed. It is suggested that the child's capacity to evaluate the context of utterances in relation to dynamically integrated facial-vocal configurations with familiar caretakers provides the basis for the development of semantics and syntax in later language functioning.

Child↗
PubMedDate not supplied

Enhancing the language development of immigrant ESL nursing students: a case study with recommendations for action.

Immigrant nursing students who use English as a Second Language (ESL) are becoming a significant population in nursing education classrooms today. Frequently, nurse educators feel at a loss as they struggle to help students achieve their educational goals. The authors offer an analysis of one of the problems nurse educators and immigrant ESL nursing students face: language development. A case study that has as its theme the problem of language development is presented. Relevant second language acquisition research findings are outlined and appropriate teaching practices are suggested. This research and these practices are used to identify actions that nurse educators and their students can take to enhance and improve the language development of immigrant ESL nursing students.

Cultural Diversity↗
PubMed1999

Effects of treatment on linguistic and social skills in toddlers with delayed language development.

This study investigated the effects of early language intervention on various linguistic and social skills of late-talking toddlers. The 21 children who participated in the investigation were randomly assigned to an experimental group (n = 11) or a control (delayed-treatment) group (n = 10). The experimental group participated in a 12-week clinician-implemented language intervention program. Groups were compared at pretest and posttest on five linguistic variables: Mean Length of Utterance, Total Number of Words, Number of Different Words, Lexical Repertoire, and Percentage of Intelligible Utterances, as well as on Socialization and Parental Stress. Significant group differences were found for each of the variables, indicating facilitative effects of the treatment. Notably, increases were observed in areas that were not specifically targeted by the intervention. Implications of these results are discussed with respect to considerations regarding clinical management decisions for toddlers with delayed language development.

Child Language↗
PubMed1995

Effects of prenatal exposure to cocaine and associated risk factors on language development.

During the past decade there has been a dramatic increase in the number of children born with prenatal exposure to cocaine. However, there is very little hard data concerning the later development of these children. The purpose of this preliminary study was to compare the language development profiles of 5 children prenatally exposed to cocaine and associated risk factors to the language development profiles of a matched non-exposed control group in terms of analyses of the discourse-pragmatic, semantic, and form components of language. The language evaluation was based on the analysis of a 30-minute language sample. The results suggested differences between the two groups as well as differences within the cocaine-exposed group. The major differences between the two groups were in discourse-pragmatics although less marked differences in syntactic development were also found. The results are discussed in relation to the potential contribution of pertinent medical and environmental risk factors. The study suggests that for children with prenatal exposure to cocaine in combination with multiple associated risk factors, language development may be compromised.

Child Language↗
PubMed2001

Language development and symbolic play in children with and without familial risk for dyslexia.

The purposes of this study were to investigate (a) whether children in families with a positive history of dyslexia were more likely to show delays in language development than children without family risk and (b) whether a delayed onset of expressive language (late talking) predicted later language development. We analyzed the language development of 200 children longitudinally at 14, 24, 30, and 42 months and assessed their symbolic play at 14 months. Half of the children (N = 106) were from families with a history of dyslexia (the Dyslexia Risk [DR] group), and other children served as age-matched controls. Parental reports and structured tests were used to assess children's receptive and expressive language and symbolic play. No differences emerged between the two groups in receptive language, symbolic play, or on the Bayley MDI. The groups, however, diverged in expressive language measures. The maximum sentence length at 2 years and object naming and inflectional morphology skills at 3.5 years were higher for the control group than for the DR group. Reynell receptive score at 2.5 years provided the greatest unique contribution to the prediction of the children's receptive and expressive language. Children's risk status did not contribute to receptive language, but provided a significant contribution to their expressive language at 3.5 years, even after the variance associated with parental education and children's previous language skills was controlled. Late talkers in the DR group differed from the other members of the DR group in both receptive and expressive language at 3.5 years, although in the control group children with a late-talking history performed at age-level expectations. The findings suggest that children with a familial risk for dyslexia and with a history of late talking are at higher risk for delays in language acquisition than children without the familial risk for dyslexia.

Dyslexia↗
PubMed1990

Hormonal influence on language development in physically advanced children.

Sex differences in language performance have long been noted, with females more verbal and males superior in visual-spatial tasks. Two theories seek to explain the differences in language function. Waber (1976, Science, 193, 572-574) suggests that these sex differences are secondary to differences in bilateral language function related to the faster maturation rate in girls. Geschwind and Galaburda (1985, Archives of Neurology, 42,(I), 428-459; (II), 521-552; (III), 634-654) on the other hand posit an intimate interrelationship of sex hormones, the immune system, and laterality as influencing the ultimate asymmetry of the nervous system, which in turn could account for such differences. In the present study, language function was examined in patients with accelerated maturation caused by conditions with sex hormone elevation (idiopathic precocious puberty and congenital adrenal hyperplasia). The degree of maturational advancement was similar between the two groups. However, significant language performance differences were noted between androgen- vs. estrogen-exposed patients, regardless of genetic sex or diagnosis of the patient, indicating a hormonal effect on language development over time. These data support Geschwind and Galaburda's multifactorial theory for the origin of sex differences in language performance, and argue against Waber's maturational hypothesis.

Adrenal Hyperplasia, Congenital↗
PubMed2005

Clinical course of hearing and language development in GJB2 and non-GJB2 deafness following habilitation with hearing aids.

Mutations in the GJB2 gene (connexin 26) are the most common cause of nonsyndromic autosomal recessive sensorineural hearing loss. Genetic testing of GJB2 may offer opportunities to predict the features of hearing loss and prognostication of speech-language development in children with hearing loss. The present study assessed the clinical features of hearing and some aspects of language development in congenital deafness due either to GJB2 mutations or to other factors in Japanese patients who had been habilitated with hearing aids. Thirty-five unrelated subjects with nonsyndromic, congenital, bilateral sensorineural hearing loss were enrolled in the study. Among them, 16 had biallelic GJB2 mutations related to hearing loss and 17 lacked such mutations. As has been reported in populations of European ancestry, the present Japanese subjects with GJB2 mutations had a relatively high incidence of the flat pattern audiogram and nonprogressive pure tone thresholds compared with subjects without GJB2 mutations. Subjects with GJB2 mutations and those without GJB2 mutations both showed a similar tendency in speech perception, some aspects of language development, and communication methods. In both groups, development of reading ability tended to be normal, but vocabulary development tended to be delayed. The present results establish the basis for future studies to aid in the evaluation and follow-up of patients with congenital hearing loss associated with GJB2 mutations who are habilitated with hearing aids.

Adolescent↗
PubMed2001

The impact of a clinic-based literacy intervention on language development in inner-city preschool children.

OBJECTIVE: To determine the effect of a clinic-based literacy intervention on the language development of preschool children. METHODS: A convenience sample of families presenting to 2 urban pediatric clinics for well-child care met the following criteria: the family was Latino or black and English- or Spanish-speaking; the child was 2 to 5.9 years old, with no neurodevelopmental disability, at a gestational age of 34 weeks or more, and not attending kindergarten. Participants at the first clinic (intervention group) were exposed to a literacy support program, based on Reach Out and Read (ROR), during the previous 3 years. At the second clinic (comparison group), a similar program started 3 months before the study. Parent-child reading activities were measured using the READ Subscale of the StimQ. Language development was measured using the One-Word Expressive and Receptive Picture Vocabulary Tests, and was performed in the child's primary language. RESULTS: A total of 122 study participants (49 interventions and 73 comparisons) met inclusion criteria and completed all measures. Intervention and comparison families were similar for most sociodemographic variables. Intervention families reported reading together with their children approximately 1 more day per week. Intensity of exposure to ROR (measured by total number of contacts with the program) was associated with increased parent-child reading activities, as measured by the StimQ-Read Subscale (r = 0.20). Intervention children had higher receptive language (mean: 94.5 vs 84.8) and expressive language (mean: 84.3 vs 81.6). After adjusting for potential confounders in a multiple regression analysis, intervention status was associated with an 8.6-point increase (95% confidence interval [CI]: 3.3, 14.0) in receptive language (semipartial correlation [SR]coefficient = 0.27), and a 4.3-point increase (95% CI: 0.04, 8.6) in expressive language (SR = 0.17). In a similar multiple regression, each contact with ROR was associated with an adjusted mean 0.4-point increase (95% CI: 0.1, 0.6) in receptive score, and an adjusted mean 0.21-point increase (95% CI: 0. 02, 0.4) in expressive score. CONCLUSIONS: ROR is an important intervention, promoting parental literacy support and enhancing language development in impoverished preschool children. Integration of literacy promoting interventions such as these into routine pediatric health care for underserved populations can be recommended.

Chi-Square Distribution↗
PubMed1977

A relationship between motor control and language development in an autistic child.

Recent work in both experimental and clinical psychology indicates an important link exists between the development of motor control and language development. Diagnostic and therapeutic work with autistic children reveals a high incidence of gross motor dysfunction along with language deficits. A study to evaluate the effectiveness of behavior modification techniques in eliciting speech from nursery-age autistic children yielded new data to confirm the importance of the relationship. Results from a case study of one autistic child demonstrated that the child most frequently vocalized when motorically quiet, and engaged in motor activity when not speaking and especially prior to speech. Data from 30 half-hour behavior modification sessions and an intensive clinical interview indicated that limiting the child's gross motor activity was effective in increasing the frequency of vocalization. Several theoretical interpretations of this phenomenon as well as implications for treatment and further research are offered.

Autistic Disorder↗
PubMed1975

Imitation and language development: issues and clinical implications.

The relationship between imitation and language learning is of both theoretical and clinical interest. While current psycholinguistic accounts give imitation only a limited role in language learning, learning theorists and others continue to refer to imitation as a major factor in the child's acquisition of language. Clinicians deal with imitation in modeling procedures as well as in counseling parents about how to promote children's language development. A review of theory and research on the nature and development of imitation reveals wide variation in terminology, definitions, and explanations. The clinical use of imitation procedures have greater significance for the acquisition of communication skills than for the development of linguistic structure.

Child↗
PubMed2001

Does early detection of otitis media with effusion prevent delayed language development?

OBJECTIVE: To consider whether earlier detection of otitis media with effusion (OME) in asymptomatic children in the first 4 years of life prevents delayed language development. METHODS: MEDLINE and other databases were searched and relevant references from articles reviewed. Critical appraisal and consensus development were in accordance with the methods of the Canadian Task Force on Preventive Health Care. RESULTS: No randomised controlled trials assessing the overall screening for OME and early intervention to prevent delay in acquiring language were identified, although one trial evaluated treatment in a screened population and found no benefit. The "analytic pathway" approach was therefore used, where evidence is evaluated for individual steps in a screening process. The evidence supporting the use of tools for early detection such as tympanometry, microtympanometry, acoustic reflectometry, and pneumatic otoscopy in the first 4 years of life is unclear. Some treatments (mucolytics, antibiotics, steroids) resulted in the short term resolution of effusions as measured by tympanometry. Ventilation tubes resolved effusions and improved hearing. Ventilation tubes in children with hearing loss associated with OME benefited children in the short term, but after 18 months there was no difference in comparison with those assigned to watchful waiting. Most prospective cohort studies that evaluated the association between OME and language development lacked adequate measurement of exposure or outcome, or suffered from attrition bias. Findings with regard to the association were inconsistent. CONCLUSIONS: There is insufficient evidence to support attempts at early detection of OME in the first 4 years of life in the asymptomatic child to prevent delayed language development.

Acoustic Impedance Tests↗
PubMed2002

Cognitive and language development of healthy preterm infants at 10 years of age.

In this longitudinal study, forty-three Canadian 10-year-olds, 20 born preterm without significant health problems and 23 born at term, were compared. Cognitive development was measured by the Wechsler Intelligence Scale for Children-III. Language development was measured by the Clinical Evaluation of Language Fundamentals-3 (CELF-3) and language used in a 5 minute interview. The children born preterm had subtle delays. They scored significantly lower on Performance IQ and the CELF-3. The subtests on which they had lower scores appear to require visual-spatial skills. Early intervention focusing on parent behaviours that encourage language development and early screening for delays in visual-spatial skills may be useful.

Child↗