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At least 145 records · Page 8Linked to original sources
PubMed2005

Language development in preschool-age children adopted from China.

This study examined the language development of 55 preschool-age children adopted from China who had resided in their permanent homes for approximately 2 years or longer. Slightly over 5% of the children scored below average on 2 or more measures from a battery of standardized speech-language tests normed on monolingual English speakers. However, the vast majority scored within or well above the average range on 2 or more measures. Contrary to other reports on the language development of internationally adopted children, the results suggest that "second first language" acquisition proceeds rapidly in the majority of preschool-age children adopted as infants and toddlers. For the children in the sample who scored below average, results indicated that they were among the children who had been exposed to English for the least amount of time. The results of this study demonstrate both the robustness of the language system in the majority of adopted children from China as well as slower growth in a small subset of lower performers in the 1st years after adoption.

Adoption↗
PubMed1994

A prospective longitudinal study of language development in late talkers.

This longitudinal investigation charted the course of cognitive and language development from the prelinguistic period to multiword productions in 19 typically developing (TD) toddlers and 4 toddlers who were subsequently identified as having late onset of expressive language. Assessments were conducted at 3-month intervals over a 21-month period, with 12 months of prospective assessment data comparing the TD and late talker (LT) subjects (mean CA: 13 to 25 months) and 9 months of follow-up data (mean CA: 25-34 months) on the 4 subjects who were identified as late talkers at age 2. Three different developmental profiles were identified, and predictors of expressive language outcomes for the LT subjects were evaluated.

Child Language↗
PubMedDate not supplied

When learning a second language does not mean losing the first: bilingual language development in low-income, Spanish-speaking children attending bilingual preschool.

This article discusses two investigations which explored the bilingual language development outcomes of comparable groups of low-income, Spanish-speaking, Mexican American children who either did or did not attended a bilingual (Spanish/English) preschool. Study 1 is a replication of a study by Rodríguez, Díaz, Duran, and Espinosa, involving a new sample of 26 children who attended bilingual preschool for one year and 20 control children who remained at home. Study 2 represents a 1-year, longitudinal follow-up of Rodríguez et al.'s, sample of children during and after the children spent another year at home or in the preschool. In both investigations, standardized, objective measures of three components of children's language proficiency (productive language, receptive language, and language complexity) in English and Spanish were obtained at the beginning and end of the academic year. Contrary to fears that have been expressed by some that early exposure to English would lead to children's native language loss, the results of both studies offered no evidence of Spanish proficiency loss for children attending bilingual preschool. Children who attended bilingual preschool, compared to those who remained at home, showed significant and parallel gains in Spanish language development as well as significant and greater increases in English language proficiency over time. Results are discussed in terms of the need for more systematic research to be conducted in this area to inform policy and practice in the early education and development of language-minority children.

Achievement↗
PubMed1977

A story completion approach as a measure of language development in children.

A task employing a story completion approach was administered to 120 children who exhibited normal language development. Fifteen boys and 15 girls at four-, five-, six-, and seven-year age levels were tested. The test elicits 14 grammatical structures using 28 stories. Significant differences in structures did not occur between the sexes at any age level but males required more prompting. Significant differences in the total number of correct responses were established between the four and five year olds and between the five and six year olds but not between the six and seven year olds. Performance by age varied according to the grammatical structure. Simple structures were produced most accurately by the younger subjects while the more advanced ones were used by the older subjects. Discussion of results emphasized normal cognitive and language development as well as the clinical significance for the assessment of language behavior.

Age Factors↗
PubMed2005

Speech and language development in cognitively delayed children with cochlear implants.

OBJECTIVE: The primary goals of this investigation were to examine the speech and language development of deaf children with cochlear implants and mild cognitive delay and to compare their gains with those of children with cochlear implants who do not have this additional impairment. DESIGN: We retrospectively examined the speech and language development of 69 children with pre-lingual deafness. The experimental group consisted of 19 children with cognitive delays and no other disabilities (mean age at implantation = 38 months). The control group consisted of 50 children who did not have cognitive delays or any other identified disability. The control group was stratified by primary communication mode: half used total communication (mean age at implantation = 32 months) and the other half used oral communication (mean age at implantation = 26 months). Children were tested on a variety of standard speech and language measures and one test of auditory skill development at 6-month intervals. RESULTS: The results from each test were collapsed from blocks of two consecutive 6-month intervals to calculate group mean scores before implantation and at 1-year intervals after implantation. The children with cognitive delays and those without such delays demonstrated significant improvement in their speech and language skills over time on every test administered. Children with cognitive delays had significantly lower scores than typically developing children on two of the three measures of receptive and expressive language and had significantly slower rates of auditory-only sentence recognition development. Finally, there were no significant group differences in auditory skill development based on parental reports or in auditory-only or multimodal word recognition. CONCLUSIONS: The results suggest that deaf children with mild cognitive impairments benefit from cochlear implantation. Specifically, improvements are evident in their ability to perceive speech and in their reception and use of language. However, it may be reduced relative to their typically developing peers with cochlear implants, particularly in domains that require higher level skills, such as sentence recognition and receptive and expressive language. These findings suggest that children with mild cognitive deficits be considered for cochlear implantation with less trepidation than has been the case in the past. Although their speech and language gains may be tempered by their cognitive abilities, these limitations do not appear to preclude benefit from cochlear implant stimulation, as assessed by traditional measures of speech and language development.

Child, Preschool↗
PubMedDate not supplied

[Verbal and nonverbal intelligence in children with language development disorders].

Difficulties in language acquisition seem to be serious, if there are additional problems like intellectual and/or emotional/social impairment, which are often reported [10]. These additional problems and the definition of specific language impairment as a developmental disorder, restricted to language acquisition seem to be contradictory [17]. Aim of that study is to look for specific language impaired children with similar cognitive abilities and though to investigate, if there are children without additional cognitive problems considering the definition of specific language impairment. 93 children, between 4;0 and 6;6 years old, were diagnostized as specific language impaired (ICD-10) and were assessed by the "Hannover Wechsler Intelligenztest für das Vorschulalter (HAWIVA)" [6] (german version of WPPSI). Cluster analysis showed, that 1/3 of the specific language impaired children presented no additional cognitive problems and 2/3 of them showed cognitive problems regarding nonverbal and verbal intelligence indeed. These additional cognitive problems indicate that there may be a more basic cognitive defect underlying specific language impairment [15]--at least for a group of specific language impaired children. Furthermore the nonverbal and verbal intellectual difficulties emphasize to general developmental support of specific language impaired children for optimal improvement in language acquisition.

Child↗
PubMed1987

Nonverbal communication and play correlates of language development in autistic children.

The aim of this study was to determine the social and cognitive correlates of language acquisition in autistic children. Functional and symbolic play skills were shown to be associated with language abilities in a sample of young autistic children (mean CA 54.5 months), thereby replicating previous findings. Certain types of nonverbal communication skills were also shown to be significant correlates of language development in this group of autistic children. These involved the ability to use gestures to coordinate visual attention between social partners with respect to objects or events. The play and nonverbal communication variables were not significantly correlated, suggesting that these variables reflect independent psychological factors associated with language development in young autistic children.

Autistic Disorder↗
PubMed1981

Predictive value of early testing of auditory localization for language development.

This pilot study attempted to determine whether atypical localization to voice during the first year of life could be predictive of later delayed language development. 22 children who had been tested at six to nine months of age and found to have normal hearing were retrospectively divided into "atypical' and 'normal' groups. They were then evaluated for language development at four years of age. The atypical group had significantly lower scores on two of the four measures of language competence, but the results must be interpreted with caution because of the small number of children in the study.

Auditory Perception↗
PubMed2007

Factors associated with specific language impairment and later language development during early life: a literature review.

It has been reported that 50% of children with specific language impairment (SLI) have persistent SLI, which has been associated with various risk factors. To date, however, there has not been a comprehensive review of studies into different risk factors that could be used by clinicians to facilitate parental counseling and individual case-management. Several studies about the factors associated with SLI were reviewed based on study design. This article presents a review of factors associated with later language development and SLI, and reviews the risk for children who have SLI during early life. The summary provides data including specific biologic and environmental factors that are significantly associated with SLI, to ensure early intervention for children with SLI in the presence of identified risk factors.

Case Management↗
PubMed1990

Type of childcare at 18 months--II. Relations with cognitive and language development.

In a longitudinal study of women and their first-born children the relationship between type of day care experience and cognitive and language development at 18 mths of age was considered. There was a strong association between socio-economic characteristics and type of day care and analyses allowed for this. The results for cognitive development indicate a relationship with mother's education but not with type of day care. For language development the results indicate that children who experience group care were less likely to show much production of different word combinations, but that this was related to the children's language environments.

Child Care↗
PubMed2004

Early language development in children with a genetic risk of dyslexia.

We report on a prospective longitudinal research programme exploring the connection between language acquisition deficits and dyslexia. The language development profile of children at-risk for dyslexia is compared to that of age-matched controls as well as of children who have been diagnosed with specific language impairment (SLI). The experiments described concern the perception and production of grammatical morphology, categorical perception of speech sounds, phonological processing (non-word repetition), mispronunciation detection, and rhyme detection. The results of each of these indicate that the at-risk children as a group underperform in comparison to the controls, and that, in most cases, they approach the SLI group. It can be concluded that dyslexia most likely has precursors in language development, also in domains other than those traditionally considered conditional for the acquisition of literacy skills. The dyslexia-SLI connection awaits further, particularly qualitative, analyses.

Child, Preschool↗
PubMed1996

Longitudinal study of FM system use in nonacademic settings: effects on language development.

OBJECTIVE: The overall objective of the present study was to assess the efficacy of FM system use in the home setting for a group of preschool children with mild-to-severe sensorineural hearing loss. Changes in language acquisition were monitored and compared with similar measures from a group of children who used hearing aids. Secondarily, the perceived benefits and practical problems associated with FM system use across a variety of nonacademic situations were documented. DESIGN: Ten children with mild-to-severe sensorineural hearing loss participated in a 2-yr longitudinal study investigating the efficacy of FM system use in the home setting. The subjects were divided into two groups: one group was instructed to use FM systems at home as often as possible while the other used only their personal hearing aids. Changes in language acquisition were monitored in both groups. Subjective benefit and the practical problems associated with use of FM systems outside of traditional academic environments were monitored via daily use logs, a weekly observation inventory, and a situational listening profile. RESULTS: The majority of children in both groups improved in all measures of language development over the study interval. Although there were relatively large individual differences in performance for some measures, no statistically significant differences between the FM and hearing aid users were found. However, some children in the FM group made unusually large gains in some aspects of language development over the study interval. In addition, both parents and children reported benefits of FM system use in specific listening situations. Throughout the 2-yr study, a number of practical problems associated with FM system use outside the classroom were identified. CONCLUSIONS: Formal language measures did not yield significant differences between the FM and HA groups, but some subjects had rates of language acquisition which suggested that FM system use may be beneficial in selected cases. In addition, subjective reports of FM system benefit suggest that appropriate use of the device may facilitate effective communication in a variety of listening situations. Although recent advances in FM system design may minimize some of the factors that reportedly restricted consistent FM use in this study, the complexities associated with the modes of operation and problems with FM interference remain issues that require consistent audiologic monitoring of FM system use in nonacademic environments.

Audiometry, Pure-Tone↗
PubMed1997

A time frame of critical/sensitive periods of language development.

By a focus on three essential elements of language: phonology, semantics, and syntax, a time frame for critical/sensitive periods of language development is presented as a model of central auditory nervous system flexibility. Several studies support the hypothesis that the critical/sensitive period of phonology is from the 6th month of fetal life through the 12th month of infancy. Data indicate that the critical/sensitive periods for syntax run through the 4th year of life, and for semantics through the 15th or 16th year of life. The data indicate that there is a time dependent series of functions in sequence that is based on responsive adaptations made by the CNS to pyschophysical and electrophysiological stimuli.

Age Factors↗