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At least 127 records · Page 7Linked to original sources
PubMed1983

Language development in a group of very low-birth-weight children whose postauricular myogenic response was tested in infancy.

A new instrument for the detection of the postauricular myogenic (PAM) response was used to test the hearing of 106 infants weighing less than or equal to 1,500 g when they were aged 1 to 21 months. Eighty-eight infants showed a positive response at 60 dB hearing level (HL) (normal). The other 18 did not respond; four were found to have sensory neural hearing loss and another six had conductive loss due to secretory otitis media. Of the 106 children, 90 aged 2 years or more (mean 27 months) were living in the United Kingdom, and their language development was assessed. It was normal in 67/75 children whose PAM response had been normal in infancy. The remaining eight children with normal PAM responses in infancy, had language delay. All eight children had problems that were thought to account for the delay, including three with mental retardation, three with cerebral palsy, and two whose families did not speak English. Language development was normal in 11/15 children tested whose PAM responses had been found to be abnormal, including all six whose secretory otitis media had been diagnosed and treated at the time of the PAM test. Delay in language development was found in 3/4 children with sensory neural hearing loss who were available for testing and in one child with overall developmental delay. It is concluded that a positive PAM response at 60 dB HL in infancy indicated hearing adequate for the development of normal speech in otherwise normal children among a group of infants at high risk of hearing loss.

Child, Preschool↗
PubMed1998

Issues in designing an assessment of British Sign Language development.

This paper reports on a collaborative project in progress to develop a standardised clinical assessment of British Sign Language development for use with deaf children. The need for such an assessment is highlighted following a survey of professionals working in this area (Herman, in press). The development of the assessment battery will be described in the context of research into the assessment of sign language development. Issues in selection of the standardisation population will be presented. Finally the need for collaboration between different professionals working in this area, in particular the key role of the deaf BSL user will be emphasised.

Child↗
PubMed1970

Disorders of language development, with particular reference to central deafness.

Many disorders may result in delay of language development. There is on the one hand a large group of children with bilateral peripheral deafness, most of whom will be amenable to appropriate treatment, and on the other a group, possibly more numerous, who have a variety of disorders of speech and language, varying from lack of speech associated with severe mental retardation to more specific defects, such as congenital dyslexia and developmental articulatory dyspraxia. These disorders are probably due to a defect of cerebral function at the highest level and in these children no-one will have suspected deafness or have suggested that there is an abnormal response to auditory stimuli. Some children will start life with such an abnormal response but as they grow older will cease to show the characteristics of deafness. This group is analysed and it is suggested that some may be diagnosed as suffering from central deafness. The E. E. G./Audiogram is useful in the differenciation of these children from those with perpheral deafness, especially at an early age when co-operation is limited, or when these are severe emotional disturbances or infantile psychoses. This technique will be briefly discusses. Children with central deafness may be included among those with disorders of language development, but it is possible that this disability may sometimes result from a failure of integration at a cortical level. The reason for suggesting this diagnostic category is to stress that these children do initially behave in a similar way to those who are perpherally deaf.(ABSTRACT TRUNCATED AT 250 WORDS)

Arousal↗
PubMedDate not supplied

Language development in very low birth weight preterm children: a follow-up study.

The language development of 17 very low birth weight (VLBW) preterm children was compared with that of matched controls at the ages of 2 and 4 years. At the age of 2 years, the VLBW preterm children achieved significantly lower scores in the language comprehension test than their matched controls. In addition, they used shorter and more immature sentences. At the age of 4 years, difficulties in the VLBW preterm children manifested as deficiencies in language comprehension, naming and auditory discrimination. The language test results at the age of 2 years significantly correlated with those at the age of 4 years, but mainly in the preterm group. The highest and most frequent correlations were found between the language test scores at 2 years and the auditory discrimination test scores at 4 years. The only significant correlation to be found in the control group was between the vocabulary test score at 2 years and the consonant discrimination test score at 4 years. Therefore, language development of the VLBW preterm children should be measured and monitored from toddler age onwards. Special attention should be paid to measurements of auditory processing. While the results of the present study, however, represent mainly the outcome in a group of VLBW preterm children with changes in the neonatal MRI, the results should not be generalized to all VLBW preterm children.

Brain↗
PubMedDate not supplied

Language development following brain injury in early childhood: a longitudinal case study.

The present longitudinal case study was designed to investigate the possibility that a traumatic brain injury (TBI) occurring during the second year of life, while significant lexical and grammatical competencies are emerging, could have an impact on subsequent language development. Thus, the language development of a very young girl (BL) who suffered a TBI at the age of 17 months was monitored for 6 months following the injury. Different procedures were used to measure her lexical and grammatical development: monthly parental checklists, free-play sessions and word-learning tasks. BL's results were compared with two control groups (n = 5 and 9) matched for age and gender. Overall, the results are consistent with the classical view of acquired language disorders in children: despite an initial decrease in the use of her premorbid vocabulary, BL showed no durable significant impairment on any measure of lexical or grammatical development.

Brain Injuries↗
PubMed1983

Symbolic play and early language development in normal and mentally retarded children.

This study investigated the relationship of early language development and symbolic play behaviors in normal and mentally retarded children. Piaget's type IIA symbolic play, the ability to represent one object with another, was assessed by employing an object stimulus gradient. Forty children served as subjects: 20 normal and 20 trainable mentally retarded youngsters, 10 each at MLU Stage Pre-I and MLU Stage I. The results of a three-way ANOVA revealed significant main effects of MLU Stage and object condition and a significant interaction of MLU by object condition. The MLU Stage Pre-I children demonstrated significantly more restricted symbolic play than did the MLU Stage I children regardless of developmental status. A Pearson product-moment correlation between MLU and mean symbolic play score showed a high positive correlation between the two variables. Symbolic play which involves the use of one object to represent another was found to be a strong correlate of early language development.

Child↗
PubMed1977

Revision behaviors in the speech of normal children developing language.

Revision behaviors in the speech of normal children were investigated. The subjects were 18 children, six at Brown's Language Stages I, II, and III. During the collection of a one-hour spontaneous language sample from each child the experimenter pretended 20 times not to understand and asked, "What?" The results indicate a significnatly greater use of revisions than repetitions or no responses at each stage and significant differences among the types of revisions observed across stages. These findings are related to current language models.

Child, Preschool↗
PubMed1984

The possible effects of conductive hearing loss on language development.

Recently some attention has been paid to the possibility that chronic serous otitis could adversely affect language development. Up to ten or fifteen years ago the hearing loss resulting from the disease was considered neglectable. In this contribution some arguments will be given as to prove that the latter might not always be true. Follows a review of some recent studies suggesting a causal relationship between secretory otitis and language development and scholastic learning. The need for further (longitudinal) research is emphasised.

Child↗
PubMed1992

Toe walking and language development.

Neurodevelopmental markers that are present early in childhood may identify children at risk for later developmental disabilities. This paper attempts to clarify the relationship between one such proposed marker, toe walking, and language development in a general pediatric population. One hundred sixty-three children being seen for well-child visits were included in the study. Information from each child's caretaker was obtained for language development and a history of toe walking; observation of toe walking during the visit was also included. The frequency of toe walking was 24%. Language quotients were calculated and compared for toe walkers (n = 39) and non-toe walkers (n = 127). The mean language quotient for toe walkers tended to be consistently lower than that for non-toe walkers. The specificity of toe walking for low language scores was 85% but had a sensitivity of only 32%. Although an association between toe walking and language delay is supported by the present data, the association does not appear to be clinically significant.

Age Factors↗
PubMed1976

The bedtime story and language development.

Reading to children contributes significantly to their language development in general and their reading growth in particular. Children learn to comprehend and produce oral and written language through a variety of language experiences. Exposure to the world of books through a regular story time contributes to the child's knowledge store of language, concepts, and ideas. Story time also provides practice in attending to and comprehending written language and promotes a positive association with books and reading. The developmental needs of children suggest practical guidelines for the selection and evaluation of books to read to young children. Pediatricians are in a unique position to educate parents about these developmental needs as well as language acquisition. They can guide parents in providing a rich literary experience that could contribute to the intellectual, social, and emotional growth of their children.

Books↗
PubMed2006

Implications of timing of maternal depressive symptoms for early cognitive and language development.

: Statistically, women, particularly pregnant women and new mothers, are at heightened risk for depression. The present review describes the current state of the research linking maternal depressed mood and children's cognitive and language development. Exposure to maternal depressive symptoms, whether during the prenatal period, postpartum period, or chronically, has been found to increase children's risk for later cognitive and language difficulties. The present review considers both the timing of maternal depression and the chronicity of mothers' depression on children's risk for cognitive and language delays. Infancy is frequently identified as a sensitive period in which environmental stimulation has the potential to substantially influence children's cognitive and language development. However, children's exposure to chronic maternal depression seems to be associated with more problematic outcomes for children, perhaps because depression interferes with mothers' ability to respond sensitively and consistently over time. Consistent with this expectation, interventions targeting parenting practices of depressed mothers have been found to increase children's cognitive competence during early childhood. The current review provides a synthesis of the current state of the field regarding the association between maternal depression and children's cognitive and language development during early childhood.

Child Development↗
PubMedDate not supplied

[Early auditory evoked potentials in children with language development disorders].

One of the prerequisites for normal language development is a highly sensitive auditory perception. An auditory perception deficit is therefore likely to affect the normal course of language acquisition. To test this hypothesis, we studied the BAEPs in 25 preschool boys with an expressive developmental language disorder and 12 boys with a history of stuttering. These children had no hearing disorders. Comparisons with the control group (49 neurologically healthy male subjects with normal hearing) revealed a statistically significant delay of waves III, IV and V in the language impaired subjects, whereas no significant differences were detected in the group of stutterers. Our findings suggest that a delayed or altered conduction of acoustic stimuli is important to the pathogenesis of developmental language disorders.

Adolescent↗
PubMed1991

The effect of treatment with ventilating tubes on language development in preschool children with otitis media with effusion.

The effect of bilateral tube insertion on language development was studied in a randomized controlled trial of 43 preschool children with persistent bilateral otitis media with effusion (OME). Improvement in language scores was observed in both the treatment and non-treatment groups. There was a minor difference in favour of the treatment group which did not reach statistical significance. Although there is a growing consensus that otitis media with effusion can have negative effects on language development in young children, it has not yet been proved that this effect can be reversed by treatment with ventilating tubes.

Acoustic Impedance Tests↗
PubMed1982

The effects of child maltreatment on language development.

The separate effects of child neglect, abuse, and their interaction upon language development as measured by the Preschool Language Scale were examined in four groups of children (n = 79) in a quasi-experimental design. There were three groups of maltreated subjects, all drawn from a treatment center: an abused only group (n = 13), a neglected only group (n = 7), and an abused and neglected group (n = 31); a non-maltreated group (n = 28) was drawn from a day care center. Abuse, neglect, and their interaction were used to predict both auditory comprehension and verbal ability as separate criteria in two stepwise multiple regression equations, where the variance attributable to gender and mother's status on Aid to Dependent Children had been removed. Child neglect was found to predict significantly both auditory comprehension and verbal ability. Neither child abuse nor the interaction between abuse and neglect significantly predicted either dependent variable. These findings suggest that child neglect may be the critical type of maltreatment associated with language delay.

Child↗
PubMed1995

Behavioral genetics: concepts for research and practice in language development and disorders.

This paper is an introduction to behavioral genetics for researchers and practitioners in language development and disorders. The specific aims are to illustrate some essential concepts and to show how behavioral genetic research can be applied to the language sciences. Past genetic research on language-related traits has tended to focus on simple etiology (i.e., the heritability or familiality of language skills). The current state of the art, however, suggests that great promise lies in addressing more complex questions through behavioral genetic paradigms. In terms of future goals it is suggested that: (a) more behavioral genetic work of all types should be done--including replications and expansions of preliminary studies already in print; (b) work should focus on fine-grained, theory-based phenotypes with research designs that can address complex questions in language development; and (c) work in this area should utilize a variety of samples and methods (e.g., twin and family samples, heritability and segregation analyses, linkage and association tests, etc.).

Environment↗
PubMed1986

When does secretory otitis media affect language development?

Secretory otitis media is a very common disorder in early childhood, but its effects on language development are still uncertain. We describe 10 children with secretory otitis media and illustrate the wide range of disability attributable to this. It is suggested that the impact of secretory otitis media on language development depends on at least five factors: age of onset, duration of the episode(s), severity of the hearing loss, intrinsic qualities in the child, and the linguistic environment. The implications of this hypothesis for clinical practice and research are discussed.

Age Factors↗
PubMed1979

The effects of chronic middle ear effusion on speech and language development -- a descriptive study.

In this study, the speech and language skills of children with histories of chronic middle ear effusion were analyzed. Forty-seven children between the ages of one year eleven months and five years five months were given a battery of speech and language tests in the course of a diagnostic evaluation. All the children had been referred to speech pathology by a physician because of a suspected communication disorder. All subjects had histories of three or more episodes of middle era effusion, with the first episode occurring prior to 18 months of age. All medical records were checked and in-depth case histories were obtained in order to rule out other possible complicating factors that might have contributed to a speech and language delay. The results of this study revealed essentially age-appropriate receptive language skills in this group of children. Expressive language and articulatory skills were significantly below chronological age level expectation, indicating the possible serious effects of chronic middle ear effusion on speech and language development.

Child, Preschool↗