Validity of the language development survey in infants born preterm.

Science.gov (United States)

Beaulieu-Poulin, Camille; Simard, Marie-Noëlle; Babakissa, Hélène; Lefebvre, Francine; Luu, Thuy Mai

2016-07-01

Preterm infants are at greater risk of language delay. Early identification of language delay is essential to improve functional outcome in these children. To examine the concurrent validity of Rescorla's Language Development Survey and the Bayley Scales of Infant and Toddler Development (Bayley-III) at 18months corrected age in preterm infants. Test accuracy study. 189 preterm infants born Language Development Survey, a parent-reported screening instrument, was administered in French concurrently with the Language Scales of the Bayley-III. Receiver-Operating-Characteristics curves were used to determine optimal cut-off score on the Language Development Survey to identify Bayley-III score language delay as per the Bayley-III. The optimal threshold was ≤10 words for both boys and girls. In girls, lowering the cut-off score decreased sensitivity (79%), but improved specificity (82%), thus lowering the number of false-positives. Our findings support using the Language Development Survey as an expressive language screener in preterm infants. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Duration of watching TV and child language development in young children

Directory of Open Access Journals (Sweden)

Silva Audya Perdana

2017-04-01

Full Text Available Background Many factors contribute to language development in children. About 5-8% of children in Indonesia experience delayed language skills. Young children need appropriate stimulation for optimal development. Children who watch television (TV for long periods of time may receive less two-way interaction, the appropriate stimulation for learning. As such, shorter duration of the appropriate stimulation may impede language development in small children. Objective To assess for an association between duration of watching TV and language development in young children. Methods This cross-sectional study was done with primary data collected from questionnaires. Subjects, aged 18 months to 3 years, were from a Jakarta-area community health center (Puskesmas Jatinegara and the Pediatric Growth and Development Clinic, Cipto Mangunkusumo Hospital, Jakarta. Their language development was tested using the Developmental Pre-screening Questionnaire (Kuesioner Pra Skrining Perkembangan, KPSP and the Early Language Milestone (ELM Scale 2 test. Results From a total of 84 subjects, 47 (56% had normal and 37 (44% had delayed language development. Duration of watching TV was categorized as 4 hours per day. Children who watched TV >4 hours/day (OR 4.4; 95%CI 1.68 to 11.7; P=0.002, and children who watched both Indonesian and English language TV programs (OR 14.7; 95%CI 1.77 to 123.0; P=0.004 had higher risk of language delay. Other variables such as sex, first age exposed to TV, use of gadgets, and TV in the bedroom had no significant associations with delayed language development. Conclusion Children who watch TV >4 hours/day had four times higher risk of developing language delay. In addition, those who watch TV programs in both Indonesian and English, also have a 14.7 higher risk of delayed language development.

Language Delay in 3-Year-Old Children With ADHD Symptoms.

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Rohrer-Baumgartner, Nina; Zeiner, Pål; Eadie, Patricia; Egeland, Jens; Gustavson, Kristin; Reichborn-Kjennerud, Ted; Aase, Heidi

2016-10-01

Little is known about cognition in preschoolers with ADHD and language delay (LD). The objective was to investigate cognitive functions in preschoolers with ADHD symptoms and LD compared with children with ADHD symptoms only and to estimate the frequency of children with ADHD symptoms, co-occurring language delay, and delays on cognitive measures. Participants were recruited from the Norwegian Mother and Child Cohort Study. The teacher report of expressive language and the cognitive tests from 119 3-year-old children with parent reported ADHD symptoms and LD were compared with those of 258 children with ADHD symptoms only. The ADHD + LD group performed significantly worse than the ADHD group on most language-related measures. There were no differences between the groups on most nonverbal measures. Single measures had a limited potential of differentiating between the groups. ADHD symptoms and co-occurring LD in preschoolers were characterized by cognitive deficits associated with both disorders, not with global neurodevelopmental delay. © The Author(s) 2013.

Does Bilingualism Delay the Development of Dementia?

OpenAIRE

Amy L Atkinson

2016-01-01

It has been suggested that bilingualism (where individuals speak two languages) may delay the development of dementia. However, much of the research is inconclusive. Some researchers have reported that bilingualism delays the onset and diagnosis of dementia, whilst other studies have found weak or even detrimental effects. This paper reviews a series of nine empirical studies, published up until March 2016, which investigated whether bilingualism significantly delays the onset of dementia. Th...

Early language delay phenotypes and correlation with later linguistic abilities.

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Petinou, Kakia; Spanoudis, George

2014-01-01

The present study focused on examining the continuity and directionality of language skills in late talkers (LTs) and identifying factors which might contribute to language outcomes at the age of 3 years. Subjects were 23 Cypriot-Greek-speaking toddlers classified as LTs and 24 age-matched typically developing peers (TDs). Participants were assessed at 28, 32 and 36 months, using various linguistic measures such as size of receptive and expressive vocabulary, mean length of utterance (MLU) of words and number of consonants produced. Data on otitis media familial history were also analyzed. The ANOVA results indicated parallel developmental profiles between the two groups, with a language lag characterizing LTs. Concurrent correlations between measures showed that poor phonetic inventories in the LT group at 28 months predicted poor MLU at the ages of 32 and 36 months. Significant cross-lagged correlations supported the finding that poor phonetic inventories at 28 months served as a good predictor for MLU and expressive vocabulary at the age of 32 and for MLU at 36 months. The results highlight the negative effect of early language delay on language skills up to the age of 3 years and lend support to the current literature regarding the universal linguistic picture of early and persistent language delay. Based on the current results, poor phonetic inventories at the age of intake might serve as a predictive factor for language outcomes at the age of 36 months. Finally, the findings are discussed in view of the need for further research with a focus on more language-sensitive tools in testing later language outcomes. © 2014 S. Karger AG, Basel.

Delaying Onset of Dementia: Are Two Languages Enough?

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Morris Freedman

2014-01-01

Full Text Available There is an emerging literature suggesting that speaking two or more languages may significantly delay the onset of dementia. Although the mechanisms are unknown, it has been suggested that these may involve cognitive reserve, a concept that has been associated with factors such as higher levels of education, occupational status, social networks, and physical exercise. In the case of bilingualism, cognitive reserve may involve reorganization and strengthening of neural networks that enhance executive control. We review evidence for protective effects of bilingualism from a multicultural perspective involving studies in Toronto and Montreal, Canada, and Hyderabad, India. Reports from Toronto and Hyderabad showed a significant effect of speaking two or more languages in delaying onset of Alzheimer’s disease by up to 5 years, whereas the Montreal study showed a significant protective effect of speaking at least four languages and a protective effect of speaking at least two languages in immigrants. Although there were differences in results across studies, a common theme was the significant effect of language use history as one of the factors in determining the onset of Alzheimer’s disease. Moreover, the Hyderabad study extended the findings to frontotemporal dementia and vascular dementia.

Delaying onset of dementia: are two languages enough?

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Freedman, Morris; Alladi, Suvarna; Chertkow, Howard; Bialystok, Ellen; Craik, Fergus I M; Phillips, Natalie A; Duggirala, Vasanta; Raju, Surampudi Bapi; Bak, Thomas H

2014-01-01

There is an emerging literature suggesting that speaking two or more languages may significantly delay the onset of dementia. Although the mechanisms are unknown, it has been suggested that these may involve cognitive reserve, a concept that has been associated with factors such as higher levels of education, occupational status, social networks, and physical exercise. In the case of bilingualism, cognitive reserve may involve reorganization and strengthening of neural networks that enhance executive control. We review evidence for protective effects of bilingualism from a multicultural perspective involving studies in Toronto and Montreal, Canada, and Hyderabad, India. Reports from Toronto and Hyderabad showed a significant effect of speaking two or more languages in delaying onset of Alzheimer's disease by up to 5 years, whereas the Montreal study showed a significant protective effect of speaking at least four languages and a protective effect of speaking at least two languages in immigrants. Although there were differences in results across studies, a common theme was the significant effect of language use history as one of the factors in determining the onset of Alzheimer's disease. Moreover, the Hyderabad study extended the findings to frontotemporal dementia and vascular dementia.

Randomized trial of a population-based, home-delivered intervention for preschool language delay.

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Wake, Melissa; Tobin, Sherryn; Levickis, Penny; Gold, Lisa; Ukoumunne, Obioha C; Zens, Naomi; Goldfeld, Sharon; Le, Ha; Law, James; Reilly, Sheena

2013-10-01

Population approaches to lessen the adverse impacts of preschool language delay remain elusive. We aimed to determine whether systematic ascertainment of language delay at age 4 years, followed by a 10-month, 1-on-1 intervention, improves language and related outcomes at age 5 years. A randomized trial nested within a cross-sectional ascertainment of language delay. Children with expressive and/or receptive language scores more than 1.25 SD below the mean at age 4 years entered the trial. Children randomly allocated to the intervention received 18 1-hour home-based therapy sessions. The primary outcomes were receptive and expressive language (Clinical Evaluation of Language Fundamentals - Preschool, 2(nd) Edition) and secondary outcomes were child phonological skills, letter awareness, pragmatic skills, behavior, and quality of life. A total of 1464 children were assessed for language delay at age 4 years. Of 266 eligible children, 200 (13.6%) entered the trial, with 91 intervention (92% of 99) and 88 control (87% of 101) children retained at age 5 years. At age 5 years, there was weak evidence of benefit to expressive (adjusted mean difference, intervention - control, 2.0; 95% confidence interval [CI] -0.5 to 4.4; P = .12) but not receptive (0.6; 95% CI -2.5 to 3.8; P = .69) language. The intervention improved phonological awareness skills (5.0; 95% CI 2.2 to 7.8; P language intervention was successfully delivered by non-specialist staff, found to be acceptable and feasible, and has the potential to improve long-term consequences of early language delay within a public health framework.

Evaluating Attributions of Delay and Confusion in Young Bilinguals: Special Insights from Infants Acquiring a Signed and a Spoken Language.

Science.gov (United States)

Petitto, Laura Ann; Holowka, Siobhan

2002-01-01

Examines whether early simultaneous bilingual language exposure causes children to be language delayed or confused. Cites research suggesting normal and parallel linguistic development occurs in each language in young children and young children's dual language developments are similar to monolingual language acquisition. Research on simultaneous…

Oral language and narrative skills in children with specific language impairment with and without literacy delay: a three-year longitudinal study.

Science.gov (United States)

Vandewalle, Ellen; Boets, Bart; Boons, Tinne; Ghesquière, Pol; Zink, Inge

2012-01-01

This longitudinal study compared the development of oral language and more specifically narrative skills (storytelling and story retelling) in children with specific language impairment (SLI) with and without literacy delay. Therefore, 18 children with SLI and 18 matched controls with normal literacy were followed from the last year of kindergarten (mean age=5 years 5 months) until the beginning of grade 3 (mean age=8 years 1 month). Oral language tests measuring vocabulary, morphology, sentence and text comprehension and narrative skills were administered yearly. Based on first and third grade reading and spelling achievement, both groups were divided into a group with and a group without literacy problems. Results showed that the children with SLI and literacy delay had persistent oral language problems across all assessed language domains. The children with SLI and normal literacy skills scored also persistently low on vocabulary, morphology and story retelling skills. Only on listening comprehension and storytelling, they evolved towards the level of the control group. In conclusion, oral language skills in children with SLI and normal literacy skills remained in general poor, despite their intact literacy development during the first years of literacy instruction. Only for listening comprehension and storytelling, they improved, probably as a result of more print exposure. Copyright © 2012 Elsevier Ltd. All rights reserved.

Assessing the Effectiveness of Parent-Child Interaction Therapy with Language Delayed Children: A Clinical Investigation

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Falkus, Gila; Tilley, Ciara; Thomas, Catherine; Hockey, Hannah; Kennedy, Anna; Arnold, Tina; Thorburn, Blair; Jones, Katie; Patel, Bhavika; Pimenta, Claire; Shah, Rena; Tweedie, Fiona; O'Brien, Felicity; Leahy, Ruth; Pring, Tim

2016-01-01

Parent-child interaction therapy (PCIT) is widely used by speech and language therapists to improve the interactions between children with delayed language development and their parents/carers. Despite favourable reports of the therapy from clinicians, little evidence of its effectiveness is available. We investigated the effects of PCIT as…

Effective Oral Language Development Strategies for Elementary Teachers

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Kohler, Karen L.

2016-01-01

This action research study explored first and second grade classroom teachers' knowledge of oral language development and interventions for students at-risk of an oral language delay. This was accomplished through collaboration between a speech-language pathologist and classroom teachers. The data was aligned with assessments, the Response to…

Specific language impairment as a maturational lag: evidence from longitudinal data on language and motor development.

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Bishop, D V; Edmundson, A

1987-08-01

Longitudinal language-test data on 87 language-impaired children assessed at the ages of four, 4 1/2 and 5 1/2 years were converted to age-equivalent scores to compare the rates of development of children who recover from early language delay with those who have more persisting problems. On most measures, over the 18-month period all the children progressed by about 18 months. Thus although children with good and poor outcomes were distinguished in terms of initial level of performance, they did not differ in rate of progress. Speed on a peg-moving task was closely related to language performance. Children who had a good outcome after early language delay had significantly impaired scores at four years, but subsequently were indistinguishable from a control group. Quantitative but not qualitative differences in peg-moving performance were found for children with good and poor outcomes. No association was found between presumptive aetiological factors and language or pegboard performance. These findings are interpreted in terms of a theory which attributes specific language impairment to a maturational lag in neurological development.

Prenatal chemical exposures and child language development.

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Dzwilewski, Kelsey L C; Schantz, Susan L

2015-01-01

The goal of this review is to summarize the evidence that prenatal and/or early postnatal exposure to certain chemicals, both manmade (insulating materials, flame retardants, pesticides) and naturally occurring (e.g., lead, mercury), may be associated with delays or impairments in language development. We focus primarily on a subset of more extensively studied chemicals-polychlorinated biphenyls (PCBs), lead, and methyl mercury-for which a reasonable body of literature on neurodevelopmental outcomes is available. We also briefly summarize the smaller body of evidence for other chemicals including polybrominated diphenyl ether flame retardants (PBDEs) and organophosphate pesticides. Very few studies have used specific assessments of language development and function. Therefore, we included discussion of aspects of cognitive development such as overall intellectual functioning and verbal abilities that rely on language, as well as aspects of cognition such as verbal and auditory working memory that are critical underpinnings of language development. A high percentage of prospective birth cohort studies of PCBs, lead, and mercury have reported exposure-related reductions in overall IQ and/or verbal IQ that persist into middle or late childhood. Given these findings, it is important that clinicians and researchers in communication sciences and disorders are aware of the potential for environmental chemicals to impact language development. The goal of this review is to summarize the evidence that prenatal and/or early postnatal exposure to certain chemicals may be associated with delays or impairments in language development. Readers will gain an understanding of the literature suggesting that early exposure to polychlorinated biphenyls (PCBs), lead, and mercury may be associated with decrements in cognitive domains that depend on language or are critical for language development. We also briefly summarize the smaller body of evidence regarding polybrominated diphenyl

Otitis Media and Speech/Language Development in Late-Talkers.

Science.gov (United States)

Paul, Rhea; And Others

This study examines otitis media as a possible factor associated with increased risk for communicative handicap in a group of children with a possible vulnerability for language delay: "late-talkers." Speech and language outcomes at ages 3 and 4 were examined in 28 late talkers and 24 children with normal language development. Late…

[Language and behavioral difficulties at age 3 and half and reading delay in grade 2].

Science.gov (United States)

Watier, L; Dellatolas, G; Chevrie-Muller, C

2006-09-01

Early detection of specific language impairment and dyslexia in children is an important public health problem. Longitudinal studies are needed for the distinction of real impairments from simple transitory delays. Teachers filled a 29-item questionnaire on language and behavior for 695 children aged 3.5 years. Four years later (at second grade of primary school) the same children were evaluated for reading and writing. Statistical analysis focused on the relationships between teacher's early observations and reading delay 4 years later. Associated factors were age, sex, educational level and bilinguism of the parents, and area of the school. The delay in written language acquisition (8.5% of the children) was significantly associated with low educational level (but not bilinguism) of the parents and to the area of the school. In univariate analysis, most of the teacher's early negative assessments were significantly related to reading/writing delay, with the exception of some behavioral problems. However, when the effect of associated factors was taken into account only a few items, mainly concerning language expression, remained significantly associated with later reading/writing delay. These data show a major role of associated factors (educational level of the parents, area of the school) in reading delay, and help to select specific teacher's observations for an early prediction of this delay.

Nonverbal imitation skills in children with specific language delay.

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Dohmen, Andrea; Chiat, Shula; Roy, Penny

2013-10-01

Research in children with language problems has focussed on verbal deficits, and we have less understanding of children's deficits with nonverbal sociocognitive skills which have been proposed to be important for language acquisition. This study was designed to investigate elicited nonverbal imitation in children with specific language delay (SLD). It is argued that difficulties in nonverbal imitation, which do not involve the processing of structural aspects of language, may be indicative of sociocognitive deficits. Participants were German-speaking typically developing children (n=60) and children with SLD (n=45) aged 2-3 ½ years. A novel battery of tasks measured their ability to imitate a range of nonverbal target acts that to a greater or lesser extent involve sociocognitive skills (body movements, instrumental acts on objects, pretend acts). Significant group differences were found for all body movement and pretend act tasks, but not for the instrumental act tasks. The poorer imitative performance of the SLD sample was not explained by motor or nonverbal cognitive skills. Thus, it appeared that the nature of the task affected children's imitation performance. It is argued that the ability to establish a sense of connectedness with the demonstrator was at the core of children's imitation difficulty in the SLD sample. Copyright © 2013 Elsevier Ltd. All rights reserved.

Early lexical development and risk of verbal and nonverbal cognitive delay at school age

NARCIS (Netherlands)

Ghassabian, A.; Rescorla, L.; Henrichs, J.; Jaddoe, V.W.; Verhulst, F.C.; Tiemeier, H.W.

2014-01-01

Aim To characterise the relationship between preschool lexical delay and language comprehension and nonverbal intelligence at school age. Methods The mothers of 2724 children completed the MacArthur Communicative Development Inventory when their child reached 1.5 years and the Language Development

Parenting Practices and Associations with Development Delays among Young Children in Dominican Republic.

Science.gov (United States)

Uwemedimo, Omolara Thomas; Howlader, Afrin; Pierret, Giselina

According to the World Health Organization, >200 million children in low- and middle-income countries experience developmental delays. However, household structure and parenting practices have been minimally explored as potential correlates of developmental delay in low- and middle-income countries, despite potential as areas for intervention. The objective of the study was to examine associations of developmental delays with use of World Health Organization-recommended parenting practices among a clinic-based cohort of children aged 6-60 months attending in La Romana, Dominican Republic. This study was conducted among 74 caregiver-child pairs attending the growth-monitoring clinic at Hospital Francisco Gonzalvo in June 2015. The Malawi Developmental Assessment Tool was adapted and performed on each child to assess socioadaptive, fine motor, gross motor, and language development. The IMCI Household Level Survey Questionnaire was used to assess parenting practices. Fisher's exact test was used to determine associations significant at P children had a delay in at least 1 developmental domain. Most caregivers used scolding (43.2%) or spanking (44%) for child discipline. Children who were disciplined by spanking and scolding were more likely to have language delay (P = .007) and socioadaptive delay (P = .077), respectively. On regression analysis, children with younger primary caregivers had 7 times higher odds of language delay (adjusted odds ratio [AOR]: 7.35, 95% confidence interval [CI]: 1.52-35.61) and 4 times greater odds of any delay (AOR: 4.72, 95% CI: 1.01-22.22). In addition, children punished by spanking had 5 times higher odds of having language delay (AOR: 5.04, 95% CI: 1.13-22.39). Parenting practices such as harsh punishment and lack of positive parental reinforcement were found to have strong associations with language and socioadaptive delays. Likewise, delays were also more common among children with younger caregivers. Copyright © 2017 Icahn

Teaching Language Skills to Preschool Students with Developmental Delays and Autism Spectrum Disorder Using Language for Learning

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Flores, Margaret M.; Schweck, Kelly B.; Hinton, Vanessa

2016-01-01

Language intervention using Direct Instruction (DI) has shown positive results. There is a growing body of investigation of Language for Learning (LL), a DI program, on the performance of students with autism spectrum disorders (ASD) and students with developmental delays (DD). There is need for replication and extension of research to include…

Language Development of Three- to Twelve-Year-Old Twins Compared to Singletons.

Science.gov (United States)

Dʼhaeseleer, Evelien; Geenens, Eline; Parmentier, Sarah; Corthals, Paul; Van Lierde, Kristiane

2016-01-01

The language development of twins tends to lag behind in comparison to that of singletons. The purpose of this study was to compare expressive and receptive language skills of 3- to 12-year-old twins with singletons. Secondly, correlations between language differences between twins and singletons and age were investigated. Twenty-four twins with a mean age of 5.1 years participated in the study. The control group consisted of 24 singletons who were matched for gender and age. Language development was investigated using the Clinical Evaluation of Language Fundamentals. Twins scored significantly lower for expressive and receptive language skills compared to singletons. Even when excluding preterm-born children, twins still scored significantly lower for expressive language skills. There was no correlation between age and language differences between twins and their matched singletons. Twins score lower for expressive and receptive language skills compared to singletons, and preterm birth cannot be regarded as the main cause for the language delay. The language delay in twins is rather mild but does not seem to decrease with increasing age. © 2016 S. Karger AG, Basel.

Television viewing in Thai infants and toddlers: impacts to language development and parental perceptions

Science.gov (United States)

Ruangdaraganon, Nichara; Chuthapisith, Jariya; Mo-suwan, Ladda; Kriweradechachai, Suntree; Udomsubpayakul, Umaporn; Choprapawon, Chanpen

2009-01-01

Background Effects of television to language development in infants and toddlers, especially in the Asian children, are inconclusive. This study aimed to (a) study time spent on television in Thai infants and toddlers (age television (as recommended by the American Academy of Paediatrics (AAP), television toward their child's development. Methods Two hundred and sixty children and their parents were recruited into the study. Time spent on television and parental perceptions on television viewing toward their child's development were recorded during face-to-face and telephone interviews. Language development was assessed at the age of 2 years using the Clinical Linguistic Auditory Milestone Scale (CLAMS), and parents' report. Association between delayed language development and time spent on television viewing, as well as other various parameters such as gender, maternal education and family income, were analysed using a multivariate logistic regression model. Results Most Thai infants and toddlers watched television at the age of 6 months, 1 year and 2 years old (98.0, 95.3 and 96.7%, respectively). On average, 1-year-old children watched television 1.23 ± 1.42 hours per day. This increased to 1.69 ± 1.56 hours per day when they were 2 years old. However, watching television longer than 2 hours per day did not associate with delayed language development. On multivariate logistic regression analysis, gender (male) was the only significant factor associated with delayed language development (OR = 6.9, 95% CI = 1.5–31.3). Moreover, 75%, 71%, and 66% of Thai parents believed that television viewing yielded benefits to children's developments. Conclusion Thai children commenced watching television at an early age and the amount of television viewing time increased by age. Most parents had positive perceptions to television viewing. The study found no association between time spent on television viewing (≥ 2 hours per day) and delayed language development at the

Case Study of Teen Mothers' Perceptions of Their Influence on Preschoolers' Language Development

Science.gov (United States)

Duncan, Mary

2016-01-01

Children born to teen mothers tend to score lower on language development assessments and to have school readiness delays. To support teen mothers and their children in improving language development, educators need information about mothers' daily interactions with their children and how they contribute to their children's language development.…

Television viewing in Thai infants and toddlers: impacts to language development and parental perceptions

Directory of Open Access Journals (Sweden)

Kriweradechachai Suntree

2009-05-01

Full Text Available Abstract Background Effects of television to language development in infants and toddlers, especially in the Asian children, are inconclusive. This study aimed to (a study time spent on television in Thai infants and toddlers (age Methods Two hundred and sixty children and their parents were recruited into the study. Time spent on television and parental perceptions on television viewing toward their child's development were recorded during face-to-face and telephone interviews. Language development was assessed at the age of 2 years using the Clinical Linguistic Auditory Milestone Scale (CLAMS, and parents' report. Association between delayed language development and time spent on television viewing, as well as other various parameters such as gender, maternal education and family income, were analysed using a multivariate logistic regression model. Results Most Thai infants and toddlers watched television at the age of 6 months, 1 year and 2 years old (98.0, 95.3 and 96.7%, respectively. On average, 1-year-old children watched television 1.23 ± 1.42 hours per day. This increased to 1.69 ± 1.56 hours per day when they were 2 years old. However, watching television longer than 2 hours per day did not associate with delayed language development. On multivariate logistic regression analysis, gender (male was the only significant factor associated with delayed language development (OR = 6.9, 95% CI = 1.5–31.3. Moreover, 75%, 71%, and 66% of Thai parents believed that television viewing yielded benefits to children's developments. Conclusion Thai children commenced watching television at an early age and the amount of television viewing time increased by age. Most parents had positive perceptions to television viewing. The study found no association between time spent on television viewing (≥ 2 hours per day and delayed language development at the age of 2 years. Gender (male was the only variable associated with delayed language development.

High prevalence/low severity language delay in preschool children born very preterm.

Science.gov (United States)

Foster-Cohen, Susan H; Friesen, Myron D; Champion, Patricia R; Woodward, Lianne J

2010-10-01

To examine the language development at corrected age 4 years of a regionally representative cohort of children born very preterm (VPT). Of particular interest was the identification of biological and socioenvironmental risk and protective factors that influence VPT children's early language development. Data were collected as part of a prospective longitudinal study of 110 VPT (VPT: ≤ 33 weeks gestation) and 113 full-term children (full term: 37-41 weeks gestation) born in Canterbury, New Zealand from 1998 to 2000. At corrected age 4 years, all children were assessed with the preschool version of the Clinical Evaluation of Language Fundamentals. Extensive information was also collected about children's family social background, perinatal health, childrearing environment, education/intervention exposures, and neurodevelopmental progress from birth to age 4. At the age of 4 years, VPT children were characterized by poorer receptive and expressive language development than full-term children. These differences persisted after exclusion of children with neurosensory impairment as well as statistical adjustment for the effects of social risk. Within the VPT group, the key predictors of children's overall language development were family social risk at birth (p =.05), severity of white matter abnormalities on neonatal magnetic resonance imaging (p =.49), observed parent-child synchrony (p =.001), and concurrent child cognitive ability (p =.001). Together, these factors accounted for 45% of the variance in children's total Clinical Evaluation of Language Fundamentals-Preschool scores. By preschool age, children born VPT show early emerging mild to moderate language delays that are likely to affect their school success and longer-term developmental progress. Findings highlight the importance of potentially modifiable factors such as early brain injury and parenting quality in predicting the language outcomes of children born VPT.

Which are the best predictors of theory of mind delay in children with specific language impairment?

Science.gov (United States)

Andrés-Roqueta, Clara; Adrian, Juan E; Clemente, Rosa A; Katsos, Napoleon

2013-01-01

The relationship between language and theory of mind (ToM) development in participants with specific language impairment (SLI) it is far from clear due to there were differences in study design and methodologies of previous studies. This research consisted of an in-depth investigation of ToM delay in children with SLI during the typical period of acquisition, and it studied whether linguistic or information-processing variables were the best predictors of this process. It also took into account whether there were differences in ToM competence due to the degree of pragmatic impairment within the SLI group. Thirty-one children with SLI (3;5-7;5 years old) and two control groups (age matched and language matched) were assessed with False Belief (FB) tasks, a wide battery of language measures and additional information-processing measures. The members of the SLI group were less competent than their age-matched peers at solving FB tasks, but they performed similarly to the language-matched group. Regression analysis showed that overall linguistic skills of children with SLI were the best predictor of ToM performance, and especially grammar abilities. No differences between SLI subgroups were found according to their pragmatic level. A delay in ToM development in children with SLI around the critical period of acquisition is confirmed more comprehensively, and it is shown to be more strongly related to their general linguistic level than to their age and other information-processing faculties. This finding stresses the importance of early educational and clinical programmes aimed at reducing deleterious effects in later development. © 2013 Royal College of Speech and Language Therapists.

The language and culture of delay.

Science.gov (United States)

Sakai, Christina; Shetgiri, Rashmi; Flores, Glenn; Caronna, Elizabeth; Khandekar, Aasma; Augustyn, Marilyn

2010-04-01

Satish is a 3 (1/2)-year-old boy you are seeing in your primary care office for a "sick visit" due to parental concerns about his language development. He is the only child of a couple who immigrated to the United States from India shortly before his birth. He received early intervention services for speech and language delays for a few months before he attained 2 years of age. However, services were discontinued when the family moved back to India for a year. After the family returned to the United States, they lived in a different state for several months before moving again recently to his current home, so he is relatively new to your practice. Satish's mother is concerned not only about his communication skills but also about his attention and social skills. She notes that he often plays alone or in parallel with other children. She was also told by his first pediatrician that Satish had "a limited imagination." His parents feel that he has pretend play, in that he will pretend to get his haircut, talk on the phone, or ride on a train. Satish was born at term without complications. He passed his newborn hearing screen and a repeat hearing test at the age of 2 years. He has had no medical problems and takes a daily multivitamin. His parents are both of Indian descent. Satish's father is an engineer and had a history of being a late talker. His mother graduated from high school and is a homemaker. They are expecting their second child. Satish's developmental history is significant for language delays. He babbled at 6 months but did not have single words until he was 2 years. When he was 2 (1/2) years, he had 2 to 3 word sentences. He responded to his name at 15 months and could follow single step commands by the age of 2 years. Currently, Satish is noted to have difficulty with "back and forth conversation." He sometimes repeats what others are saying.The family speaks Hindi, their native language, exclusively at home. When Satish speaks, he usually speaks in

Delayed speech development in children: Introduction to terminology

Directory of Open Access Journals (Sweden)

M. Yu. Bobylova

2017-01-01

Full Text Available There has been recently an increase in the number of children diagnosed with delayed speech development. There is delay compensation with age, but mild deficiency often remains for life. Delayed speech development is more common in boys than in girls. Its etiology is unknown in most cases, so a child should be followed up to make an accurate diagnosis. Genetic predisposition or environmental factors frequently influence speech development. The course of its delays is various. In the history of a number of disorders (childhood disintegrative disorder, Landau–Kleffner syndrome, there is evidence for the normal development of speech to a certain period and then stops or even regresses. By way of comparison, there are generally speech developmental changes in autism even during the preverbal stage (a complex of revival fails to form; babbling is poor, low emotional, gibberish; at the same time, the baby recipes whole phrases without using them to communicate. These speech disorders are considered not only as a delay, but also as a developmental abnormality. Speech disorders in children should be diagnosed as early as possible in order to initiative corrective measures in time. In this case, a physician makes a diagnosis and a special education teacher does corrective work. The successful collaboration and mutual understanding of the specialists in these areas will determine quality of life for a child in the future. This paper focusses on the terminology and classification of delays, which are necessary for physicians and teachers to speak the same language.

Screening for Speech and Language Delay in Children 5 Years Old and Younger: A Systematic Review.

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Wallace, Ina F; Berkman, Nancy D; Watson, Linda R; Coyne-Beasley, Tamera; Wood, Charles T; Cullen, Katherine; Lohr, Kathleen N

2015-08-01

No recommendation exists for or against routine use of brief, formal screening instruments in primary care to detect speech and language delay in children through 5 years of age. This review aimed to update the evidence on screening and treating children for speech and language since the 2006 US Preventive Services Task Force systematic review. Medline, the Cochrane Library, PsycInfo, Cumulative Index to Nursing and Allied Health Literature, ClinicalTrials.gov, and reference lists. We included studies reporting diagnostic accuracy of screening tools and randomized controlled trials reporting benefits and harms of treatment of speech and language. Two independent reviewers extracted data, checked accuracy, and assigned quality ratings using predefined criteria. We found no evidence for the impact of screening on speech and language outcomes. In 23 studies evaluating the accuracy of screening tools, sensitivity ranged between 50% and 94%, and specificity ranged between 45% and 96%. Twelve treatment studies improved various outcomes in language, articulation, and stuttering; little evidence emerged for interventions improving other outcomes or for adverse effects of treatment. Risk factors associated with speech and language delay were male gender, family history, and low parental education. A limitation of this review is the lack of well-designed, well-conducted studies addressing whether screening for speech and language delay or disorders improves outcomes. Several screening tools can accurately identify children for diagnostic evaluations and interventions, but evidence is inadequate regarding applicability in primary care settings. Some treatments for young children identified with speech and language delays and disorders may be effective. Copyright © 2015 by the American Academy of Pediatrics.

Lipreading Ability and Its Cognitive Correlates in Typically Developing Children and Children with Specific Language Impairment

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Heikkilä, Jenni; Lonka, Eila; Ahola, Sanna; Meronen, Auli; Tiippana, Kaisa

2017-01-01

Purpose: Lipreading and its cognitive correlates were studied in school-age children with typical language development and delayed language development due to specific language impairment (SLI). Method: Forty-two children with typical language development and 20 children with SLI were tested by using a word-level lipreading test and an extensive…

Differences in language development among young children in Northeast Netherlands

NARCIS (Netherlands)

Poolman, Berend Gerardus

2016-01-01

It is generally assumed that in the countryside of Northeast Netherlands children enter primary school with a language delay. Despite the apparent consensus, unequivocal evidence demonstrating that the number of young children with language delays and the magnitude of these delays is, however,

What You Don't Know Can Hurt You: The Risk of Language Deprivation by Impairing Sign Language Development in Deaf Children.

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Hall, Wyatte C

2017-05-01

A long-standing belief is that sign language interferes with spoken language development in deaf children, despite a chronic lack of evidence supporting this belief. This deserves discussion as poor life outcomes continue to be seen in the deaf population. This commentary synthesizes research outcomes with signing and non-signing children and highlights fully accessible language as a protective factor for healthy development. Brain changes associated with language deprivation may be misrepresented as sign language interfering with spoken language outcomes of cochlear implants. This may lead to professionals and organizations advocating for preventing sign language exposure before implantation and spreading misinformation. The existence of one-time-sensitive-language acquisition window means a strong possibility of permanent brain changes when spoken language is not fully accessible to the deaf child and sign language exposure is delayed, as is often standard practice. There is no empirical evidence for the harm of sign language exposure but there is some evidence for its benefits, and there is growing evidence that lack of language access has negative implications. This includes cognitive delays, mental health difficulties, lower quality of life, higher trauma, and limited health literacy. Claims of cochlear implant- and spoken language-only approaches being more effective than sign language-inclusive approaches are not empirically supported. Cochlear implants are an unreliable standalone first-language intervention for deaf children. Priorities of deaf child development should focus on healthy growth of all developmental domains through a fully-accessible first language foundation such as sign language, rather than auditory deprivation and speech skills.

The Relationship between Motor Delays and Language Development in Very Low Birthweight Premature Children at 18 Months Corrected Age

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Ross, Gail; Demaria, Rebecca; Yap, Vivien

2018-01-01

Purpose: The aim of this study is to determine if there is a specific association between motor delays and receptive and expressive language function, respectively, in prematurely born children. Method: Retrospective data review: 126 premature children = 1,250-g birthweight from English-speaking families were evaluated on motor development…

Language delays, reading delays, and learning difficulties: interactive elements requiring multidimensional programming.

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Hay, Ian; Elias, Gordon; Fielding-Barnsley, Ruth; Homel, Ross; Freiberg, Kate

2007-01-01

Researchers have hypothesized four levels of instructional dialogue and claimed that teachers can improve children's language development by incorporating these dialogue levels in their classrooms. It has also been hypothesized that enhancing children's early language development enhances children's later reading development. This quasi-experimental research study investigated both of these hypotheses using a collaborative service delivery model for Grade 1 children with language difficulties from a socially and economically disadvantaged urban community in Australia. Comparing the end-of-year reading achievement scores for the 57 children who received the language intervention with those of the 59 children in the comparison group, the findings from this research are supportive of both hypotheses. The interrelationships between learning difficulties, reading difficulties, and language difficulties are discussed along with children's development in vocabulary, use of memory strategies and verbal reasoning, and the need for multidimensional programming.

Delayed Referral in Children with Speech and Language Disorders for Rehabilitation Services

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Roshanak Vameghi

2015-03-01

Full Text Available Objectives: Speech and language development is one of the main aspects of evolution in humans and is one of the most complex brain functions such that it is referred to as one of the highest cortical functions such as thinking, reading and writing. Speech and language disorders are considered as a major public health problem because they cause many secondary complications in the childhood and adulthood period which affect one’s socioeconomic status overall. Methods: This study was conducted in two phases. The first phase was to identify all potential factors influencing delay in referral of children with speech and language disorders for receiving rehabilitation services, based on literature as well as the families’ and experts’ points of view. In the second phase of the study which was designed in a case-control manner, actual factors influencing the time of referral were compared between two groups of participants. Results: Parental knowledge of their children's problems related to speech and language had no significant impact on the on-time referral for treatment for children with speech and language disorders. After the child definite diagnosis of speech and language disorders, parents’ information about the consequences of speech and language disorders, had a significant influence on early referral for speech and language pathology services. Discussion: In this study family structure plays an important role in the early identification of children with developmental disorders. Two-parent families had access to more resources than single-parent families. In addition, single-parent families may be more involved in the work and business of life.

Maternal Gesture Use and Language Development in Infant Siblings of Children with Autism Spectrum Disorder

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Talbott, Meagan R.; Nelson, Charles A.; Tager-Flusberg, Helen

2015-01-01

Impairments in language and communication are an early-appearing feature of autism spectrum disorders (ASD), with delays in language and gesture evident as early as the first year of life. Research with typically developing populations highlights the importance of both infant and maternal gesture use in infants' early language development.…

Effects of Adapted Dialogic Reading on Oral Language and Vocabulary Knowledge of Latino Preschoolers at Risk for English Language Delays

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Correa, Vivian I.; Lo, Ya-Yu; Godfrey-Hurrell, Kristi; Swart, Katie; Baker, Doris Luft

2015-01-01

In this single-case design study, we examined the effects of an adapted dialogic reading intervention on the oral language and vocabulary skills of four Latino preschool children who were at risk for English language delays. We used adapted dialogic reading strategies in English and two literacy games that included a rapid naming activity and…

Preschool language interventions for latino dual language learners with language disorders: what, in what language, and how.

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Simon-Cereijido, Gabriela

2015-05-01

About a quarter of young children in the United States are dual language learners. The large majority are Latino children who are exposed to Spanish in their homes. The language needs of Latino dual language preschoolers are different from the needs of monolingual English-speaking children. As a group, they are likely to live in environments that put them at risk of delays in language development. This situation is direr for dual language preschoolers with language impairment. Recent findings from studies on interventions for Spanish-English preschoolers with language impairment suggest that a bilingual approach does not delay English vocabulary and oral language learning and promotes Spanish maintenance. Targets and strategies for different language domains are described. The effects of pullout versus push-in interventions for this population are preliminarily explored. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Contribution of parenting to complex syntax development in preschool children with developmental delays or typical development.

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Moody, C T; Baker, B L; Blacher, J

2018-05-10

Despite studies of how parent-child interactions relate to early child language development, few have examined the continued contribution of parenting to more complex language skills through the preschool years. The current study explored how positive and negative parenting behaviours relate to growth in complex syntax learning from child age 3 to age 4 years, for children with typical development or developmental delays (DDs). Participants were children with or without DD (N = 60) participating in a longitudinal study of development. Parent-child interactions were transcribed and coded for parenting domains and child language. Multiple regression analyses were used to identify the contribution of parenting to complex syntax growth in children with typical development or DD. Analyses supported a final model, F(9,50) = 11.90, P < .001, including a significant three-way interaction between positive parenting behaviours, negative parenting behaviours and child delay status. This model explained 68.16% of the variance in children's complex syntax at age 4. Simple two-way interactions indicated differing effects of parenting variables for children with or without DD. Results have implications for understanding of complex syntax acquisition in young children, as well as implications for interventions. © 2018 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

Language development and assessment in the preschool period.

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Conti-Ramsden, Gina; Durkin, Kevin

2012-12-01

Most young children make significant progress in learning language during the first 4 years of life. Delays or differences in patterns of language acquisition are sensitive indicators of developmental problems. The dynamic, complex nature of language and the variability in the timing of its acquisition poses a number of challenges for the assessment of young children. This paper summarises the key developmental milestones of language development in the preschool years, providing a backdrop for understanding difficulties with language learning. Children with specific language impairment (SLI) are characterised illustrating the types of language difficulties they exhibit. Genetic evidence for language impairment suggests complex interactions among multiple genes of small effect. There are few consistent neurobiological abnormalities and currently there is no identified neurobiological signature for language difficulties. The assessment of young children's language skills thus focuses on the evaluation of their performances in comparison to typically developing peers. Assessment of language abilities in preschool children should involve an evaluation of both expressive and receptive skills and should include an evaluation of more than one dimension of language. The use of a single measure of a language component, such as vocabulary, is considered inadequate for determining whether preschool children have typical language or language impairment. Available evidence supports the inclusion of measures of phonological short-term memory in the assessment of the language abilities of preschool children. Further study of genetic, neurobiological and early behavioural correlates of language impairments in preschool children is needed.

[An investigation of the imitation skills in children with autism spectrum disorder and their association with receptive-expressive language development].

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Turan, Figen; Ökçün Akçamuş, Meral Çilem

2013-01-01

This study aimed to compare imitation skills in children with autism spectrum disorder, and age-matched typically developing children and children with developmental delay, as well as to examine the association between imitation skills, and receptive and expressive language development in children with autism spectrum disorder. Imitation skills in children with autism spectrum disorder (n=18), and age-matched children with developmental delay (n=15) and typically developing children (n= 16) were assessed using the Motor Imitation Scale and Imitation Battery, and the differences in mean imitation scores between the groups were examined. Receptive language and expressive language development in the children with autism spectrum disorder were assessed using the Turkish Communicative Development Inventory (TCDI), and their association with imitation scores was explored. The children with autism spectrum disorder had significantly lower imitation scores than the children with developmental delay and typically developing children; however, there wasn't a significant difference in imitation scores between the children with developmental delay and typically developing children. A significant association between imitation scores, and receptive and expressive language development was observed in the children with autism spectrum disorder. The present findings indicate that deficient imitation skills are a distinctive feature of children with autism spectrum disorder and that imitation skills play a crucial role in children's language development.

Where Does the Delay in L2 Picture Naming Come from? Psycholinguistic and Neurocognitive Evidence on Second Language Word Production

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Hanulova, Jana; Davidson, Douglas J.; Indefrey, Peter

2011-01-01

Bilinguals are slower when naming a picture in their second language than when naming it in their first language. Although the phenomenon has been frequently replicated, it is not known what causes the delay in the second language. In this article we discuss at what processing stages a delay might arise according to current models of bilingual…

The Influence of Socio-Economic Status and Ethnicity on Speech and Language Development

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Basit, Tehmina N.; Hughes, Amanda; Iqbal, Zafar; Cooper, Janet

2015-01-01

A number of factors influence the speech and language development of young children. Delays in the development of speech and language can have repercussions for school attainment and life chances. This paper is based on a survey of 3- to 4-year-old children in the city of Stoke-on-Trent in the UK. It analyses the data collected from 255 children…

Early Markers of Language Delay in Children with and without Family Risk for Dyslexia

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Unhjem, Astrid; Eklund, Kenneth; Nergård-Nilssen, Trude

2015-01-01

This study examined the extent to which receptive and productive vocabulary between ages 12 and 18 months predicted language skills at age 24 months in children born with family risk for dyslexia (FR) and a control group born without that risk. The aim was to identify possible markers of early language delay. The authors monitored vocabulary…

Two-Year Outcomes of a Population-Based Intervention for Preschool Language Delay: An RCT.

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Wake, Melissa; Levickis, Penny; Tobin, Sherryn; Gold, Lisa; Ukoumunne, Obioha C; Goldfeld, Sharon; Zens, Naomi; Le, Ha N D; Law, James; Reilly, Sheena

2015-10-01

We have previously shown short-term benefits to phonology, letter knowledge, and possibly expressive language from systematically ascertaining language delay at age 4 years followed by the Language for Learning intervention. Here, we report the trial's definitive 6-year outcomes. Randomized trial nested in a population-based ascertainment. Children with language scores >1.25 SD below the mean at age 4 were randomized, with intervention children receiving 18 1-hour home-based therapy sessions. Primary outcome was receptive/expressive language. Secondary outcomes were phonological, receptive vocabulary, literacy, and narrative skills; parent-reported pragmatic language, behavior, and health-related quality of life; costs of intervention; and health service use. For intention-to-treat analyses, trial arms were compared using linear regression models. Of 1464 children assessed at age 4, 266 were eligible and 200 randomized; 90% and 82% of intervention and control children were retained respectively. By age 6, mean language scores had normalized, but there was little evidence of a treatment effect for receptive (adjusted mean difference 2.3; 95% confidence interval [CI] -1.2 to 5.7; P = .20) or expressive (0.8; 95% CI -1.6 to 3.2; P = .49) language. Of the secondary outcomes, only phonological awareness skills (effect size 0.36; 95% CI 0.08-0.65; P = .01) showed benefit. Costs were higher for intervention families (mean difference AU$4276; 95% CI: $3424 to $5128). Population-based intervention targeting 4-year-old language delay was feasible but did not have lasting impacts on language, possibly reflecting resolution in both groups. Long-term literacy benefits remain possible but must be weighed against its cost. Copyright © 2015 by the American Academy of Pediatrics.

Validity and reliability of Preschool Language Scale 4 for measuring language development in children 48-59 months of age

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Nuryani Sidarta

2016-04-01

Full Text Available Prevalence rates for speech and language delay have been reported across wide ranges. Speech and language delay affects 5% to 8% of preschool children, often persisting into the school years.  A cross-sectional study was conducted in 208 children aged 48-59 months to determine the validity and reliability of the Indonesian edition of the Preschool Language Scale version 4 (PLS4 as a screening tool for the identification of language development disorders. Construct validity was examined by using Pearson correlation coefficient. Internal consistency was tested and repeated measurements were taken to establish the stability coefficient and intraclass correlation coefficients (ICC for test-retest reliability. For construct validity, the Pearson correlation coefficient ranged from 0.151-0.526, indicating that all questions in this instrument were valid for measuring auditory comprehension (AC and expressive communication skills (EC. Cronbach’s alpha level ranged from 0.81-0.95 with standard error of measurement (SEM ranging from 3.1-3.3. Stability coefficients ranged from 0.98-.0.99 with ICC coefficient ranging from 0.97-0.99 both of which showed an excellent reliability. This study found that PLS-4 is a valid and reliable instrument. It is easy to handle and can be recommended for assessing language development in children aged 48-59 months.

Do Adults Show an Effect of Delayed First Language Acquisition When Calculating Scalar Implicatures?

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Davidson, Kathryn; Mayberry, Rachel I

Language acquisition involves learning not only grammatical rules and a lexicon, but also what someone is intending to convey with their utterance: the semantic/pragmatic component of language. In this paper we separate the contributions of linguistic development and cognitive maturity to the acquisition of the semantic/pragmatic component of language by comparing deaf adults who had either early or late first exposure to their first language (ASL). We focus on the particular type of meaning at the semantic/pragmatic interface called scalar implicature , for which preschool-age children typically differ from adults. Children's behavior has been attributed to either their not knowing appropriate linguistic alternatives to consider or to cognitive developmental differences between children and adults. Unlike children, deaf adults with late language exposure are cognitively mature, although they never fully acquire some complex linguistic structures, and thus serve as a test for the role of language in such interpretations. Our results indicate an overall high performance by late learners, especially when implicatures are not based on conventionalized items. However, compared to early language learners, late language learners compute fewer implicatures when conventionalized linguistic alternatives are involved (e.g. ). We conclude that (i) in general, Gricean pragmatic reasoning does not seem to be impacted by delayed first language acquisition and can account for multiple quantity implicatures, but (ii) the creation of a scale based on lexical items can lead to ease in alternative creation that may be advantageously learned early in life, and that this may be one of several factors contributing to differences between adults and children on scalar implicature tasks.

Screening for speech and language delay in preschool children: systematic evidence review for the US Preventive Services Task Force.

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Nelson, Heidi D; Nygren, Peggy; Walker, Miranda; Panoscha, Rita

2006-02-01

PEDIATRICS (ISSN Numbers: Print, 0031-4005; Online, 1098-4275). Published in the public domain by the American Academy of Pediatrics. Speech and language development is a useful indicator of a child's overall development and cognitive ability and is related to school success. Identification of children at risk for developmental delay or related problems may lead to intervention services and family assistance at a young age, when the chances for improvement are best. However, optimal methods for screening for speech and language delay have not been identified, and screening is practiced inconsistently in primary care. We sought to evaluate the strengths and limits of evidence about the effectiveness of screening and interventions for speech and language delay in preschool-aged children to determine the balance of benefits and adverse effects of routine screening in primary care for the development of guidelines by the US Preventive Services Task Force. The target population includes all children up to 5 years old without previously known conditions associated with speech and language delay, such as hearing and neurologic impairments. Studies were identified from Medline, PsycINFO, and CINAHL databases (1966 to November 19, 2004), systematic reviews, reference lists, and experts. The evidence review included only English-language, published articles that are available through libraries. Only randomized, controlled trials were considered for examining the effectiveness of interventions. Outcome measures were considered if they were obtained at any time or age after screening and/or intervention as long as the initial assessment occurred while the child was birth order, and family size. The performance characteristics of evaluation techniques that take or =2 screening techniques in 1 population, and comparisons of a single screening technique across different populations are lacking. Fourteen good- and fair-quality randomized, controlled trials of interventions

Effects of music therapy in the treatment of children with delayed speech development - results of a pilot study

OpenAIRE

Linden Ulrike; Groß Wibke; Ostermann Thomas

2010-01-01

Abstract Background Language development is one of the most significant processes of early childhood development. Children with delayed speech development are more at risk of acquiring other cognitive, social-emotional, and school-related problems. Music therapy appears to facilitate speech development in children, even within a short period of time. The aim of this pilot study is to explore the effects of music therapy in children with delayed speech development. Methods A total of 18 childr...

Clinical assessment of early language development: a simplified short form of the Mandarin communicative development inventory.

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Soli, Sigfrid D; Zheng, Yun; Meng, Zhaoli; Li, Gang

2012-09-01

The purpose of this study was to develop a practical mean for clinical evaluation of early pediatric language development by establishing developmental trajectories for receptive and expressive vocabulary growth in children between 6 and 32 months of age using a simple, time-efficient assessment tool. Simplified short form versions of the Words and Gestures and Words and Sentences vocabulary inventories in the Mandarin Communicative Development Inventory [1] were developed and used to assess early language development in developmentally normal children from 6 to 32 months of age during routine health checks. Developmental trajectories characterizing the rate of receptive and expressive vocabulary growth between 6 and 32 months of age are reported. These trajectories allow the equivalent age corresponding to a score to be determined after a brief structured interview with the child's parents that can be conducted in a busy clinical setting. The simplified short forms of the Mandarin Communicative Development Inventories can serve as a clinically useful tool to assess early child language development, providing a practical mean of objectively assessing early language development following early interventions to treat young children with hearing impairment as well as speech and language delays. Objective evidence of language development is essential for achievement of effective (re)habilitation outcomes. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

Social Withdrawal Behaviour at One Year of Age Is Associated with Delays in Reaching Language Milestones in the EDEN Mother-Child Cohort Study.

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Antoine Guedeney

Full Text Available The aim of the study was to examine the relationship between social withdrawal behaviour at one year and motor and language milestones.One-year old children from the EDEN French population-based birth cohort study (Study on the pre- and postnatal determinants of the child's development and prospective health Birth Cohort Study were included. Social withdrawal at one year was assessed by trained midwives using the Alarm Distress BaBy (ADBB scale. Midwives concurrently examined infants' motor and language milestones. Parents reported on child's psychomotor and language milestones, during the interview with the midwife.After adjusting for potential confounding factors, social withdrawal behaviour was significantly associated with concurrent delays in motor and language milestones assessed by the midwife or the parents.Higher scores on social withdrawal behaviour as assessed with the ADBB were associated with delays in reaching language milestones, and to a lesser extent with lower motor ability scores. Taking the contribution of social withdrawal behaviour into account may help understand the unfolding of developmental difficulties in children.

Social Withdrawal Behaviour at One Year of Age Is Associated with Delays in Reaching Language Milestones in the EDEN Mother-Child Cohort Study.

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Guedeney, Antoine; Forhan, Anne; Larroque, Beatrice; de Agostini, Maria; Pingault, Jean-Baptiste; Heude, Barbara

2016-01-01

The aim of the study was to examine the relationship between social withdrawal behaviour at one year and motor and language milestones. One-year old children from the EDEN French population-based birth cohort study (Study on the pre- and postnatal determinants of the child's development and prospective health Birth Cohort Study) were included. Social withdrawal at one year was assessed by trained midwives using the Alarm Distress BaBy (ADBB) scale. Midwives concurrently examined infants' motor and language milestones. Parents reported on child's psychomotor and language milestones, during the interview with the midwife. After adjusting for potential confounding factors, social withdrawal behaviour was significantly associated with concurrent delays in motor and language milestones assessed by the midwife or the parents. Higher scores on social withdrawal behaviour as assessed with the ADBB were associated with delays in reaching language milestones, and to a lesser extent with lower motor ability scores. Taking the contribution of social withdrawal behaviour into account may help understand the unfolding of developmental difficulties in children.

Maternal dietary exposure to dioxins and polychlorinated biphenyls (PCBs) is associated with language delay in 3year old Norwegian children.

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Caspersen, I H; Haugen, M; Schjølberg, S; Vejrup, K; Knutsen, H K; Brantsæter, A L; Meltzer, H M; Alexander, J; Magnus, P; Kvalem, H E

2016-05-01

Prenatal exposure to dioxins and PCBs is potentially harmful to the developing fetus and may increase the risk of delayed or impaired neurodevelopment. Several studies have reported negative associations between prenatal exposure to these compounds and aspects of cognition related to language in early childhood. The aim was to examine the association between maternal low level dietary exposure to dioxins and PCB during pregnancy and language development in 3year old children in a large group of mother-child pairs participating in the Norwegian Mother and Child Cohort Study (MoBa). This study includes 44,092 children of women who were recruited to the Norwegian Mother and Child Cohort Study (MoBa) during the years 2002-2009. Maternal dietary exposure to dioxins and PCBs was estimated based on a validated food frequency questionnaire (FFQ) answered mid-pregnancy and a database of dioxin and PCB concentrations in Norwegian foods. Exposure to dioxins and dioxin-like PCBs (dl-compounds) was expressed in total toxic equivalents (TEQ), and PCB-153 was used as marker for non-dioxin-like PCBs (ndlPCBs). Children's language skills at age 3 were assessed by parental report including a Dale and Bishop grammar rating and questions about communication skills from the Ages and Stages Questionnaire (ASQ). Logistic regression models adjusted for confounders were used to examine the association between maternal dietary exposure to dl-compounds or PCB-153 and language development in children. The maternal dietary exposure to dl-compounds and PCB-153 was generally low, and 98% of women had intakes of dl-compounds ≤14pg TEQ/kg bw/week, which is the tolerable weekly intake set by EU's Scientific Committee for Food (SCF). High maternal exposure (>14pg TEQ/kg bw/week of dl-compounds (median 2.6pg/kg bw/day, range 2-16) or >97.5-percentile intake of PCB-153 (median 11ng/kg bw/day, range 5-28) was associated with higher odds of incomplete grammar (in boys and girls, adjusted ORs 1.1 to 1

Duplication of 17(p11.2p11.2) in a male child with autism and severe language delay.

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Nakamine, Alisa; Ouchanov, Leonid; Jiménez, Patricia; Manghi, Elina R; Esquivel, Marcela; Monge, Silvia; Fallas, Marietha; Burton, Barbara K; Szomju, Barbara; Elsea, Sarah H; Marshall, Christian R; Scherer, Stephen W; McInnes, L Alison

2008-03-01

Duplications of 17(p11.2p11.2) have been associated with various behavioral manifestations including attention deficits, obsessive-compulsive symptoms, autistic traits, and language delay. We are conducting a genetic study of autism and are screening all cases for submicroscopic chromosomal abnormalities, in addition to standard karyotyping, and fragile X testing. Using array-based comparative genomic hybridization analysis of data from the Affymetrix GeneChip(R) Human Mapping Array set, we detected a duplication of approximately 3.3 Mb on chromosome 17p11.2 in a male child with autism and severe expressive language delay. The duplication was confirmed by measuring the copy number of genomic DNA using quantitative polymerase chain reaction. Gene expression analyses revealed increased expression of three candidate genes for the Smith-Magenis neurobehavioral phenotype, RAI1, DRG2, and RASD1, in transformed lymphocytes from Case 81A, suggesting gene dosage effects. Our results add to a growing body of evidence suggesting that duplications of 17(p11.2p11.2) result in language delay as well as autism and related phenotypes. As Smith-Magenis syndrome is also associated with language delay, a gene involved in acquisition of language may lie within this interval. Whether a parent of origin effect, gender of the case, the presence of allelic variation, or changes in expression of genes outside the breakpoints influence the resultant phenotype remains to be determined. (c) 2007 Wiley-Liss, Inc.

Disassociating Maturation and Language Development: Evidence from Internationally Adopted and Deaf Children

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Geren, Joy Celeste

2010-01-01

Typically language development in children closely coincides with development in many other areas. This makes it difficult to determine whether observed correlations are coincidental or causal in nature. The three studies presented here explore these relationships by looking at two populations of learners who are delayed in exposure to English,…

Motor Development and Motor Resonance Difficulties in Autism: Relevance to Early Intervention for Language and Communication Skills

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Joseph P. Mccleery

2013-04-01

Full Text Available Research suggests that a sub-set of children with autism experience notable difficulties and delays in motor skills development, and that a large percentage of children with autism experience deficits in motor resonance. These motor-related deficiencies, which evidence suggests are present from a very early age, are likely to negatively affect social-communicative and language development in this population. Here, we review evidence for delayed, impaired, and atypical motor development in infants and children with autism. We then carefully review and examine the current language and communication-based intervention research that is relevant to motor and motor resonance (i.e., neural mirroring mechanisms activated when we observe the actions of others deficits in children with autism. Finally, we describe research needs and future directions and developments for early interventions aimed at addressing the speech/language and social-communication development difficulties in autism from a motor-related perspective.

Motor development and motor resonance difficulties in autism: relevance to early intervention for language and communication skills

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McCleery, Joseph P.; Elliott, Natasha A.; Sampanis, Dimitrios S.; Stefanidou, Chrysi A.

2013-01-01

Research suggests that a sub-set of children with autism experience notable difficulties and delays in motor skills development, and that a large percentage of children with autism experience deficits in motor resonance. These motor-related deficiencies, which evidence suggests are present from a very early age, are likely to negatively affect social-communicative and language development in this population. Here, we review evidence for delayed, impaired, and atypical motor development in infants and children with autism. We then carefully review and examine the current language and communication-based intervention research that is relevant to motor and motor resonance (i.e., neural “mirroring” mechanisms activated when we observe the actions of others) deficits in children with autism. Finally, we describe research needs and future directions and developments for early interventions aimed at addressing the speech/language and social-communication development difficulties in autism from a motor-related perspective. PMID:23630476

Spelling Impairments in Italian Dyslexic Children with and without a History of Early Language Delay. Are There Any Differences?

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Angelelli, Paola; Marinelli, Chiara V; Iaia, Marika; Putzolu, Anna; Gasperini, Filippo; Brizzolara, Daniela; Chilosi, Anna M

2016-01-01

Language delay is considered a frequent antecedent of literacy problems and both may be linked to phonological impairment. However, while several studies have examined the relationship between language delay and reading impairment, relatively few have focused on spelling. In this study, spelling performance of 28 children with developmental dyslexia (DD), 14 children with a history of language delay (LD), and 14 children without (NoLD) and 28 control participants were examined. Spelling was investigated by a writing to dictation task that included orthographically regular stimuli (word and non-words), as well as words with unpredictable transcription. Results indicated that all dyslexic participants underperformed compared to controls on both regular and unpredictable transcription stimuli, but LD performance was generally the worst. Moreover, spelling impairment assumed different characteristics in LD and NoLD children. LD children were more sensitive to acoustic-to-phonological variables, showing relevant failure especially on stimuli containing geminate consonants but also on polysyllabic stimuli and those containing non-continuant consonants. Error analysis confirmed these results, with LD children producing a higher rate of phonological errors respect to NoLD children and controls. Results were coherent with the hypothesis that among dyslexic children, those with previous language delay have more severe spelling deficit, suffering from defective orthographic lexical acquisition together with long-lasting phonological difficulties.

Spelling impairments in Italian dyslexic children with and without a history of early language delay. Are there any differences?

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Paola eAngelelli

2016-04-01

Full Text Available Language delay is considered a frequent antecedent of literacy problems and both may be linked to phonological impairment. However, while several studies have examined the relationship between language delay and reading impairment, relatively few have focused on spelling.In this study, spelling performance of 28 children with developmental dyslexia (DD, 14 children with a history of language delay (LD and 14 children without (NoLD and 28 control participants were examined.Spelling was investigated by writing a dictation task that included orthographically regular stimuli (word and nonwords, as well as words with unpredictable transcription.Results indicated that all dyslexic participants underperformed compared to controls on both regular and unpredictable transcription stimuli, but LD performance was generally the worst. Moreover, spelling impairment assumed different characteristics in LD and NoLD children. LD children were more sensitive to acoustic-to-phonological variables, showing relevant failure especially on stimuli containing geminate consonants but also on polysyllabic stimuli and those containing non-continuant consonants. Error analysis confirmed these results, with LD children producing a higher rate of phonological errors respect to NoLD children and controls. Results were coherent with the hypothesis that among dyslexic children, those with previous language delay have more severe spelling deficit, suffering from defective orthographic lexical acquisition together with long-lasting phonological difficulties.

The Effect of Sign Language Rehearsal on Deaf Subjects' Immediate and Delayed Recall of English Word Lists.

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Bonvillian, John D.; And Others

1987-01-01

The relationship between sign language rehearsal and written free recall was examined by having deaf college students rehearse the sign language equivalents of printed English words. Studies of both immediate and delayed memory suggested that word recall increased as a function of total rehearsal frequency and frequency of appearance in rehearsal…

Language familiarity effects in short-term memory: the role of output delay and long-term knowledge.

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Thorn, Annabel S C; Gathercole, Susan E; Frankish, Clive R

2002-10-01

Four experiments examined the origins of language familiarity effects in bilingual short-term recall. In Experiments 1A and 1B, bilingual adults were tested on serial recall and probed serial recall of words and nonwords in their first and second languages. A first-language advantage was obtained on both measures, indicating that the beneficial effects of language familiarity are not exclusively attributable to lesser output delay during overt recall. In Experiments 2A and 2B, the same group of bilinguals was tested on serial recall and serial recognition of word lists in both languages. Although a sizeable first-language advantage was obtained on the serial recall measure, recognition performance was comparable in the two languages. On the basis of these results it is suggested that language differences in bilingual immediate memory arise in large part as a consequence of the differential availability of language-specific long-term knowledge with which to support retrieval processes in serial recall.

The Effects of Play-Based Intervention on Vocabulary Acquisition by Preschoolers at Risk for Reading and Language Delays

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McLeod, Ragan H.; Hardy, Jessica K.; Kaiser, Ann P.

2017-01-01

Closing the vocabulary gap for young children at risk for reading and language delays due to low socioeconomic status may have far reaching effects, as the relationship between early vocabulary knowledge and later academic achievement has been well-established. Vocabulary instruction for young children at risk for reading and language delays…

Language and Disadvantage: A Comparison of the Language Abilities of Adolescents from Two Different Socioeconomic Areas

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Spencer, Sarah; Clegg, Judy; Stackhouse, Joy

2012-01-01

Background: It is recognized that children from areas associated with socioeconomic disadvantage are at an increased risk of delayed language development. However, so far research has focused mainly on young children and there has been little investigation into language development in adolescence. Aims: To investigate the language abilities of…

The Delay of Principle B Effect (DPBE) and Its Absence in Some Languages

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Di Sciullo, Anna Maria; Aguero-Bautista, Calixto

2008-01-01

The Delay of Principle B Effect (DPBE) has been discussed in various studies that show that children around age 5 seem to violate Principle B of Binding Theory (Chomsky, 1981, and related works), when the antecedent of the pronoun is a name, but not when the antecedent is a quantifier. The analysis we propose can explain the DPBE in languages of…

Expressive Language Development in 45 Cochlear Implanted Children Following 2 Years of Implantation

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Seyed Basir Hashemi

2011-10-01

Full Text Available Objectives: Profound hearing loss encounters children with delay in speech and language. As it is known language acquisition in young deaf children is a lengthy process, but cochlear implanted children have better spoken language skills than if they had not received the device. According to the importance of cochlear implant in deaf child's language development, this study evaluates the effect of different variables on child's language performance. Methods: 45 cochlear implanted children were tested, all of whom had used the device for at least 2 years. In order to evaluate the children, the NEWSHA test which is fitted for Persian speaking children was performed and language development of the children was compared through stepwise discriminant analysis. Results: After evaluation of the effect of different variables like child's age of implantation, participating in rehabilitation classes, parent's cooperation and their level of education, we came to a conclusion that the child's age of implantation and rehabilitation program significantly develop the child's language performance. Discussion: The value of cochlear implant in improvement of deaf children in speech, language perception, production and comprehension is confirmed by different studies which have been done on cochlear implanted children. Also, the present study indicates that language development in cochlear implanted children is highly related to their age of implantation and rehabilitation program.

Language Delay in Severely Neglected Children: A Cumulative or Specific Effect of Risk Factors?

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Sylvestre, Audette; Merette, Chantal

2010-01-01

Objectives: This research sought to determine if the language delay (LD) of severely neglected children under 3 years old was better explained by a cumulative risk model or by the specificity of risk factors. The objective was also to identify the risk factors with the strongest impact on LD among various biological, psychological, and…

Development and validation of a screening procedure to identify speech-language delay in toddlers with cleft palate

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Jørgensen, Line Dahl; Willadsen, Elisabeth

2017-01-01

condition based on assessment of consonant inventory using a real-time listening procedure in combination with parent-reported expressive vocabulary. These measures allowed evaluation of early speech-language skills found to correlate significantly with later speech-language difficulties in longitudinal......The purpose of this study was to develop and validate a clinically useful speech-language screening procedure for young children with cleft palate +/- cleft lip (CP) to identify those in need of speech-language intervention. Twenty-two children with CP were assigned to a +/- need for intervention...... studies of children with CP. The external validity of this screening procedure was evaluated by comparing the +/- need for intervention assignment determined by the screening procedure to experienced speech-language pathologists’ (SLPs’) clinical judgment of whether or not a child needed early...

Supporting Sociodramatic Play in Preschools to Promote Language and Literacy Skills of English Language Learners

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Banerjee, Rashida; Alsalman, Amani; Alqafari, Shehana

2016-01-01

English language learners are often at risk for communication and language delays--crucial elements in the foundation of early literacy skills. Studies have shown that preschool children involved in sociodramatic play demonstrate greater proficiency and interest in language development and reading. The manuscript shares evidence-based strategies…

Language Development, Delay and Intervention--The Views of Parents from Communities That Speech and Language Therapy Managers in England Consider to Be Under-Served

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Marshall, Julie; Harding, Sam; Roulstone, Sue

2017-01-01

Background: Evidence-based practice includes research evidence, clinical expertise and stakeholder perspectives. Stakeholder perspectives are important and include parental ethno-theories, which embrace views about many aspects of speech, language and communication, language development, and interventions. The Developmental Niche Framework…

Promoting Listening Reading Comprehension for Nonverbal English Language Learners Who Have a Severe Intellectual Delay

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Kemper, Talya

2012-01-01

This study used an alternating treatment design to examine the use of a listening reading comprehension intervention package. This package was implemented in English as well as bilingually (on alternating days). This package was applied to four participants who were English Language Learners, were diagnosed with a severe intellectual delay, and…

Child healthcare nurses believe that bilingual children show slower language development, simplify screening procedures and delay referrals.

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Nayeb, Laleh; Wallby, Thomas; Westerlund, Monica; Salameh, Eva-Kristina; Sarkadi, Anna

2015-02-01

A significant number of children living in Sweden are bilingual, but how language screening is performed in this group is unknown. We investigated child healthcare nurses' perceptions of the language screening of bilingual children aged 30-36 months, together with their clinical practices. An online questionnaire was completed by 863 nurses who performed language screening of bilingual children in Sweden at least once a month, corresponding to 89% of the target population. Cox regression identified predictors of the nurses' tendency to simplify the screening of bilingual children. The nurses reported a greater lack of confidence and more difficulties in interpreting screening outcomes for bilingual than monolingual children (p bilingual children and 74% postponed referrals to speech and language services, basing these adaptations on their perceptions of the children's Swedish language skills (p bilingual children, and this was the strongest predictor of simplified screening practices (RR=2.00, 95% CI 1.44-2.77). Child healthcare nurses need easily accessible information and clear guidelines on the language development of bilingual children to ensure that bilingual and monolingual children receive equitable language screening services. ©2014 Foundation Acta Paediatrica. Published by John Wiley & Sons Ltd.

Hearing impairment and language delay in infants: Diagnostics and genetics

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Lang-Roth, Ruth

2014-01-01

This overview study provides information on important phoniatric and audiological aspects of early childhood hearing and language development with the aim of presenting diagnostic and therapeutic approaches. The article first addresses the universal newborn hearing screening that has been implemented in Germany for all infants since January 2009. The process of newborn hearing screening from the maternity ward to confirmation diagnostics is presented in accordance with a decision by the Federal Joint Committee (G-BA). The second topic is pediatric audiology diagnostics. Following confirmation of a permanent early childhood hearing disorder, the search for the cause plays an important role. Hereditary hearing disorders and intrauterine cytomegalovirus (CMV) infection, probably the most common cause of an acquired hearing disorder, are discussed and compared with the most common temporary hearing disorder, otitis media with effusion, which in some cases is severe enough to be relevant for hearing and language development and therefore requires treatment. The third topic covered in this article is speech and language development in the first 3 years of life, which is known today to be crucial for later language development and learning to read and write. There is a short overview and introduction to modern terminology, followed by the abnormalities and diagnostics of early speech and language development. Only some aspects of early hearing and language development are addressed here. Important areas such as the indication for a cochlear implant in the first year of life or because of unilateral deafness are not included due to their complexity. PMID:25587365

Language Development: Understanding Language Diversity in the Classroom

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Levey, Sandra; Polirstok, Susan

2010-01-01

Language Development: Understanding Language Diversity in the Classroom offers comprehensive coverage of the language development process for pre- and in-service teachers while emphasizing the factors that further academic success in the classroom, including literacy skills, phonological awareness, and narrative. With chapters written by respected…

Developing Bigraphical Languages

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Damgaard, Troels Christoffer

In this dissertation, we study bigraphical languages—languages based on the theory for bigraphs and bigraphical reactive systems developed by Milner and coworkers. We begin by examining algebraic theory for binding bigraphs. We give a term language for binding bigraphs and develop a complete......, a prototype tool for experimenting with bigraphical reactive systems. In a second line of work, we study bigraphical reactive systems as a vehicle for developing a language to model biochemical reactions at the level of cells and proteins. We discuss and isolate B,R-calculi, a family of bigraphical reactive...

Efficacy of the Direct Instruction Language for Learning (DI-LL) Program to Promote Expressive and Receptive Language in Children with Autism Spectrum Disorder

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2016-07-01

Evaluator on PLP & CGI 1-3 Train staff on DOSL 1-3 Purchase child materials ( toys , stickers) 1-3 Purchase testing materials 1-3 Purchase DI-LL...been developed to address language delay including intensive treatment using applied behavior analysis (ABA). Although often effective for severe...to severe. Many interventions have been developed to address language delay including intensive treatment using applied behavior analysis (ABA

BIBLIOGRAPHY ON LANGUAGE DEVELOPMENT.

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Harvard Univ., Cambridge, MA. Graduate School of Education.

THIS BIBLIOGRAPHY LISTS MATERIAL ON VARIOUS ASPECTS OF LANGUAGE DEVELOPMENT. APPROXIMATELY 65 UNANNOTATED REFERENCES ARE PROVIDED TO DOCUMENTS DATING FROM 1958 TO 1966. JOURNALS, BOOKS, AND REPORT MATERIALS ARE LISTED. SUBJECT AREAS INCLUDED ARE THE NATURE OF LANGUAGE, LINGUISTICS, LANGUAGE LEARNING, LANGUAGE SKILLS, LANGUAGE PATTERNS, AND…

Input and language development in bilingually developing children.

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Hoff, Erika; Core, Cynthia

2013-11-01

Language skills in young bilingual children are highly varied as a result of the variability in their language experiences, making it difficult for speech-language pathologists to differentiate language disorder from language difference in bilingual children. Understanding the sources of variability in bilingual contexts and the resulting variability in children's skills will help improve language assessment practices by speech-language pathologists. In this article, we review literature on bilingual first language development for children under 5 years of age. We describe the rate of development in single and total language growth, we describe effects of quantity of input and quality of input on growth, and we describe effects of family composition on language input and language growth in bilingual children. We provide recommendations for language assessment of young bilingual children and consider implications for optimizing children's dual language development. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Delayed Speech or Language Development

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... Parents Parents site Sitio para padres General Health Growth & Development Infections Diseases & Conditions Pregnancy & Baby Nutrition & Fitness Emotions & ... dada" well before their first birthday, and most toddlers can say about 20 words by the time ...

Speech and language development in 2-year-old children with cerebral palsy.

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Hustad, Katherine C; Allison, Kristen; McFadd, Emily; Riehle, Katherine

2014-06-01

We examined early speech and language development in children who had cerebral palsy. Questions addressed whether children could be classified into early profile groups on the basis of speech and language skills and whether there were differences on selected speech and language measures among groups. Speech and language assessments were completed on 27 children with CP who were between the ages of 24 and 30 months (mean age 27.1 months; SD 1.8). We examined several measures of expressive and receptive language, along with speech intelligibility. Two-step cluster analysis was used to identify homogeneous groups of children based on their performance on the seven dependent variables characterizing speech and language performance. Three groups of children identified were those not yet talking (44% of the sample); those whose talking abilities appeared to be emerging (41% of the sample); and those who were established talkers (15% of the sample). Group differences were evident on all variables except receptive language skills. 85% of 2-year-old children with CP in this study had clinical speech and/or language delays relative to age expectations. Findings suggest that children with CP should receive speech and language assessment and treatment at or before 2 years of age.

Multimodal Diffusion-MRI and MEG Assessment of Auditory and Language System Development in Autism Spectrum Disorder

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Jeffrey I Berman

2016-03-01

Full Text Available Background: Auditory processing and language impairments are prominent in children with autism spectrum disorder (ASD. The present study integrated diffusion MR measures of white-matter microstructure and magnetoencephalography (MEG measures of cortical dynamics to investigate associations between brain structure and function within auditory and language systems in ASD. Based on previous findings, abnormal structure-function relationships in auditory and language systems in ASD were hypothesized. Methods: Evaluable neuroimaging data was obtained from 44 typically developing (TD children (mean age 10.4±2.4years and 95 children with ASD (mean age 10.2±2.6years. Diffusion MR tractography was used to delineate and quantitatively assess the auditory radiation and arcuate fasciculus segments of the auditory and language systems. MEG was used to measure (1 superior temporal gyrus auditory evoked M100 latency in response to pure-tone stimuli as an indicator of auditory system conduction velocity, and (2 auditory vowel-contrast mismatch field (MMF latency as a passive probe of early linguistic processes. Results: Atypical development of white matter and cortical function, along with atypical lateralization, were present in ASD. In both auditory and language systems, white matter integrity and cortical electrophysiology were found to be coupled in typically developing children, with white matter microstructural features contributing significantly to electrophysiological response latencies. However, in ASD, we observed uncoupled structure-function relationships in both auditory and language systems. Regression analyses in ASD indicated that factors other than white-matter microstructure additionally contribute to the latency of neural evoked responses and ultimately behavior. Results also indicated that whereas delayed M100 is a marker for ASD severity, MMF delay is more associated with language impairment. Conclusion: Present findings suggest atypical

LANGUAGE CHANGE AND DEVELOPMENT: HISTORICAL LINGUISTICS

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Trisna Dinillah Dinillah Harya

2016-04-01

Full Text Available Language can change and develop by itself slowly. Language can change and development because of adaptation of development and pattern change and system of society life, such as level of education, social, culture and technology mastery. Language change and development can occur internally and externally. In this article the changes internally and language development will be reviewed by looking through the study of historical change and development language based on the history of its development. While changes in external and development will be explored through the study of Sociolinguistics by examining and looking at changes and developments that language is influenced by socio-cultural factors that occur in society. Changes internally initially occurred in the behavior of speakers in their everyday lives to adjust to each other, and followed by a tendency to innovate in groups of people who are already familiar, then followed by other changes in sequence, which ultimately makes a language different each other, although originally derived from a single language family. Changes in the external language change and language development is caused by the contact of a language with other languages, where humans as social beings who have been cultured either interconnected or inter-ethnic nations in the world in a country. Key words: Language Changes, Internal Change, External Change, Historical linguistics

Language Planning and Development Aid: The (In)Visibility of Language in Development Aid Discourse

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Taylor-Leech, Kerry; Benson, Carol

2017-01-01

Despite the essential role of local, regional, national and international languages in human development, there is little reference to language planning in development aid discourse. Beginning with definitions of development aid and language planning, the paper examines how the two were linked in pre- and post-colonial times, showing how language…

Working Memory and Language Learning: A Review

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Archibald, Lisa M. D.

2017-01-01

Children with speech, language, and communication needs (SLCN) form a highly heterogeneous group, including those with an unexplained delay in language development known as specific language impairment (SLI). There is growing recognition that multiple mechanisms underlie the range of profiles observed in these children. Broadly speaking, both the…

Notes on Mathematical Language: Development Strings, Development Patterns, String Theory and Conditions Language

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Struck, James T

2003-01-01

Mathematics, according to Lancelot Hogben, is the language of size, shape, and order. This note adds two words to the language of mathematics. First, a verb, develop or develops, is introduced to describe a development pattern or development string. These are patterns of development with examples from fibrillation, spread of electric changes in muscles and nerves, and matter changing into energy. The relevance of this idea to the idea in physics called String Theory is discussed. A critical comment on the use of the String, rather than other objects like circles, boxes, or spheres is made. Second, an adjective or adverb called conditions language is introduced. Equations like E=mc2, Coulomb's law, Newton's law of Gravitation, the equation for the definition of pie and the path to peace and war are discussed with relevance to the idea of conditions language. Conditions language is nothing more than including the relevant conditions where the equation works or when it applies in parentheses with the equation. V...

The Impact of Tympanostomy Tubes on Speech and Language Development in Children with Cleft Palate.

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Shaffer, Amber D; Ford, Matthew D; Choi, Sukgi S; Jabbour, Noel

2017-09-01

Objective Describe the impact of hearing loss, tympanostomy tube placement before palatoplasty, and number of tubes received on speech outcomes in children with cleft palate. Study Design Case series with chart review. Setting Tertiary care children's hospital. Subjects and Methods Records from 737 children born between April 2005 and April 2015 who underwent palatoplasty at a tertiary children's hospital were reviewed. Exclusion criteria were cleft repair at an outside hospital, intact secondary palate, absence of postpalatoplasty speech evaluation, sensorineural or mixed hearing loss, no tubes, first tubes after palatoplasty, or first clinic after 12 months of age. Data from 152 patients with isolated cleft palate and 166 patients with cleft lip and palate were analyzed using Wilcoxon rank-sum, χ 2 , and Fisher exact test and logistic regression. Results Most patients (242, 76.1%) received tubes before palatoplasty. Hearing loss after tubes, but not before, was associated with speech/language delays at 24 months ( P = .005) and language delays ( P = .048) and speech sound production disorders (SSPDs, P = .040) at 5 years. Receiving tubes before palatoplasty was associated with failed newborn hearing screen ( P = .001) and younger age at first posttubes type B tympanogram with normal canal volume ( P = .015). Hearing loss after tubes ( P = .021), language delays ( P = .025), SSPDs ( P = .003), and velopharyngeal insufficiency ( P = .032) at 5 years and speech surgery ( P = .022) were associated with more tubes. Conclusion Continued middle ear disease, reflected by hearing loss and multiple tubes, may impair speech and language development. Inserting tubes before palatoplasty did not mitigate these impairments better than later tube placement.

Look who's talking: a prospective study of familial transmission of language impairments.

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Spitz, R V; Tallal, P; Flax, J; Benasich, A A

1997-10-01

Language impairments have been hypothesized to have a genetic component. Previous studies of the familial aggregation of language impairments have relied on a retrospective approach based on parental/self-reported history of language development. This study examined familial aggregation prospectively, by investigating language acquisition and cognitive development in the younger siblings and offspring of individuals with well-defined language impairments. It was predicted that children with a positive family history for language impairments would be more likely to show delays in language acquisition than would age- and gender-matched controls. Similar delays were not expected in nonlinguistic domains, such as conceptual, gestural, or general cognitive development. Ten children with a positive family history and 10 age- and gender-matched controls were tested. Analyses of linguistic and cognitive assessments at 16 to 26 months confirmed the predictions. Children with a family history of language impairments had lower receptive and expressive language scores than controls, with 50% of them scoring at least 1.5 SD below the mean for their age. At the same time, performance on a number of tasks that did not rely on language abilities did not differ as a function of family history. These results indicate that children with a positive family history for language impairments are at risk for language delay; the results also support a familial component to language impairments.

Time delays, population, and economic development

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Gori, Luca; Guerrini, Luca; Sodini, Mauro

2018-05-01

This research develops an augmented Solow model with population dynamics and time delays. The model produces either a single stationary state or multiple stationary states (able to characterise different development regimes). The existence of time delays may cause persistent fluctuations in both economic and demographic variables. In addition, the work identifies in a simple way the reasons why economics affects demographics and vice versa.

The attitudes of family physicians toward a child with delayed growth and development.

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Aker, Servet; Şahin, Mustafa Kürşat; Kınalı, Ömer; Şimşek Karadağ, Elif; Korkmaz, Tuğba

2017-09-01

Aim The purpose of this study was to assess the attitude of family physicians toward a child with delayed growth and development. Primary healthcare professionals play a key role in monitoring growth and development, the best indicator of the child's health status. If delayed growth and development can be detected early, then it is usually possible to restore functioning. This descriptive study was performed in Samsun, Turkey, in May and June 2015. In total, 325 family physicians were included. The study consisted of two parts. In the first session of the research, the story of an 18-month-old child with delayed growth and development was presented using visual materials. An interview between the child's mother and a member of primary healthcare staff was then enacted by two of the authors using role-playing. Subsequently, participants were given the opportunity to ask the mother and member of primary healthcare staff questions about the case. During the sessions, two observers observed the participants, took notes and compared these after the presentation. In the second part of the study, the participants were asked to complete a questionnaire consisting of three open-ended questions. Findings When asking questions of the mother, family physicians generally used accusatory and judgmental language. One of the questions most commonly put to the mother was 'Do you think you are a good mother?' Family physicians were keen to provide instruction for the patient and relatives. Family physicians to a large extent thought that the problem of a child with delayed growth and development can be resolved through education. Family physicians' manner of establishing relations with the patient and relatives is inappropriate. We therefore think that they should receive on-going in-service training on the subject.

Permanent molars: Delayed development and eruption

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Arathi R

2006-05-01

Full Text Available Delayed development and eruption of all the permanent molars is a rare phenomenon, which can cause disturbance in the developing occlusion. The eruption of permanent first and second molars is very important for the coordination of facial growth and for providing sufficient occlusal support for undisturbed mastication. In the case described, the first permanent molars were delayed in their development and were seen erupting at the age of nine and a half years. Severe disparity between the left and the right side of the dentition with respect to the rate of development of molars were also present.

Neuroanatomy of Individual Differences in Language in Adult Males with Autism

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Lai, Meng-Chuan; Lombardo, Michael V.; Ecker, Christine; Chakrabarti, Bhismadev; Suckling, John; Bullmore, Edward T.; Happé, Francesca; Murphy, Declan G. M.; Baron-Cohen, Simon

2015-01-01

One potential source of heterogeneity within autism spectrum conditions (ASC) is language development and ability. In 80 high-functioning male adults with ASC, we tested if variations in developmental and current structural language are associated with current neuroanatomy. Groups with and without language delay differed behaviorally in early social reciprocity, current language, but not current autistic features. Language delay was associated with larger total gray matter (GM) volume, smaller relative volume at bilateral insula, ventral basal ganglia, and right superior, middle, and polar temporal structures, and larger relative volume at pons and medulla oblongata in adulthood. Despite this heterogeneity, those with and without language delay showed significant commonality in morphometric features when contrasted with matched neurotypical individuals (n = 57). In ASC, better current language was associated with increased GM volume in bilateral temporal pole, superior temporal regions, dorsolateral fronto-parietal and cerebellar structures, and increased white matter volume in distributed frontal and insular regions. Furthermore, current language–neuroanatomy correlation patterns were similar across subgroups with or without language delay. High-functioning adult males with ASC show neuroanatomical variations associated with both developmental and current language characteristics. This underscores the importance of including both developmental and current language as specifiers for ASC, to help clarify heterogeneity. PMID:25249409

Evoluções motoras e linguísticas de bebês com atraso de desenvolvimento na perspectiva de mães Motor and language development of babies with delayed development from the mothers' perspective

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Tatiany Hekavei

2009-04-01

Full Text Available O presente estudo teve por objetivo investigar a evolução do desenvolvimento motor e de linguagem em bebês com atraso de desenvolvimento a partir da perspectiva materna. Participaram do estudo seis mães de bebês com atraso de desenvolvimento. A pesquisa foi realizada numa instituição com programa de intervenção precoce e em ambiente domiciliar. Foram feitas entrevistas com as mães, por meio de um roteiro semiestruturado. O modo de compreensão das mães, tanto do processo de desenvolvimento motor, quanto linguístico dos filhos, indicou uma evolução no desenvolvimento dessas crianças. Uma das provas disso, foi a forma como essas mães se referiram ao desenvolvimento das crianças, antes destas ingressarem no programa de intervenção precoce e no momento atual. Conhecer e valorizar as percepções trazidas pelos cuidadores e particularmente pelas mães, implica em ampliar o entendimento dos seus saberes e práticas. Estes valores, por sua vez, podem ser utilizados no sentido de favorecer todo o processo de desenvolvimento infantil.The aim of the present study was to investigate the evolution of motor and language development in developmentally delayed babies from the mother's perspective. Six mothers of developmentally delayed babies participated in the study. This study was conducted in an institution that had an early intervention program and in the home environment. Interviews with the mothers were conducted using a semi-structured questionnaire. The way the mothers understood both their children's processes of motor and language development was indicative of an evolution in these children's development. The ways these mothers reported on the development of the children before they entered the early intervention program and at present is evidence to this effect. To know and to value the perception that caretakers have about their children has to do with broadening their understanding and practices. These values, in turn, can be

Preschool Language Profiles of Children at Family Risk of Dyslexia: Continuities with Specific Language Impairment

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Nash, Hannah M.; Hulme, Charles; Gooch, Debbie; Snowling, Margaret J.

2013-01-01

Background: Children at family risk of dyslexia have been reported to show phonological deficits as well as broader language delays in the preschool years. Method: The preschool language skills of 112 children at family risk of dyslexia (FR) at ages 3½ and 4½ were compared with those of children with SLI and typically developing (TD) controls.…

Music Training Program: A Method Based on Language Development and Principles of Neuroscience to Optimize Speech and Language Skills in Hearing-Impaired Children

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Samaneh Sadat Dastgheib

2013-03-01

Full Text Available Introduction: In recent years, music has been employed in many intervention and rehabilitation program to enhance cognitive abilities in patients. Numerous researches show that music therapy can help improving language skills in patients including hearing impaired. In this study, a new method of music training is introduced based on principles of neuroscience and capabilities of Persian language to optimize language development in deaf children after implantation.    Materials and Methods: The candidate children are classified in three groups according to their hearing age and language development. The music training program is established and centered on four principles, as follows: hearing and listening to music (with special attention to boost hearing, singing, rhythmic movements with music and playing musical instruments.   Results: Recently much research has demonstrated that even after cochlear implant operation, a child cannot acquire language to the same level of detail as a normal child. As a result of this study music could compensate this developmental delay .It is known that the greater the area of the brain that is activated, the more synaptic learning and plasticity changes occur in that specific area. According to the principles of neural plasticity, music could improve language skills by activating the same areas for language processing in the brain.   Conclusion:  In conclusion, the effects of music on the human brain seem to be very promising and therapeutic in various types of disorders and conditions, including cochlear implantation.

Multi-language Development Enviroments

DEFF Research Database (Denmark)

Pfeiffer, Rolf-Helge

-language software systems are heavily interrelated, existing development environments do not sufficiently support developers in development of such systems. In particular, handling relations between heterogeneous artifacts is not supported at development time. This thesis (a) studies the characteristics...... environments. I address these research goals by applying tool prototyping, technical experiments, user experiments, surveys, and literature survey as ethodological tools. The main results of this thesis are (a) a taxonomy for construction, comparison, and characterization of multi-language development...

Development of delayed radiation necrosis

International Nuclear Information System (INIS)

Ohara, ShigFeki; Takagi, Terumasa; Shibata, Taichiro; Nagai, Hajime.

1983-01-01

The authors discussed the developing process of delayed radiation necrosis of the brain from the case of a 42-year-old female who developed intracranial hypertension and left hemiparesis 5 and a half years after radiotherapy for pituitary adenoma. The initial sign of radiation necrosis was from a CT scan taken 3 and a half years after radiotherapy showing an irregular low density lesion in the right temporal lobe. CT scan 2 years later demonstrated displacement of the midline structures to the left and a larger low density lesion with partially high density in the right MCA territory that was enhanced with intravenous contrast medium. Recovery after a right temporal lobectomy and administration of steroid hormone were uneventful. Eight months later there were no signs of raised intracranial pressure nor of neurological deficits. Tissues obtained from the right temporal lobe at lobectomy revealed the characteristic changes of delayed radiation necrosis; a mixture of fresh, recent, and old vascular lesions in the same specimen. From these findings, it was speculated that delayed radiation necrosis might initially occur within several years after radiotherapy and might gradually take a progressive and extended course, even in cases whose clinical symptoms develop much later. (author)

A Report on Language Materials Development for Seven Philippine Languages.

Science.gov (United States)

McKaughan, Howard; Mirikitani, Leatrice

This report, a follow up to H. McKaughan's article "Language Materials Development" (Philippine Journal for Language Teaching; v2 n1-2 1969), reports on a project at the Pacific and Asian Linguistic Institute (PALI) of the University of Hawaii to develop a set of materials for seven Philippine languages: Bikol, Cebuano, Hiligaynon,…

The Impact of Input Quality on Early Sign Development in Native and Non-Native Language Learners

Science.gov (United States)

Lu, Jenny; Jones, Anna; Morgan, Gary

2016-01-01

There is debate about how input variation influences child language. Most deaf children are exposed to a sign language from their non-fluent hearing parents and experience a delay in exposure to accessible language. A small number of children receive language input from their deaf parents who are fluent signers. Thus it is possible to document the…

Evaluation and management of the child with speech delay.

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Leung, A K; Kao, C P

1999-06-01

A delay in speech development may be a symptom of many disorders, including mental retardation, hearing loss, an expressive language disorder, psychosocial deprivation, autism, elective mutism, receptive aphasia and cerebral palsy. Speech delay may be secondary to maturation delay or bilingualism. Being familiar with the factors to look for when taking the history and performing the physical examination allows physicians to make a prompt diagnosis. Timely detection and early intervention may mitigate the emotional, social and cognitive deficits of this disability and improve the outcome.

The Correlation between Early Second Language Learning and Native Language Skill Development

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Caccavale, Terry

2007-01-01

It has long been the assumption of many in the field of second language teaching that learning a second language helps to promote and enhance native language skill development, and that this correlation is direct and positive. Language professionals have assumed that learning a second language directly supports the development of better skills,…

TexMo: A Multi-language Development Environment

DEFF Research Database (Denmark)

Pfeiffer, Rolf-Helge; Wasowski, Andrzej

2012-01-01

Contemporary software systems contain a large number of artifacts expressed in multiple languages, ranging from domain-specific languages to general purpose languages. These artifacts are interrelated to form software systems. Existing development environments insufficiently support handling...... relations between artifacts in multiple languages. This paper presents a taxonomy for multi-language development environments, organized according to language representation, representation of relations between languages, and types of these relations. Additionally, we present TexMo, a prototype of a multi-language...... development environment, which uses an explicit relation model and implements visualization, static checking, navigation, and refactoring of cross-language relations. We evaluate TexMo by applying it to development of a web-application, JTrac, and provide preliminary evidence of its feasibility by running...

The influence of language deprivation in early childhood on L2 processing: An ERP comparison of deaf native signers and deaf signers with a delayed language acquisition.

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Skotara, Nils; Salden, Uta; Kügow, Monique; Hänel-Faulhaber, Barbara; Röder, Brigitte

2012-05-03

To examine which language function depends on early experience, the present study compared deaf native signers, deaf non-native signers and hearing German native speakers while processing German sentences. The participants watched simple written sentences while event-related potentials (ERPs) were recorded. At the end of each sentence they were asked to judge whether the sentence was correct or not. Two types of violations were introduced in the middle of the sentence: a semantically implausible noun or a violation of subject-verb number agreement. The results showed a similar ERP pattern after semantic violations (an N400 followed by a positivity) in all three groups. After syntactic violations, native German speakers and native signers of German sign language (DGS) with German as second language (L2) showed a left anterior negativity (LAN) followed by a P600, whereas no LAN but a negativity over the right hemisphere instead was found in deaf participants with a delayed onset of first language (L1) acquisition. The P600 of this group had a smaller amplitude and a different scalp distribution as compared to German native speakers. The results of the present study suggest that language deprivation in early childhood alters the cerebral organization of syntactic language processing mechanisms for L2. Semantic language processing instead was unaffected.

Caregivers' suffix frequencies and suffix acquisition by language impaired, late talking, and typically developing children.

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Warlaumont, Anne S; Jarmulowicz, Linda

2012-11-01

Acquisition of regular inflectional suffixes is an integral part of grammatical development in English and delayed acquisition of certain inflectional suffixes is a hallmark of language impairment. We investigate the relationship between input frequency and grammatical suffix acquisition, analyzing 217 transcripts of mother-child (ages 1 ; 11-6 ; 9) conversations from the CHILDES database. Maternal suffix frequency correlates with previously reported rank orders of acquisition and with child suffix frequency. Percentages of children using a suffix are consistent with frequencies in caregiver speech. Although late talkers acquire suffixes later than typically developing children, order of acquisition is similar across populations. Furthermore, the third person singular and past tense verb suffixes, weaknesses for children with language impairment, are less frequent in caregiver speech than the plural noun suffix, a relative strength in language impairment. Similar findings hold across typical, SLI and late talker populations, suggesting that frequency plays a role in suffix acquisition.

Teaching a Child with Autism and Severe Language Delays to Reject: Direct and Indirect Effects of Functional Communication Training

Science.gov (United States)

Martin, Christian A.; Drasgow, Erik; Halle, James W.; Brucker, Jennifer M.

2005-01-01

We used functional communication training to teach Bob, a 10-year-old student with autism and severe language delays, to reject items by touching an icon. Our initial assessment revealed that Bob's behaviours serving a rejecting function consisted of pushing away, yelling, bear hugging-grabbing, and leaving. We used prompting, differential…

The value of delay in tidal energy development

International Nuclear Information System (INIS)

MacDougall, Shelley L.

2015-01-01

Despite robust research, prototype development and demonstration of in-stream tidal energy devices, progress to the commercialization stage has been slow. Some of this can be attributed to a lack readiness or financing. However, when uncertainty is high, a developer may choose to delay a project until more is known. The option to delay has value for a company. This study applies the real option valuation model to an investment in a 10 MW array of in-stream tidal energy conversion devices at the Fundy Ocean Research Centre for Energy (FORCE) in the Bay of Fundy, Nova Scotia, Canada. The values of investing and the option to delay are calculated. A sensitivity analysis of key drivers and scenarios with various input values to the option model are constructed to observe the impact on the 'invest versus delay' decision. The analysis suggests there is value in owning the option to develop, by leasing a FORCE berth, but waiting while uncertainty is resolved. Implications for policy-setting are discussed. - Highlights: • Analyze an invest-vs-delay decision in tidal energy conversion using real options. • Assess whether conditions are conducive to an economically rational decision to delay. • Identify aspects of the decision that can be influenced by government policy.

The interrelationships between motor, cognitive, and language development in children with and without intellectual and developmental disabilities.

Science.gov (United States)

Houwen, Suzanne; Visser, Linda; van der Putten, Annette; Vlaskamp, Carla

2016-01-01

It is generally agreed that cognitive and language development are dependent on the emergence of motor skills. As the literature on this issue concerning children with developmental disabilities is scarce, we examined the interrelationships between motor, cognitive, and language development in children with intellectual and developmental disabilities (IDD) and compared them to those in children without IDD. In addition, we investigated whether these relationships differ between children with different levels of cognitive delay. Seventy-seven children with IDD (calendar age between 1;0 and 9;10 years; mean developmental age: 1;8 years) and 130 typically developing children (calendar age between 0;3 and 3;6 years; mean developmental age: 1;10 years) were tested with the Dutch Bayley Scales of Infant and Toddler Development, Third Edition, which assesses development across three domains using five subscales: fine motor development, gross motor development (motor), cognition (cognitive), receptive communication, and expressive communication (language). Results showed that correlations between the motor, cognitive, and language domains were strong, namely .61 to .94 in children with IDD and weak to strong, namely .24 to .56 in children without IDD. Furthermore, the correlations showed a tendency to increase with the severity of IDD. It can be concluded that both fine and gross motor development are more strongly associated with cognition, and consequently language, in children with IDD than in children without IDD. The findings of this study emphasize the importance of early interventions that boost both motor and cognitive development, and suggest that such interventions will also enhance language development. Copyright © 2016 Elsevier Ltd. All rights reserved.

Infant and Toddler Language Development.

Science.gov (United States)

Fox, Jill Englebright

A child's need for formal communication may be as much an emotional need as a cognitive need. Several theories attempt to explain children's language development, including the theories developed by B. F. Skinner, Noam Chomsky, and J. Bruner. Most children typically follow a standard sequence of language development: crying and cooing, babbling,…

Delayed cerebral development in twins with congenital hyperthyroidism.

Science.gov (United States)

Kopelman, A E

1983-09-01

Twins had congenital hyperthyroidism and delayed cerebral development manifested as ventriculomegaly, increased space in the interhemispheric fissure, and an exaggerated gyral pattern on cranial computed tomographic scans. At 3 1/2 years of age, both children had delayed development. Fetal and neonatal hyperthyroidism may interfere with normal brain growth and maturation with both neuranatomic and developmental sequelae.

Television and Language Development.

Science.gov (United States)

Fisher, Eunice

1984-01-01

Considers characteristics of educational television that militate against effective language learning and argues that further research is needed to ascertain whether language development is promoted by educational television and which programs and formats are best. Research in the United States and suggestions for future research are discussed.…

Language Planning, English Language Education and Development Aid in Bangladesh

Science.gov (United States)

Erling, Elizabeth J.

2017-01-01

The increased status of English as the language of international communication and business has meant that development aid has increasingly been used to finance language planning initiatives aimed at improving and/or expanding English language education. The intended outcome of this aid is often to provide expanded economic returns and…

Taiwan's Chinese Language Development and the Creation of Language Teaching Analysis

Science.gov (United States)

Tsai, Cheng-Hui; Wang, Chuan Po

2015-01-01

Chinese Teaching in Taiwan in recent years in response to the international trend of development, making at all levels of Chinese language teaching in full swing, for the recent boom in Chinese language teaching, many overseas Chinese language learning for children also had a passion while actively learning Chinese language, and even many overseas…

Fine motor skill predicts expressive language in infant siblings of children with autism.

Science.gov (United States)

LeBarton, Eve Sauer; Iverson, Jana M

2013-11-01

We investigated whether fine motor and expressive language skills are related in the later-born siblings of children with autism (heightened-risk, HR infants) who are at increased risk for language delays. We observed 34 HR infants longitudinally from 12 to 36 months. We used parent report and standardized observation measures to assess fine motor skill from 12 to 24 months in HR infants (Study 1) and its relation to later expressive vocabulary at 36 months in HR infants (Study 2). In Study 1, we also included 25 infants without a family history of autism to serve as a normative comparison group for a parent-report fine motor measure. We found that HR infants exhibited fine motor delays between 12 and 24 months and expressive vocabulary delays at 36 months. Further, fine motor skill significantly predicted expressive language at 36 months. Fine motor and expressive language skills are related early in development in HR infants, who, as a group, exhibit risk for delays in both. Our findings highlight the importance of considering fine motor skill in children at risk for language impairments and may have implications for early identification of expressive language difficulties. © 2013 John Wiley & Sons Ltd.

Variability in lateralised blood flow response to language is associated with language development in children aged 1-5 years.

Science.gov (United States)

Kohler, M; Keage, H A D; Spooner, R; Flitton, A; Hofmann, J; Churches, O F; Elliott, S; Badcock, N A

2015-01-01

The developmental trajectory of language lateralisation over the preschool years is unclear. We explored the relationship between lateralisation of cerebral blood flow velocity response to object naming and cognitive performance in children aged 1-5 years. Functional transcranial Doppler ultrasound was used to record blood flow velocity bilaterally from middle cerebral arteries during a naming task in 58 children (59% male). At group level, the Lateralisation Index (LI) revealed a greater relative increase in cerebral blood flow velocity within the left as compared to right middle cerebral artery. After controlling for maternal IQ, left-lateralised children displayed lower expressive language scores compared to right- and bi-lateralised children, and reduced variability in LI. Supporting this, greater variability in lateralised response, rather than mean response, was indicative of greater expressive language ability. Findings suggest that a delayed establishment of language specialisation is associated with better language ability in the preschool years. Copyright © 2015 Elsevier Inc. All rights reserved.

Developing Language in Digital Natives

Science.gov (United States)

Badia, Ingrid C.

2011-01-01

The Foreign Language in the Elementary Schools (FLES) program in Fairfax County Public Schools (FCPS) provides an opportunity for all students in an elementary school to learn a world language at an early age with a focus on developing students' communicative competence. Technology plays a major role in helping students develop communicative…

Componential Skills in Second Language Development of Bilingual Children with Specific Language Impairment

Science.gov (United States)

Verhoeven, Ludo; Steenge, Judit; van Leeuwe, Jan; van Balkom, Hans

2017-01-01

In this study, we investigated which componential skills can be distinguished in the second language (L2) development of 140 bilingual children with specific language impairment in the Netherlands, aged 6-11 years, divided into 3 age groups. L2 development was assessed by means of spoken language tasks representing different language skills…

High School Teacher Perspectives and Practices: Second Language Writing and Language Development

Science.gov (United States)

Gilliland, Betsy

2015-01-01

Teachers' understandings of second language learning influence their practices in the classroom. This paper analyzes interview and classroom data collected during a year-long ethnographic study of two high school English language development classes to identify (1) what the teachers understood about second language (L2) development and L2 academic…

Assessment of second language proficiency in bilingual children with specific language impairment: a clinical perspective.

Science.gov (United States)

Verhoeven, Ludo; Steenge, Judit; van Weerdenburg, Marjolijn; van Balkom, Hans

2011-01-01

The goal of this study was to examine to what extent the conditions of restricted input of L2 and SLI have an additive impact on language acquisition. Therefore, the Dutch language achievement of 6-, 7-, and 8-year-old bilingual children with SLI was compared with that of typically developing monolingual Dutch children, typically developing bilingual children, and monolingual Dutch children with SLI. Assuming that speaking a language in varying environments involves distinct subskills that can be acquired in differential patterns, the achievement of phonological, lexical, morphosyntactic and textual abilities were assessed separately. For each of these abilities, it was determined to what extent the conditions of restricted input (first vs. second language) and language deficit (typically developing vs. SLI) cause stagnation or a delay in language acquisition. Bilingual children with SLI perform at a lower level than the other groups in almost all aspects of achievement in Dutch. For language tasks related to the mental lexicon and grammar, an additional disadvantage was evidenced as a result of the combination of learning Dutch as second language and having SLI. Copyright © 2011 Elsevier Ltd. All rights reserved.

Modelling gesture use and early language development in autism spectrum disorder.

Science.gov (United States)

Manwaring, Stacy S; Mead, Danielle L; Swineford, Lauren; Thurm, Audrey

2017-09-01

Nonverbal communication abilities, including gesture use, are impaired in autism spectrum disorder (ASD). However, little is known about how common gestures may influence or be influenced by other areas of development. To examine the relationships between gesture, fine motor and language in young children with ASD compared with a comparison group using multiple measures and methods in a structural equation modelling framework. Participants included 110 children with ASD and a non-ASD comparison group of 87 children (that included children with developmental delays (DD) or typical development (TD)), from 12 to 48 months of age. A construct of gesture use as measured by the Communication and Symbolic Behavior Scales-Developmental Profile Caregiver Questionnaire (CQ) and the Autism Diagnostic Observation Schedule (ADOS), as well as fine motor from the Mullen Scales of Early Learning and Vineland Adaptive Behavior Scales-II (VABS-II) was examined using second-order confirmatory factor analysis (CFA). A series of structural equation models then examined concurrent relationships between the aforementioned latent gesture construct and expressive and receptive language. A series of hierarchical regression analyses was run in a subsample of 36 children with ASD with longitudinal data to determine how gesture factor scores predicted later language outcomes. Across study groups, the gesture CFA model with indicators of gesture use from both the CQ (parent-reported) and ADOS (direct observation), and measures of fine motor provided good fit with all indicators significantly and strongly loading onto one gesture factor. This model of gesture use, controlling for age, was found to correlate strongly with concurrent expressive and receptive language. The correlations between gestures and concurrent language were similar in magnitude in both the ASD and non-ASD groups. In the longitudinal subsample of children with ASD, gestures at time 1 predicted later receptive (but not

Redefining Individual Growth and Development Indicators: Oral Language

Science.gov (United States)

Bradfield, Tracy A.; Besner, Amanda C.; Wackerle-Hollman, Alisha K.; Albano, Anthony D.; Rodriguez, Michael C.; McConnell, Scott R.

2014-01-01

Language skills developed during preschool contribute strongly to later reading and academic achievement. Effective preschool assessment and intervention should focus on core components of language development, specifically oral language skills. The Early Language and Literacy Individual Growth and Development Indicators (IGDIs) are a set of…

Risk Factors and Relationship Between Intestinal Parasites and the Growth Retardation and Psychomotor Development Delays of Children in Şanlıurfa, Turkey.

Science.gov (United States)

Yentur Doni, Nebiye; Yildiz Zeyrek, Fadile; Simsek, Zeynep; Gurses, Gulcan; Sahin, İbrahim

2015-12-01

The objective of this study was to determine the risk factors for and relationship among parasitic infections, growth retardation, and psychomotor developmental delays in children aged 6 years and below. This case-control study was performed in Şanlıurfa in southeastern Turkey between October and December 2007. Data were collected using a structured questionnaire, anthropometry, Ankara Development Screening Inventory, and laboratory analysis of stool specimens. The most common parasite was Giardia intestinalis (42.53%) followed by Enterobius vermicularis (27.58%), Ascaris lumbricoides (18.39%), Hymenolepis nana (5.75%), Trichuris trichiura (3.45%), Escherichia coli (1.15%), and Blastocystis spp. (1.15%). Fifty-eight percent of all children were infected with intestinal parasites; 55.2% had only one parasite, whereas 44.8% had multiple parasites. The children infected with G. intestinalis and other intestinal parasites had significantly higher levels of growth retardation and psychomotor development delay than non-infected children. Children with parasitic infections had growth delay up to 2.9 times, general development delay up to 1.9 times, language-cognitive development delay up to 2.2 times, and fine motor development delay up to 2.9 times higher than children without any parasitic infections. However, no significant relationship among intestinal parasites, gross motor development, social-self skills, and development delay was identified. The education level of parents, poor economic situation, number of households, not washing hands, playing with soil, family history of parasitic infection were the significant risk factors for intestinal parasites. Our study indicates that the presence of either malnutrition or intestinal parasites may put a child in a high-risk group for developmental delays and growth retardation. Therefore, public health interventions can embrace nationwide deworming in children.

Bilingual children referred for psychiatric services: associations of language disorders, language skills, and psychopathology.

Science.gov (United States)

Toppelberg, Claudio O; Medrano, Laura; Peña Morgens, Liana; Nieto-Castañon, Alfonso

2002-06-01

To investigate (1) the prevalence of language deficits and disorders and (2) the relationship of bilingual language skills and psychopathology, in Spanish-English bilingual children referred for child and adolescent psychiatry services. Bilingual language skills, emotional/behavioral problems, sociodemographics, immigration variables, and nonverbal IQ were studied in 50 consecutively referred children. Estimated prevalence was high for language deficits (48%) and disorders (41%), with most cases (>79%) being of the mixed receptive-expressive type. In children with clinically significant emotional/behavioral problems, bilingual language skills were strongly and inversely correlated with problem scores, particularly global problems (r = -0.67, p or = -0.54; p language disorders and delays and (2) the close tie between poor language skills and emotional/behavioral problems. The data strongly suggest the clinical importance and feasibility of language assessment and the significance of receptive problems in bilingual children referred for psychiatric services. A safe approach is to fully assess language skills, rather than misattributing these children's language delays to normal bilingual acquisition processes.

Relationship between social interaction bids and language in late talking children.

Science.gov (United States)

Vuksanovic, Jasmina R

2015-03-28

The aim of this paper is to explore the relationship between language development and the frequency of social interaction (SI) behaviours during language acquisition in late-talking (LT) children who exhibit delays in expressive vocabulary development but have age-appropriate cognitive skills. The research consists of a longitudinal study with a first test followed by two re-tests 5 months apart, in which LT children were compared to 5-months-younger typically-developing (TD) children. Data showed that LT children performed significantly fewer initiation of SI behaviours, but no differences between groups in responding to SI behaviours were observed. Furthermore, LT children who have lower language comprehension scores initiate social interaction more frequently. The results showed that LT children seem to be less active in starting social interaction and participation, but, once they get involved, they respond similarly to TD children of comparable expressive language competence. Additionally, the correlation pattern between the frequency of SI behaviours and language functions showed that LT toddlers with more prominent receptive language delay are more interested in initiating interaction with their partner, thus suggesting that they need a partner's "scaffolding" to overcome this lack.

The language of mathematics: investigating the ways language counts for children's mathematical development.

Science.gov (United States)

Vukovic, Rose K; Lesaux, Nonie K

2013-06-01

This longitudinal study examined how language ability relates to mathematical development in a linguistically and ethnically diverse sample of children from 6 to 9 years of age. Study participants were 75 native English speakers and 92 language minority learners followed from first to fourth grades. Autoregression in a structural equation modeling (SEM) framework was used to evaluate the relation between children's language ability and gains in different domains of mathematical cognition (i.e., arithmetic, data analysis/probability, algebra, and geometry). The results showed that language ability predicts gains in data analysis/probability and geometry, but not in arithmetic or algebra, after controlling for visual-spatial working memory, reading ability, and sex. The effect of language on gains in mathematical cognition did not differ between language minority learners and native English speakers. These findings suggest that language influences how children make meaning of mathematics but is not involved in complex arithmetical procedures whether presented with Arabic symbols as in arithmetic or with abstract symbols as in algebraic reasoning. The findings further indicate that early language experiences are important for later mathematical development regardless of language background, denoting the need for intensive and targeted language opportunities for language minority and native English learners to develop mathematical concepts and representations. Copyright © 2013. Published by Elsevier Inc.

Language Development in Infants and Toddlers with Fragile X Syndrome: Change over Time and the Role of Attention

Science.gov (United States)

Kover, Sara T.; McCary, Lindsay M.; Ingram, Alexandra M.; Hatton, Deborah D.; Roberts, Jane E.

2015-01-01

Fragile X syndrome (FXS) is associated with significant language and communication delays, as well as problems with attention. This study investigated early language abilities in infants and toddlers with FXS (n = 13) and considered visual attention as a predictor of those skills. We found that language abilities increased over the study period of…

Manipulation of Motivating Operations and Use of a Script-Fading Procedure to Teach Mands for Location to Children with Language Delays

Science.gov (United States)

Howlett, Melissa A.; Sidener, Tina M.; Progar, Patrick R.; Sidener, David W.

2011-01-01

The effects of contriving motivating operations (MOs) and script fading on the acquisition of the mand "Where's [object]?" were evaluated in 2 boys with language delays. During each session, trials were alternated in which high-preference items were present (abolishing operation [AO] trials) or missing (establishing operation [EO] trials) from…

Language disorder - children

Science.gov (United States)

... disorders are rarely caused by a lack of intelligence. Language disorders are different than delayed language. With ... 2018, A.D.A.M., Inc. Duplication for commercial use must be authorized in writing by ADAM ...

Heterogeneity and Plasticity in the Development of Language: A 17-Year Follow-Up of Children Referred Early for Possible Autism

Science.gov (United States)

Pickles, Andrew; Anderson, Deborah K.; Lord, Catherine

2014-01-01

Background: Delayed, abnormal language is a common feature of autism and language therapy often a significant component of recommended treatment. However, as with other disorders with a language component, we know surprisingly little about the language trajectories and how varied these might be across different children. Thus, we know little about…

Bayley-III Cognitive and Language Scales in Preterm Children.

Science.gov (United States)

Spencer-Smith, Megan M; Spittle, Alicia J; Lee, Katherine J; Doyle, Lex W; Anderson, Peter J

2015-05-01

This study aimed to assess the sensitivity and specificity of the Bayley Scales of Infant and Toddler Development, Third Edition (Bayley-III), Cognitive and Language scales at 24 months for predicting cognitive impairments in preterm children at 4 years. Children born cognitive functioning. Test norms and local term-born reference data were used to classify delay on the Bayley-III Cognitive and Language scales. Impairment on the DAS-II Global Conceptual Ability, Verbal, and Nonverbal Reasoning indices was classified relative to test norms. Scores cognitive delay on the Bayley-III for predicting impairment on DAS-II indices ranged from 29.4% to 38.5% and specificity ranged from 92.3% to 95.5%. The sensitivity of mild/moderate language delay on the Bayley-III for predicting impairment on DAS-II indices ranged from 40% to 46.7% and specificity ranged from 81.1% to 85.7%. The use of local reference data at 24 months to classify delay increased sensitivity but reduced specificity. Receiver operating curve analysis identified optimum cut-point scores for the Bayley-III that were more consistent with using local reference data than Bayley-III normative data. In our cohort of very preterm children, delay on the Bayley-III Cognitive and Language scales was not strongly predictive of future impairments. More children destined for later cognitive impairment were identified by using cut-points based on local reference data than Bayley-III norms. Copyright © 2015 by the American Academy of Pediatrics.

Development of delayed radiation necrosis. Case report

Energy Technology Data Exchange (ETDEWEB)

Ohara, ShigFeki; Takagi, Terumasa [Meitetsu Hospital, Nagoya (Japan); Shibata, Taichiro; Nagai, Hajime

1983-04-01

The authors discussed the developing process of delayed radiation necrosis of the brain from the case of a 42-year-old female who developed intracranial hypertension and left hemiparesis 5 and a half years after radiotherapy for pituitary adenoma. The initial sign of radiation necrosis was from a CT scan taken 3 and a half years after radiotherapy showing an irregular low density lesion in the right temporal lobe. CT scan 2 years later demonstrated displacement of the midline structures to the left and a larger low density lesion with partially high density in the right MCA territory that was enhanced with intravenous contrast medium. Recovery after a right temporal lobectomy and administration of steroid hormone were uneventful. Eight months later there were no signs of raised intracranial pressure nor of neurological deficits. Tissues obtained from the right temporal lobe at lobectomy revealed the characteristic changes of delayed radiation necrosis; a mixture of fresh, recent, and old vascular lesions in the same specimen. From these findings, it was speculated that delayed radiation necrosis might initially occur within several years after radiotherapy and might gradually take a progressive and extended course, even in cases whose clinical symptoms develop much later.

Delays in early neuropsychic development: Approaches to diagnosis

Directory of Open Access Journals (Sweden)

N. N. Zavadenko

2015-01-01

Full Text Available The population frequency of neuropsychic developmental delays in infants is estimated at nearly 10%; that of global intellectual disability (mental retardation is at 1-3%. Delayed development is denned as a substantial retardation as compared to the standard indicators in any of the basic spheres: motor, communicative, cognitive, adaptive-behavioral, and socioemotional ones. Global developmental delay is characterized by a significant lag in two or more spheres. The use of current diagnostic techniques, such as the Bayley or Griffiths scales, can provide an objective quantitative assessment of both an infant's overall development and indicators in individual spheres. At the preliminary examination stage, it is expedient to carry out a Denver developmental screening test that may be directly used in a doctor's consulting room. The causes of global developmental delay/intellectual disability in infants may be perinatal central nervous system (CNS lesions; brain malformations; intrauterine infections; intrauterine intoxications; early-onset psychoneurological diseases (neuroinfections, CNS injuries, epilepsies, autism spectrum disorders, etc.; congenital hypothyroidism; genetic diseases. Among all genetic causes of global developmental delay/intellectual disability, there are chromosomal anomalies (25-30%, monogenic diseases (metabolic diseases, neuroectodermal syndromes, diseases with predominant grey and white matter involvement. The diagnostic possibilities of current genetic methods are considered.

Probing Language Teacher Accountability in Utilizing Self-developed Language Teaching Resources

Directory of Open Access Journals (Sweden)

Marjan Vosoughi

2018-03-01

Full Text Available This study was aimed at recognizing constraints on the way of some Iranian language teachers' utilization of self-developed, localized, English language teaching resources. To this aim, three sets of teacher variables on pedagogical and personal accounts were examined including Language teachers' experience (novice/experienced, their educational level (BA/MA/PhD and their gender. Data were collected in two phases. In the first phase, through stratified sampling, some eighty-three volunteering, English language teachers (Male and Female, who were indulged in the Iranian Ministry of Education (MoE, university settings (public and private and language institutes were randomly selected.  Teachers’ responses to a validated researcher-made questionnaire on language teacher curriculum autonomy revealed an overall significant Multiple R with F (3, 80 =.88, (0.04 but each individual above-cited predictors could not significantly predict teacher curriculum autonomy score. In the second phase for triangulation aims, three above-cited teacher variables were mapped over the insights gained through written interview sessions with some fourteen English language teachers.  Language teachers' self-reported 'challenges' and 'opportunities' for using self-developed language teaching resources for class use were content analyzed. It became evident that teaching experience was mystified in some respects in terms of its influence over interviewed teachers since diverse intentions on the part of the language teachers in this research might have deterred them not to use their full potential over using their own materials in class. Possible reasons for this situation have been fully discussed in the end.

THE HISTORICAL DEVELOPMENT OF TEACHING RUSSIAN LANGUAGE AS A FOREIGN LANGUAGE

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Zulfiya SAHIN

2014-05-01

Full Text Available The purpose of this research is to explicate teaching of Russian as a foreign language throughout history: to identify the main achievements of the field, to determine methods and materials used in this area, to trace the developing process from the very begging till present days, when teaching Russian language as a foreign language became a separate specific discipline. To achieve the set purposes mentioned above the known nowadays studies on the field of teaching and learning Russian as a foreign language were investigated. Basing on obtained sources, the history of teaching Russian language as a foreign language was divided into two periods: before and after becoming separate discipline. In the article not only the main features, such as theories, methods, sources of each period were studied, but also history of teaching Russian language as a foreign language was evaluated as a unified process. Keywords: Teaching-Learning activities, Russian as a Foreign Language, Historical linguistic process

Delayed Development of Pneumothorax After Pulmonary Radiofrequency Ablation

International Nuclear Information System (INIS)

Clasen, Stephan; Kettenbach, Joachim; Kosan, Bora; Aebert, Hermann; Schernthaner, Melanie; Kroeber, Stefan-Martin; Boemches, Andrea; Claussen, Claus D.; Pereira, Philippe L.

2009-01-01

Acute pneumothorax is a frequent complication after percutaneous pulmonary radiofrequency (RF) ablation. In this study we present three cases showing delayed development of pneumothorax after pulmonary RF ablation in 34 patients. Our purpose is to draw attention to this delayed complication and to propose a possible approach to avoid this major complication. These three cases occurred subsequent to 44 CT-guided pulmonary RF ablation procedures (6.8%) using either internally cooled or multitined expandable RF electrodes. In two patients, the pneumothorax, being initially absent at the end of the intervention, developed without symptoms. One of these patients required chest drain placement 32 h after RF ablation, and in the second patient therapy remained conservative. In the third patient, a slight pneumothorax at the end of the intervention gradually increased and led into tension pneumothorax 5 days after ablation procedure. Underlying bronchopleural fistula along the coagulated former electrode track was diagnosed in two patients. In conclusion, delayed development of pneumothorax after pulmonary RF ablation can occur and is probably due to underlying bronchopleural fistula, potentially leading to tension pneumothorax. Patients and interventionalists should be prepared for delayed onset of this complication, and extensive track ablation following pulmonary RF ablation should be avoided.

Development of a statistically based access delay timeline methodology.

Energy Technology Data Exchange (ETDEWEB)

Rivera, W. Gary; Robinson, David Gerald; Wyss, Gregory Dane; Hendrickson, Stacey M. Langfitt

2013-02-01

The charter for adversarial delay is to hinder access to critical resources through the use of physical systems increasing an adversarys task time. The traditional method for characterizing access delay has been a simple model focused on accumulating times required to complete each task with little regard to uncertainty, complexity, or decreased efficiency associated with multiple sequential tasks or stress. The delay associated with any given barrier or path is further discounted to worst-case, and often unrealistic, times based on a high-level adversary, resulting in a highly conservative calculation of total delay. This leads to delay systems that require significant funding and personnel resources in order to defend against the assumed threat, which for many sites and applications becomes cost prohibitive. A new methodology has been developed that considers the uncertainties inherent in the problem to develop a realistic timeline distribution for a given adversary path. This new methodology incorporates advanced Bayesian statistical theory and methodologies, taking into account small sample size, expert judgment, human factors and threat uncertainty. The result is an algorithm that can calculate a probability distribution function of delay times directly related to system risk. Through further analysis, the access delay analyst or end user can use the results in making informed decisions while weighing benefits against risks, ultimately resulting in greater system effectiveness with lower cost.

Receptive Language Skills in Slovak-Speaking Children With Intellectual Disability: Understanding Words, Sentences, and Stories.

Science.gov (United States)

Polišenská, Kamila; Kapalková, Svetlana; Novotková, Monika

2018-06-05

The study aims to describe receptive language skills in children with intellectual disability (ID) and to contribute to the debate on deviant versus delayed language development. This is the 1st study of receptive skills in children with ID who speak a Slavic language, providing insight into how language development is affected by disability and also language typology. Twenty-eight Slovak-speaking children participated in the study (14 children with ID and 14 typically developing [TD] children matched on nonverbal reasoning abilities). The children were assessed by receptive language tasks targeting words, sentences, and stories, and the groups were compared quantitatively and qualitatively. The groups showed similar language profiles, with a better understanding of words, followed by sentences, with the poorest comprehension for stories. Nouns were comprehended better than verbs; sentence constructions also showed a qualitatively similar picture, although some dissimilarities emerged. Verb comprehension was strongly related to sentence comprehension in both groups and related to story comprehension in the TD group only. The findings appear to support the view that receptive language skills follow the same developmental route in children with ID as seen in younger TD children, suggesting that language development is a robust process and does not seem to be differentially affected by ID even when delayed.

Effects of music therapy in the treatment of children with delayed speech development - results of a pilot study

Science.gov (United States)

2010-01-01

Background Language development is one of the most significant processes of early childhood development. Children with delayed speech development are more at risk of acquiring other cognitive, social-emotional, and school-related problems. Music therapy appears to facilitate speech development in children, even within a short period of time. The aim of this pilot study is to explore the effects of music therapy in children with delayed speech development. Methods A total of 18 children aged 3.5 to 6 years with delayed speech development took part in this observational study in which music therapy and no treatment were compared to demonstrate effectiveness. Individual music therapy was provided on an outpatient basis. An ABAB reversal design with alternations between music therapy and no treatment with an interval of approximately eight weeks between the blocks was chosen. Before and after each study period, a speech development test, a non-verbal intelligence test for children, and music therapy assessment scales were used to evaluate the speech development of the children. Results Compared to the baseline, we found a positive development in the study group after receiving music therapy. Both phonological capacity and the children's understanding of speech increased under treatment, as well as their cognitive structures, action patterns, and level of intelligence. Throughout the study period, developmental age converged with their biological age. Ratings according to the Nordoff-Robbins scales showed clinically significant changes in the children, namely in the areas of client-therapist relationship and communication. Conclusions This study suggests that music therapy may have a measurable effect on the speech development of children through the treatment's interactions with fundamental aspects of speech development, including the ability to form and maintain relationships and prosodic abilities. Thus, music therapy may provide a basic and supportive therapy for

Effects of music therapy in the treatment of children with delayed speech development - results of a pilot study

Directory of Open Access Journals (Sweden)

Linden Ulrike

2010-07-01

Full Text Available Abstract Background Language development is one of the most significant processes of early childhood development. Children with delayed speech development are more at risk of acquiring other cognitive, social-emotional, and school-related problems. Music therapy appears to facilitate speech development in children, even within a short period of time. The aim of this pilot study is to explore the effects of music therapy in children with delayed speech development. Methods A total of 18 children aged 3.5 to 6 years with delayed speech development took part in this observational study in which music therapy and no treatment were compared to demonstrate effectiveness. Individual music therapy was provided on an outpatient basis. An ABAB reversal design with alternations between music therapy and no treatment with an interval of approximately eight weeks between the blocks was chosen. Before and after each study period, a speech development test, a non-verbal intelligence test for children, and music therapy assessment scales were used to evaluate the speech development of the children. Results Compared to the baseline, we found a positive development in the study group after receiving music therapy. Both phonological capacity and the children's understanding of speech increased under treatment, as well as their cognitive structures, action patterns, and level of intelligence. Throughout the study period, developmental age converged with their biological age. Ratings according to the Nordoff-Robbins scales showed clinically significant changes in the children, namely in the areas of client-therapist relationship and communication. Conclusions This study suggests that music therapy may have a measurable effect on the speech development of children through the treatment's interactions with fundamental aspects of speech development, including the ability to form and maintain relationships and prosodic abilities. Thus, music therapy may provide a basic

Effects of music therapy in the treatment of children with delayed speech development - results of a pilot study.

Science.gov (United States)

Gross, Wibke; Linden, Ulrike; Ostermann, Thomas

2010-07-21

Language development is one of the most significant processes of early childhood development. Children with delayed speech development are more at risk of acquiring other cognitive, social-emotional, and school-related problems. Music therapy appears to facilitate speech development in children, even within a short period of time. The aim of this pilot study is to explore the effects of music therapy in children with delayed speech development. A total of 18 children aged 3.5 to 6 years with delayed speech development took part in this observational study in which music therapy and no treatment were compared to demonstrate effectiveness. Individual music therapy was provided on an outpatient basis. An ABAB reversal design with alternations between music therapy and no treatment with an interval of approximately eight weeks between the blocks was chosen. Before and after each study period, a speech development test, a non-verbal intelligence test for children, and music therapy assessment scales were used to evaluate the speech development of the children. Compared to the baseline, we found a positive development in the study group after receiving music therapy. Both phonological capacity and the children's understanding of speech increased under treatment, as well as their cognitive structures, action patterns, and level of intelligence. Throughout the study period, developmental age converged with their biological age. Ratings according to the Nordoff-Robbins scales showed clinically significant changes in the children, namely in the areas of client-therapist relationship and communication. This study suggests that music therapy may have a measurable effect on the speech development of children through the treatment's interactions with fundamental aspects of speech development, including the ability to form and maintain relationships and prosodic abilities. Thus, music therapy may provide a basic and supportive therapy for children with delayed speech development

The Development of Ojibway Language Materials.

Science.gov (United States)

Pheasant-Williams, Shirley

2003-01-01

Revitalization of the Nishinaabeg language started in 1998 with the development of language materials. A committee on Nishinaabemwin orthography advised on the development of the text and writing system. Teaching methods follow the four parts of Medicine Wheel teachings: spiritual, emotional, physical, and mental. An interactive hockey game and a…

The perception and expression of verb morphology in bilinguals with specific language impairment

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Hourieh Ahadi

2014-04-01

Full Text Available Background and Aim: Most of the researches are about bilingual children with specific language impairment and importance of it in recognition and treatment. This study aimed to assess verb morphology in bilinguals with specific language impairment (SLI and compare them with normal bilinguals.Methods: Six bilingual (Azeri and Persian children with specific language impairment at the age of 7-8 years were collected from clinics of Tehran, Iran. They were evaluated about verb morphology using narrative speech and specific language impairment test and then, compared with six age-matched and six other language-matched children as control group. Children with specific language impairment were diagnosed by exhibiting a significant delay (more than one year in language that can not be explained by intelligence deficits, hearing loss or visual impairment. We used Man-Whitney test for comparing the groups.Results: Bilingual children with specific language impairment had delay in comparison with their age-matched group in subject-verb agreement (p=0.020 and articulating tense morphemes (p=0.019. They also had meaningful delay in using proper tense of verbs (past, present, and future in comparison with language-matched control group (p=0.029.Conclusion: Comparison of typical development of bilingual children and bilinguals with specific language impairment shows that verb morphology is a good clinical marker for diagnosing and treatment of these children.

A pilot study of language facilitation for bilingual, language-handicapped children: theoretical and intervention implications.

Science.gov (United States)

Perozzi, J A

1985-11-01

Three Spanish-speaking (SS) and 3 English-Speaking (ES) preschool children served as subjects. One SS subject was diagnosed as having mild language delay, 1 as being language disordered, and 1 as having normal language. One ES subject was diagnosed as having mild language delay and 2 as having normal language. A within-subject design wherein Condition A consisted of teaching receptive vocabulary in L1 (native language) followed by L2 (second language) and Condition B consisted of teaching receptive vocabulary in L2 followed by L1 was utilized. The sequence of conditions was ABBA for each subject. Analysis of each subject's trials to criterion for L2 in each condition indicated a strong tendency for recently learned receptive vocabulary in L1 to facilitate the learning of receptive vocabulary in L2. The results are interpreted as support for the practice of initial language intervention in L1 when bilingualism is a goal and for transference/facilitation theories of L2 learning.

Heterogeneity and plasticity in the development of language: a 17-year follow-up of children referred early for possible autism.

Science.gov (United States)

Pickles, Andrew; Anderson, Deborah K; Lord, Catherine

2014-12-01

Delayed, abnormal language is a common feature of autism and language therapy often a significant component of recommended treatment. However, as with other disorders with a language component, we know surprisingly little about the language trajectories and how varied these might be across different children. Thus, we know little about how and when language problems might resolve, whether there are periods of relative stability or lack of change and what periods might offer more favourable circumstances for intervention. Expressive and receptive language was measured on six occasions between age 2 and 19 on a cohort of 192 children initially referred for autism. Latent class growth models were fitted to characterize the patterns of heterogeneous development. Latent class growth analysis identified seven classes. Between age 6 and 19, all classes tracked in parallel. Between ages 2 and 6, development was more heterogeneous with considerable variation in relative progress. In all groups, receptive and expressive language developed very largely in tandem. The results confirmed previous analysis of children with specific language impairment where progress beyond age 6 was remarkably uniform. Greater variation was evident before this age with some groups making clearly better or worse progress compared to others. While this developmental heterogeneity may simply be a reflection of variation in preexisting and unchanging biological disposition, it may also reflect, at least in part, greater sensitivity in the early years to environments that are more or less supportive of language development. These findings contribute to the case for the importance of early intervention. © 2014 The Authors. Journal of Child Psychology and Psychiatry published by John Wiley & Sons Ltd on behalf of Association for Child and Adolescent Mental Health.

Perception and Lexicon Labeling Ability on a Child with Language Delay Diagnosed As Autistic Spectrum Disorder: A Psycholinguistic Study

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Rohmani Nur Indah

2016-07-01

Full Text Available This research focuses on the semantics acquisition of a child with language delay diagnosed as autistic spectrum disorder (ASD. The research problem is on how the child acquired the ability to comprehend meaning. It aims at answering the questions on how the child identified lexical meanings and how he labeled targeted lexicons of his first language. The approach employed in this research is descriptive qualitative to get adequate explanation on a specific language phenomenon, namely semantics acquisition. Its design is case study with the type neo-ethnographic. As the data collection method, it uses participant observation of longitudinal study considering that the research subject has familial relation with the researcher. The data analysis shows that the semantic acquisition of the research subject has complexity in vocabulary enrichment. The research subject often performs echolalic speech when he is asked to identify or label certain object given. The typical idiosyncratic speech is shown by the unique feature of limited syllable and prosody. In general, his ability to identify lexical meanings is far exceeding his ability to label objects. He also has sensitivity to perceive the non-verbal symbol performed by the people he knows well. The use of verbal language supported by non-verbal language facilitates his perception. He finds it difficult to comprehend the lexicons having similar sound as he assumes that one lexicon represents one object which typically belongs to concrete object. In addition, the ability of the research subject in labeling objects cannot be developed easily because of his difficulty in expressing ideas through words. To pronounce the words correctly, he shows high anxiety by lowering down his speech. In selecting the lexicon he also finds it hard to use pronoun, to label homonyms and to apply both polysemy and hyponym. Accordingly, he tends to communicate only to fulfill his needs by asking things, asking the

Screening 5 and 6 year-old children starting primary school for development and language.

Science.gov (United States)

Yılmaz, Deniz; Bayar-Muluk, Nuray; Bayoğlu, Birgül; İdil, Aysun; Anlar, Banu

2016-01-01

Beginning school is an important milestone for children. Children's readiness for school involves cognitive, physical, and emotional development. Certain school programs allow children to start first grade after 66 months of age, together with 72 month-old children. In order to estimate school readiness, we screened children before starting first grade and compared their school performance according to their age and socio-demographic characteristics. Marmara School Readiness, Denver II developmental screening, and language assessment tests were applied. Language delays were more frequent and school readiness test scores were lower in the younger group compared to older children. However, school achievement did not differ between the two age groups. Preschool education, parental income and education affected performance in most tests. Preschool screening seems effective in detecting children with lower than average developmental skills, and the school system may provide a practical opportunity for providing support to those children.

Teaching Strategies to Develop Inquiry and Literacy Skills: "Languaging" in Foreign Language Immersion Education

Science.gov (United States)

Husbye, Nicholas; Dorner, Lisa M.

2017-01-01

One-way, or foreign language, immersion schools face unique challenges as they seek to support the literacy development of their students. This manuscript draws on sociocultural theories of literacy development and the concept of languaging, the process of using language to make meaning. Working with two classrooms over one semester, we asked:…

Assessing Children with Language Impairments: A Study on Kannada, a South Indian Language

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Srimani Chakravarthi

2012-12-01

Full Text Available Purpose: This is one of the first comprehensive studies to assess receptive and expressive language skills in a South Indian language, Kannada. It demystifies language impairments and provides a model for future research to understand other languages in India and in countries around the world.Method: Language impairments were identified in 68 students of Grades 3 and 4, in elementary schools where Kannada was the medium of instruction. The children were assessed in different language components. The results were analysed in terms of their ages and their levels of functioning in each language component and sub-component.Results: As a group, the subjects showed no significant deficits in phonological and semantic skills; however, individual deficits and deficits within sub-component skills of semantics were noted. Mean and individual deficits in auditory reception, aural comprehension and receptive vocabulary were also noted. Deficits in syntax & verbal expression were notably significant. The extent of language delay increases with age, and plateaus at higher ages.Conclusion: Children with language impairments in Kannada, display many similar characteristics in terms of problems in different components of language. Early intervention is called for because the language delay increases as age advances. A thorough assessment reveals specific strengths and weaknesses in language components and skills. This can be used as a starting point to base remediation activities.doi: 10.5463/dcid.v23i3.134

Language development in rural and urban Russian-speaking children with and without developmental language disorder.

Science.gov (United States)

Kornilov, Sergey A; Lebedeva, Tatiana V; Zhukova, Marina A; Prikhoda, Natalia A; Korotaeva, Irina V; Koposov, Roman A; Hart, Lesley; Reich, Jodi; Grigorenko, Elena L

2016-02-01

Using a newly developed Assessment of the Development of Russian Language (ORRIA), we investigated differences in language development between rural vs. urban Russian-speaking children (n = 100 with a mean age of 6.75) subdivided into groups with and without developmental language disorders. Using classical test theory and item response theory approaches, we found that while ORRIA displayed overall satisfactory psychometric properties, several of its items showed differential item functioning favoring rural children, and several others favoring urban children. After the removal of these items, rural children significantly underperformed on ORRIA compared to urban children. The urbanization factor did not significantly interact with language group. We discuss the latter finding in the context of the multiple additive risk factors for language development and emphasize the need for future studies of the mechanisms that underlie these influences and the implications of these findings for our understanding of the etiological architecture of children's language development.

Language development in rural and urban Russian-speaking children with and without developmental language disorder

Science.gov (United States)

Kornilov, Sergey A.; Lebedeva, Tatiana V.; Zhukova, Marina A.; Prikhoda, Natalia A.; Korotaeva, Irina V.; Koposov, Roman A.; Hart, Lesley; Reich, Jodi; Grigorenko, Elena L.

2015-01-01

Using a newly developed Assessment of the Development of Russian Language (ORRIA), we investigated differences in language development between rural vs. urban Russian-speaking children (n = 100 with a mean age of 6.75) subdivided into groups with and without developmental language disorders. Using classical test theory and item response theory approaches, we found that while ORRIA displayed overall satisfactory psychometric properties, several of its items showed differential item functioning favoring rural children, and several others favoring urban children. After the removal of these items, rural children significantly underperformed on ORRIA compared to urban children. The urbanization factor did not significantly interact with language group. We discuss the latter finding in the context of the multiple additive risk factors for language development and emphasize the need for future studies of the mechanisms that underlie these influences and the implications of these findings for our understanding of the etiological architecture of children's language development. PMID:27346924

One-Parent-One-Language (OPOL) Families: Is the Majority Language-Speaking Parent Instrumental in the Minority Language Development?

Science.gov (United States)

Venables, Elizabeth; Eisenchlas, Susana A.; Schalley, Andrea C.

2014-01-01

The aim of this study is to examine the strategies majority language-speaking parents use to support the development of the minority language in families who follow the pattern of exposure known as one-parent-one-language (OPOL). In this particular pattern of raising a child bilingually, each parent speaks only their own native language to their…

Deletion of 7q34-q36.2 in two siblings with mental retardation, language delay, primary amenorrhea, and dysmorphic features

DEFF Research Database (Denmark)

Sehested, Line T; Møller, Rikke S; Bache, Iben

2010-01-01

We describe a chromosome rearrangement, ins(7;13)(q32q34;q32), which segregates in a three generation family, giving rise to three individuals with an unbalanced rearrangement. Two of the individuals, a sister and a brother, were investigated further in this study. They had minor facial dysmorphi...... patients with previously reported patients, supports that haploinsuffiency of CNTNAP2 can result in language delay and/or autism spectrum disorder. Furthermore, we report on the second women with a deletion involving NOBOX who is affected by primary amenorrhea.......We describe a chromosome rearrangement, ins(7;13)(q32q34;q32), which segregates in a three generation family, giving rise to three individuals with an unbalanced rearrangement. Two of the individuals, a sister and a brother, were investigated further in this study. They had minor facial dysmorphism...... and neuropsychiatric disorders including mental retardation, language delay and epilepsy. The sister had primary amenorrhea. Array CGH revealed a 12.2¿Mb deletion at 7q34-q36.2 including more than 60 genes where CNTNAP2 and NOBOX are of special interest. Comparison of the clinical and cytogenetic findings of our...

The Development of the Standard Lithuanian Language: Ecolinguistic Approach

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Vaida Buivydienė

2014-06-01

Full Text Available The theory of standard languages is closely linked with the standardization policy and prevailing ideology. The language ideology comprises its value, experience and convictions related to language usage and its dis - course being influenced at institutional, local and global levels. Recently, in the last decades, foreign linguists have linked the theories of the development of standard lan- guages and their ideologies with an ecolinguistic approach towards language standardization phenomena. The article is based on Einar Haugen ’s theory about the development of standard languages and ecolinguistic statements and presents the stages of developing the standard language as well as the factors having an influ - ence on them. In conclusion, a strong political and social impact has been made on the development of the standard Lithuanian language. The stages of the progress of the standard Lithuanian language have rapidly changed each other, some have been held very close to one another and some still have been taken part.

Visual stimuli in intervention approaches for pre-schoolers diagnosed with phonological delay.

Science.gov (United States)

Pedro, Cassandra Ferreira; Lousada, Marisa; Hall, Andreia; Jesus, Luis M T

2018-04-01

The aim of this study was to develop and content validate specific speech and language intervention picture cards: The Letter-Sound (L&S) cards. The present study was also focused on assessing the influence of these cards on letter-sound correspondences and speech sound production. An expert panel of six speech and language therapists analysed and discussed the L&S cards based on several criteria previously established. A Speech and Language Therapist carried out a 6-week therapeutic intervention with a group of seven Portuguese phonologically delayed pre-schoolers aged 5;3 to 6;5. The modified Bland-Altman method revealed good agreement among evaluators, that is the majority of the values was between the agreement limits. Additional outcome measures were collected before and after the therapeutic intervention process. Results indicate that the L&S cards facilitate the acquisition of letter-sound correspondences. Regarding speech sound production, some improvements were also observed at word level. The L&S cards are therefore likely to give phonetic cues, which are crucial for the correct production of therapeutic targets. These visual cues seemed to have helped children with phonological delay develop the above-mentioned skills.

[Influence of home nurture environment on language development and social emotion in children with developmental language disorder].

Science.gov (United States)

Li, Guo-Kai; Liu, Gui-Hua; Qian, Qin-Fang; Ge, Pin; Xie, Yan-Qin; Yang, Min-Yan; Wang, Zhang-Qiong; Ou, Ping

2017-05-01

To investigate the influence of home nurture environment on language development and social emotion in children with developmental language disorder (DLD). The 1-3 Years Child Home Nurture Environment Scale, Gesell Developmental Scale, and Infant-Toddler Social and Emotional Assessment Scale were used for the evaluation of 125 children with DLD. A total of 130 children with normal language development matched for age and sex were enrolled as control group. Compared with the control group, the DLD group had a significantly higher proportion of children in a bad home nurture environment and significantly lower scores of all domains of home nurture environment (Pnurture environment score was positively correlated with the level of language development (r=0.536, Pnurture environment had direct influence on language development in children with DLD and affected their language development via the mediating effect of social emotion. Home nurture environment influences language development and social emotion in children with DLD, and social emotion has a partial mediating effect between home nurture environment and language development.

Early detection of communication delays with the PEDS tools in at-risk South African infants

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Jeannie van der Linde

2016-04-01

Method: A comparative study design evaluated the accuracy of the PEDS tools to detect communication delays, using an internationally accepted diagnostic assessment tool, the Rossetti Infant-Toddler Language Scale (RITLS. A convenience sample of 201 infants was selected at primary healthcare clinics. Results: Expressive and receptive language sensitivity scores were low across all three screens(ranging between 14% and 44%. The PEDS tools had high sensitivity (71% and specificity (73% ratings for the receptive and expressive language and socio-emotional domain in combination. Conclusion: In the sample population, the PEDS tools did not accurately detect receptive and expressive language delays; however, communication delays in general were identified. Future research determining accuracy of the PEDS, PEDS-Developmental Milestones and PEDS tools for children aged 2–5 years in detecting communication delays should be prioritised.

Prosodic Skills in Children with Down Syndrome and in Typically Developing Children

Science.gov (United States)

Zampini, Laura; Fasolo, Mirco; Spinelli, Maria; Zanchi, Paola; Suttora, Chiara; Salerni, Nicoletta

2016-01-01

Background: Many studies have analysed language development in children with Down syndrome to understand better the nature of their linguistic delays and the reason why these delays, particularly those in the morphosyntactic area, seem greater than their cognitive impairment. However, the prosodic characteristics of language development in…

THE HISTORICAL DEVELOPMENT OF TEACHING RUSSIAN LANGUAGE AS A FOREIGN LANGUAGE

OpenAIRE

Zulfiya SAHIN

2014-01-01

The purpose of this research is to explicate teaching of Russian as a foreign language throughout history: to identify the main achievements of the field, to determine methods and materials used in this area, to trace the developing process from the very begging till present days, when teaching Russian language as a foreign language became a separate specific discipline. To achieve the set purposes mentioned above the known nowadays studies on the field of teaching and learning Russian as a f...

25 CFR 39.131 - What is a Language Development Program?

Science.gov (United States)

2010-04-01

... 25 Indians 1 2010-04-01 2010-04-01 false What is a Language Development Program? 39.131 Section 39... EQUALIZATION PROGRAM Indian School Equalization Formula Language Development Programs § 39.131 What is a Language Development Program? A Language Development program is one that serves students who either: (a...

Clinic Attenders with Autism or Attention-Deficit/Hyperactivity Disorder: Cognitive Profile at School Age and Its Relationship to Preschool Indicators of Language Delay

Science.gov (United States)

Hagberg, Bibbi S.; Miniscalco, Carmela; Gillberg, Christopher

2010-01-01

Many studies have shown that children with autism spectrum disorders (ASD) and attention-deficit/hyperactivity disorder (ADHD) have had early indicators of language delay. The aim of the present study was to examine the cognitive profile of school age children referred to a specialist clinic for ASD, ADHD, or both, and relate this profile…

The Design Space of Multi-Language Development Environments

DEFF Research Database (Denmark)

Pfeiffer, Rolf-Helge; Wasowski, Andrzej

2014-01-01

Non-trivial software systems integrate many artifacts expressed in multiple modeling and program- ming languages. However, even though these artifacts heavily depend on each other, existing development envi- ronments do not sufficiently support handling relations between artifacts in different...... languages. By means of a literature survey, tool prototyping and experiments we study the design space of multi-language development environments (MLDEs)—tools that consider the cross-language relations as first artifacts. We ask: what is the state of the art in the MLDE space? What are the design choices...... and challenges faced by tool builders? To what extent MLDEs are desired by users, and for what support features? Our main conclusions are that (a) cross-language re- lations are ubiquitous and troublesome in multi-language systems, (b) users highly appreciated cross-language sup- port mechanisms of MLDEs and (c...

Clinical implications of early differential diagnostic between Language Delay (LD and Specific Language Impairment (SLI [mplicaciones clínicas del diagnóstico diferencial temprano entre Retraso de Lenguaje (RL y Trastorno Específico del Lenguaje (TEL

Directory of Open Access Journals (Sweden)

Víctor Acosta Rodríguez

2012-03-01

Full Text Available The aim of this paper is to analyze the differences between Language Delay (LD and Specific Language Impairment (SLI concepts from a clinical point of view. The selected sample consisted of 6 LD and 6 SLI individuals, who were chosen with standarized tools and qualitative tasks. LD children had not any treatment, meanwhile SLI children underwent an intervention program which pursued two aims: on one hand, to improve the development of linguistic comprehension and production and on the other hand, to encourage the progress of basic skills for literacy, focusing on narrative development and phonological processing. The contents of the program have been sequenced in increasing order of cognitive complexity. The U of Mann-Whitney was used to check the similarities and differences of the children´ linguistic development according to their diagnosis. Results show important differences between both groups. A positive progress of LD children stand outs, although they didn´t undergo an intervention program. Meanwhile, just the opposite happens with SLI children. These data make us think that there is not an obligatory sequence from LD to SLI children. Therefore, we regard them as different categories.

Language development: Progress and challenges in a multilingual ...

African Journals Online (AJOL)

Some such challenges discussed include issues like language selection for development, absence of clear language policy and the important issue of attitudes of respective language communities towards language research programmes. The article also looks at how the project and the institute have managed to make ...

Do Adults Show an Effect of Delayed First Language Acquisition When Calculating Scalar Implicatures?

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Davidson, Kathryn; Mayberry, Rachel I.

2015-01-01

Language acquisition involves learning not only grammatical rules and a lexicon but also what people are intending to convey with their utterances: the semantic/pragmatic component of language. In this article we separate the contributions of linguistic development and cognitive maturity to the acquisition of the semantic/pragmatic component of…

Delays in clinical development of neurological drugs in Japan.

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Ikeda, Masayuki

2017-06-28

The delays in the approval and development of neurological drugs between Japan and other countries have been a major issue for patients with neurological diseases. The objective of this study was to analyze factors contributing to the delay in the launching of neurological drugs in Japan. We analyzed data from Japan and the US for the approval of 42 neurological drugs, all of which were approved earlier in the US than in Japan, and examined the potential factors that may cause the delay of their launch. Introductions of the 42 drugs in Japan occurred at a median of 87 months after introductions in the US. The mean review time of new drug applications for the 20 drugs introduced in Japan in January 2011 or later (15 months) was significantly shorter than that for the other 22 drugs introduced in Japan in December 2010 or earlier (24 months). The lag in the Japan's review time behind the US could not explain the approval delays. In the 31 of the 42 drugs, the application data package included overseas data. The mean review time of these 31 drugs (17 months) was significantly shorter than that of the other 11 drugs without overseas data (26 months). The mean approval lag behind the US of the 31 drugs (78 months) was also significantly shorter than that of the other 11 drugs (134 months). These results show that several important reforms in the Japanese drug development and approval system (e.g., inclusion of global clinical trial data) have reduced the delays in the clinical development of neurological drugs.

The semantic associative ability in preschoolers with different age of language onset

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Dina Di Giacomo

2016-07-01

Full Text Available Aim of the study is to verify the semantic associative abilities in children with different language onset times: early, typical, and delayed talkers. The study was conducted on the sample of 74 preschool children who performed a Perceptual Associative Task, in order to evaluate the ability to link concepts by four associative strategies (function, part/whole, contiguity, and superordinate strategies. The results evidenced that the children with delayed language onset performed significantly better than the children with early language production. No difference was found between typical and delayed language groups. Our results showed that the children with early language onset presented weakness in the flexibility of elaboration of the concepts. The typical and delayed language onset groups overlapped performance in the associative abilities. The time of language onset appeared to be a predictive factor in the use of semantic associative strategies; the early talkers might present a slow pattern of conceptual processing, whereas the typical and late talkers may have protective factors.

Developing Oral Language Skills in Middle School English Learners

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Fisher, Douglas; Frey, Nancy

2018-01-01

Oral language development can help English learners develop academic proficiency with the English language. In this investigation, at one middle school, teachers focused on improving oral language skills. Using a formative experiment process, the teachers developed an intervention to accomplish their pedagogical goal and then tracked data to see…

Speech and Language Development after Infant Tracheostomy.

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Hill, Betsy P.; Singer, Lynn T.

1990-01-01

When assessed for speech/language development, 31 children (age 1-12) fitted with endotracheal tubes for more than 3 months beginning by age 13 months showed overall language functioning within normal limits and commensurate with cognitive ability. However, a pattern of expressive language disability was noted in the oldest group. (Author/JDD)

Screening for Language Delay: Growth Trajectories of Language Ability in Low- and High-Performing Children

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Klem, Marianne; Hagtvet, Bente; Hulme, Charles; Gustafsson, Jan-Eric

2016-01-01

Purpose: This study investigated the stability and growth of preschool language skills and explores latent class analysis as an approach for identifying children at risk of language impairment. Method: The authors present data from a large-scale 2-year longitudinal study, in which 600 children were assessed with a language-screening tool…

Adding to Product Development Theory - A Language Perspective

DEFF Research Database (Denmark)

Hansen, Poul H. Kyvsgård; Berg, Pekka; Mabogunje, Ade

2014-01-01

The paper explores the effect that the languages associated with the applied methods have on product development processes. Product development does increasingly involve more diverse disciplines and expanded cross-disciplinary views. Most importantly, the new disciplines: Design Thinking, and......, Innovation Management have introduced new cross-disciplinary methods and approaches. Some of the most important cognitive processes involved in product development: perceiving, meaning making, conceptualizing, communicating, and learning have been reframed and expanded as new disciplines have been introduced...... of these new languages reveals that the traditional methods applied in product development are highly influenced and limited by the languages that are traditionally associated with the application of these methods. Though language plays an important part in these essential processes it is rarely addressed...

Language Profile in Congenital Hypothyroid Children Receiving Replacement Therapy.

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Soliman, Hend; Abdel Hady, Aisha Fawzy; Abdel Hamid, Asmaa; Mahmoud, Heba

2016-01-01

The aim of this work was to evaluate receptive and expressive language skills in children with congenital hypothyroidism receiving early hormonal replacement treatment before the age of 3 months and to identify any subtle areas of weaknesses in their language development to check the necessity for future language intervention. The study was conducted on 30 hypothyroid children receiving hormonal replacement. They were subdivided into group I (5-8 years 11 months; 12 cases) and group II (9-12 years 11 months; 18 cases). All patients were subjected to a protocol of assessment applied in the Diabetes, Endocrine and Metabolism Pediatric Unit (DEMPU) and evaluation of language skills by the REAL scale. The younger group reached average Arabic language scores, while the older group showed moderate language delay. Early replacement therapy supports language development in young children. However, longitudinal and follow-up studies are required to identify difficulties presenting at older ages that may affect children in the academic settings. © 2016 S. Karger AG, Basel.

The Development of English as a Second Language With and Without Specific Language Impairment: Clinical Implications.

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Paradis, Johanne

2016-02-01

The purpose of this research forum article is to provide an overview of typical and atypical development of English as a second language (L2) and to present strategies for clinical assessment with English language learners (ELLs). A review of studies examining the lexical, morphological, narrative, and verbal memory abilities of ELLs is organized around 3 topics: timeframe and characteristics of typical English L2 development, comparison of the English L2 development of children with and without specific language impairment (SLI), and strategies for more effective assessment with ELLs. ELLs take longer than 3 years to converge on monolingual norms and approach monolingual norms asynchronously across linguistic subdomains. Individual variation is predicted by age, first language, language learning aptitude, length of exposure to English in school, maternal education, and richness of the English environment outside school. ELLs with SLI acquire English more slowly than ELLs with typical development; their morphological and nonword repetition abilities differentiate them the most. Use of strategies such as parent questionnaires on first language development and ELL norm referencing can result in accurate discrimination of ELLs with SLI. Variability in the language abilities of ELLs presents challenges for clinical practice. Increased knowledge of English language learning development with and without SLI together with evidence-based alternative assessment strategies can assist in overcoming these challenges.

Milestones in Language Planning and Development Aid

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Coleman, Hywel

2017-01-01

This paper tracks the changing relationships between language planning and development aid over a period of 70 years from the end of the Second World War to the present day. Drawing on documentary resources--in particular, the published proceedings of the Language and Development Conferences (LDCs)--the paper identifies a number of significant…

Factors Affecting Delayed Referral for Speech Therapy in Iranian children with Speech and Language Disorders

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Roshanak Vameghi

2014-03-01

Full Text Available Objective: Early detection of children who are at risk for speech and language impairment and those at early stages of delay is crucial for provision of early intervention services. However, unfortunately in Iran, this disorder is not identified or referred for proper treatment and rehabilitation at early critical stages. Materials & Methods: This study was carried out in two phases. The first phase which was qualitative in nature was meant to identify all potentially affective factors through literature review as well as by acquiring the viewpoints of experts and families on this issue. Twelve experts and 9 parents of children with speech and language disorders participated in semi-structured in-depth interviews, thereby completing the first draft of potentially affective factors compiled through literature review. The completed list of factors finally led to the design of a questionnaire for identifying “factors affecting late referral in childhood speech and language impairment”. The questionnaire was approved for face and content validity. The cronbach’s alpha was determined to be 0.81. Two groups of parents were asked to complete the questionnaire: the parents of children who had attended speech and language clinics located on the west and central regions of Tehran city, after their child was 3 years old and those who had attended before their child was 3 years old, as the case and control group, respectively. Results: According to the results, among the seven factors which showed significant difference between the two groups of children before definite diagnosis of speech and language disorders was arrived for the child, 3 factors were related to the type of guidance and consultation received by the family from physicians, 2 factors were related to parents’ lack of awareness and knowledge, and 2 factors were related to the screening services received. All six factors showing significant difference between the two groups after

Language choice in bimodal bilingual development

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Diane eLillo-Martin

2014-10-01

Full Text Available Bilingual children develop sensitivity to the language used by their interlocutors at an early age, reflected in differential use of each language by the child depending on their interlocutor. Factors such as discourse context and relative language dominance in the community may mediate the degree of language differentiation in preschool age children.Bimodal bilingual children, acquiring both a sign language and a spoken language, have an even more complex situation. Their Deaf parents vary considerably in access to the spoken language. Furthermore, in addition to code-mixing and code-switching, they use code-blending – expressions in both speech and sign simultaneously – an option uniquely available to bimodal bilinguals. Code-blending is analogous to code-switching sociolinguistically, but is also a way to communicate without suppressing one language. For adult bimodal bilinguals, complete suppression of the non-selected language is cognitively demanding. We expect that bimodal bilingual children also find suppression difficult, and use blending rather than suppression in some contexts. We also expect relative community language dominance to be a factor in children’s language choices.This study analyzes longitudinal spontaneous production data from four bimodal bilingual children and their Deaf and hearing interlocutors. Even at the earliest observations, the children produced more signed utterances with Deaf interlocutors and more speech with hearing interlocutors. However, while three of the four children produced >75% speech alone in speech target sessions, they produced <25% sign alone in sign target sessions. All four produced bimodal utterances in both, but more frequently in the sign sessions, potentially because they find suppression of the dominant language more difficult.Our results indicate that these children are sensitive to the language used by their interlocutors, while showing considerable influence from the dominant

Descriptive markup languages and the development of digital humanities

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Boris Bosančić

2012-11-01

Full Text Available The paper discusses the role of descriptive markup languages in the development of digital humanities, a new research discipline that is part of social sciences and humanities, which focuses on the use of computers in research. A chronological review of the development of digital humanities, and then descriptive markup languages is exposed, through several developmental stages. It is shown that the development of digital humanities since the mid-1980s and the appearance of SGML, markup language that was the foundation of TEI, a key standard for the encoding and exchange of humanities texts in the digital environment, is inseparable from the development of markup languages. Special attention is dedicated to the presentation of the Text Encoding Initiative – TEI development, a key organization that developed the titled standard, both from organizational and markup perspectives. By this time, TEI standard is published in five versions, and during 2000s SGML is replaced by XML markup language. Key words: markup languages, digital humanities, text encoding, TEI, SGML, XML

Phonological competence development in Italian as second/foreign language

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Anja Zorman

2017-12-01

Full Text Available In language courses and teaching materials for Italian as a second or foreign language little attention is generally paid to the development of phonological competence and of speaking ability. The present study involved 140 pupils of elementary schools with Slovene as the language of instruction in the bilingual area of the Slovene Coastal area where Italian is taught as a second language. The research investigated the impact of phonology teaching and the development of phonological awareness on auditory perception abilities. The findings show that programs for the development of discriminatory listening and phonological segmentation of linguistic input critically influence the pupils’ ability of auditory perception, provided such programs are long-term, systematic, intensive, and carried out through direct interaction between the pupils and speakers of the target language. Consequently, such programs also enhance enhance the development of listening comprehension and communicative competence in the target language.

[Assessing and measuring language development in the child. The Reynell Scales in a Dutch language area].

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Schaerlaekens, A

1995-01-01

This article deals with the recent adaptation of the Reynell Developmental Language Scales to the Dutch language. The existing language tests for the Dutch language are reviewed and the need to adapt a test for young children, measuring both receptive and expressive language development, is argued. The adaptation of the original Reynell Developmental Language Scales to the Dutch language is described. An extensive standardisation was carried out with 1,288 Dutch-speaking children, carefully selected geographically and according to socio-economic status. The psychodiagnostic results of the standardisation are discussed. As a result there are now norms for children between 2 and 5 years, both for receptive and expressive language development. The adaptation of the original Reynell Scales to Dutch functions under the new name RTOS (Reynell Taalontwikkelingsschalen).

Historical Development of Hong Kong Sign Language

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Sze, Felix; Lo, Connie; Lo, Lisa; Chu, Kenny

2013-01-01

This article traces the origins of Hong Kong Sign Language (hereafter HKSL) and its subsequent development in relation to the establishment of Deaf education in Hong Kong after World War II. We begin with a detailed description of the history of Deaf education with a particular focus on the role of sign language in such development. We then…

Preschool language profiles of children at family risk of dyslexia: continuities with specific language impairment

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Nash, Hannah M.; Hulme, Charles; Gooch, Debbie; Snowling, Margaret J.

2015-01-01

Background Children at family risk of dyslexia have been reported to show phonological deficits as well as broader language delays in the preschool years. Method The preschool language skills of 112 children at family risk of dyslexia (FR) at ages 3½ and 4½ were compared with those of children with SLI and typically developing (TD) controls. Results Children at FR showed two different profiles: one third of the group resembled the children with SLI and scored poorly across multiple domains of language including phonology. As a group, the remaining children had difficulties on tasks tapping phonological skills at T1 and T2. At the individual level, we confirmed that some FR children had both phonological and broader oral language difficulties (compared with TD controls), some had only phonological difficulties and some appeared to be developing typically. Conclusions We have highlighted the early overlap between family risk of dyslexia and SLI. A family history of dyslexia carries an increased risk for SLI and the two disorders both show an increased incidence of phonological deficits which appear to a proximal risk factor for developing a reading impairment. PMID:23772651

Lexical and grammatical development in trilingual speakers of isiXhosa, English and Afrikaans

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Anneke P. Potgieter

2016-05-01

Full Text Available Background: There is a dearth of normative data on linguistic development among child speakers of Southern African languages, especially in the case of the multilingual children who constitute the largest part of this population. This inevitably impacts on the accuracy of developmental assessments of such speakers. Already negative lay opinion on the effect of early multilingualism on language development rates could be exacerbated by the lack of developmental data, ultimately affecting choices regarding home and school language policies. Objectives: To establish whether trilinguals necessarily exhibit developmental delay when compared to monolinguals and, if so, whether this delay (1 occurs in terms of both lexical and grammatical development; and (2 in all three the trilinguals’ languages, regardless of input quantity. Method: Focusing on isiXhosa, South African English and Afrikaans, the study involved a comparison of 11 four-year-old developing trilinguals’ acquisition of vocabulary and passive constructions with that of 10 age-matched monolingual speakers of each language. Results: The trilinguals proved to be monolingual-like in their lexical development in the language to which, on average, they had been exposed most over time, that is, isiXhosa. No developmental delay was found in the trilinguals’ acquisition of passive constructions, regardless of the language of testing. Conclusion: As previously found for bilingual development, necessarily reduced quantity of exposure does not hinder lexical development in the trilinguals’ input dominant language. The overall lack of delay in their acquisition of the passive is interpreted as possible evidence of cross-linguistic bootstrapping and support for early multilingual exposure.

Lexical and grammatical development in trilingual speakers of isiXhosa, English and Afrikaans

Science.gov (United States)

2016-01-01

Background There is a dearth of normative data on linguistic development among child speakers of Southern African languages, especially in the case of the multilingual children who constitute the largest part of this population. This inevitably impacts on the accuracy of developmental assessments of such speakers. Already negative lay opinion on the effect of early multilingualism on language development rates could be exacerbated by the lack of developmental data, ultimately affecting choices regarding home and school language policies. Objectives To establish whether trilinguals necessarily exhibit developmental delay when compared to monolinguals and, if so, whether this delay (1) occurs in terms of both lexical and grammatical development; and (2) in all three the trilinguals’ languages, regardless of input quantity. Method Focusing on isiXhosa, South African English and Afrikaans, the study involved a comparison of 11 four-year-old developing trilinguals’ acquisition of vocabulary and passive constructions with that of 10 age-matched monolingual speakers of each language. Results The trilinguals proved to be monolingual-like in their lexical development in the language to which, on average, they had been exposed most over time, that is, isiXhosa. No developmental delay was found in the trilinguals’ acquisition of passive constructions, regardless of the language of testing. Conclusion As previously found for bilingual development, necessarily reduced quantity of exposure does not hinder lexical development in the trilinguals’ input dominant language. The overall lack of delay in their acquisition of the passive is interpreted as possible evidence of cross-linguistic bootstrapping and support for early multilingual exposure. PMID:27245133

Lexical and grammatical development in trilingual speakers of isiXhosa, English and Afrikaans.

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Potgieter, Anneke P

2016-05-20

There is a dearth of normative data on linguistic development among child speakers of Southern African languages, especially in the case of the multilingual children who constitute the largest part of this population. This inevitably impacts on the accuracy of developmental assessments of such speakers. Already negative lay opinion on the effect of early multilingualism on language development rates could be exacerbated by the lack of developmental data, ultimately affecting choices regarding home and school language policies. To establish whether trilinguals necessarily exhibit developmental delay when compared to monolinguals and, if so, whether this delay (1) occurs in terms of both lexical and grammatical development; and (2) in all three the trilinguals' languages, regardless of input quantity. Focusing on isiXhosa, South African English and Afrikaans, the study involved a comparison of 11 four-year-old developing trilinguals' acquisition of vocabulary and passive constructions with that of 10 age-matched monolingual speakers of each language. The trilinguals proved to be monolingual-like in their lexical development in the language to which, on average, they had been exposed most over time, that is, isiXhosa. No developmental delay was found in the trilinguals' acquisition of passive constructions, regardless of the language of testing. As previously found for bilingual development, necessarily reduced quantity of exposure does not hinder lexical development in the trilinguals' input dominant language. The overall lack of delay in their acquisition of the passive is interpreted as possible evidence of cross-linguistic bootstrapping and support for early multilingual exposure.

MANIPULATION OF MOTIVATING OPERATIONS AND USE OF A SCRIPT-FADING PROCEDURE TO TEACH MANDS FOR LOCATION TO CHILDREN WITH LANGUAGE DELAYS

OpenAIRE

Howlett, Melissa A; Sidener, Tina M; Progar, Patrick R; Sidener, David W

2011-01-01

The effects of contriving motivating operations (MOs) and script fading on the acquisition of the mand “Where's [object]?” were evaluated in 2 boys with language delays. During each session, trials were alternated in which high-preference items were present (abolishing operation [AO] trials) or missing (establishing operation [EO] trials) from their typical locations. Both participants learned to mand during EO trials and not to mand during AO trials during training. Generalization of manding...

Use of Francophone Tales in Developing Language Competences

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Nataša Žugelj

2015-12-01

Full Text Available Traditional folktales as an authentic document belong to a literary genre which can be of great use in enhancing foreign language learning. When accompanied by diverse and fun activities, they can con- vert a foreign language learning into a very positive experience for different age groups. Folktales with language exercises for developing different language skills can be a great source for language analysis, vocabulary building and better expression in a foreign language. Its restricted length and its identifiable content make folktales user-friendly for teaching.

Delayed echolalia in autism: some observations on differences within the term.

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Dyer, C; Hadden, A J

1981-01-01

Attention has recently focused on the need to build up a corpus of case observations relating to the function of delayed echolalia in various handicapping conditions but especially in early childhood autism. This present article offers six functional categories as an aid to clear reporting of observation and, thus clarification of this little-understood facet of deviant language development.

MENTAL STATE LANGUAGE DEVELOPMENT: THE LONGITUDINAL ROLES OF ATTACHMENT AND MATERNAL LANGUAGE.

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Becker Razuri, Erin; Hiles Howard, Amanda R; Purvis, Karyn B; Cross, David R

2017-05-01

Maternal mental state language is thought to influence children's mental state language and sociocognitive understanding (e.g., theory of mind), but the mechanism is unclear. The current study examined the longitudinal development of mental state language in mother-child interactions. The methodology included assessments of the child and/or mother-child dyad at six time points between 12 to 52 months of the child's age. Measures determined child's attachment style and language abilities, and mental state language used by mother and child during a block-building task. Results showed that (a) mental state talk, including belief and desire language, increased over time; (b) there were differences between the type of mental state words used by the mother in insecure versus secure dyads; (c) there were differences in patterns of mental state words used in both mothers and children in insecure versus secure dyads; and (d) attachment appeared to exert a consistent influence over time. © 2017 Michigan Association for Infant Mental Health.

Theory of mind and language development in Japanese children with hearing loss.

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Fujino, Hiroshi; Fukushima, Kunihiro; Fujiyoshi, Akie

2017-05-01

This study investigates the development of theory of mind (ToM) in Japanese children with hearing loss (HL) and its relationship with language abilities using the data of a large sample size. Participants were 369 children with HL, ranging from 4 to 12 years of age. The mean hearing level of the better ear was 100.7 dB. A "change in location"-type false belief task similar to the "Sally-Anne test" was given to the participants. The pass rates for the false belief task were in the 20% range for 4 to 6-year-olds, 35.6% for 7-year-olds, 47.6% for 8-year-olds, and 63.6% for 9-year-olds. However, no children, even 12-year-olds, achieved a pass rate of 70%. A logistic regression analysis showed that the significant independent predictors of the false belief task performance were vocabulary age and syntactic comprehension level, and chronological age, hearing level, syntactic production level, and nonverbal intelligence were excluded. The results demonstrate that there is a delay in the development of ToM in Japanese children with HL. This finding is consistent with findings in English-speaking countries. Additionally, it is suggested that language abilities play an important role in the acquisition of ToM for children with HL. Copyright © 2017 Elsevier B.V. All rights reserved.

Hearing assessment in pre-school children with speech delay.

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Psillas, George; Psifidis, Anestis; Antoniadou-Hitoglou, Magda; Kouloulas, Athanasios

2006-09-01

entities, especially of psychiatric nature. The children with profound sensorineural hearing loss exhibited more severe speech delay than those with moderate to severe. Regardless of etiology, the early identification and intervention contribute to positive outcome in this critical period of childhood for language development.

Professional Development Needs of English Language Teachers in Malaysia

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Khandehroo, Koroush; Mukundan, Jayakaran; Alavi, Zhinoos Kamal

2011-01-01

This study surveyed the professional development (PD) needs of school English language teachers at Melaka State in Malaysia. With close cooperation with the Department of Language at the Ministry of Education, the whole population of English language teachers had been studied on their types of professional development needs in instructional…

Individual development of preschool children-prevalences and determinants of delays in Germany: a cross-sectional study in Southern Bavaria

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Stich Heribert L

2012-12-01

Full Text Available Abstract Background Even minor abnormalities of early child development may have dramatic long term consequences. Accurate prevalence rates for a range of developmental impairments have been difficult to establish. Since related studies have used different methodological approaches, direct comparisons of the prevalence of developmental delays are difficult. The understanding of the key factors affecting child development, especially in preschool aged children remains limited. We used data from school entry examinations in Bavaria to measure the prevalence of developmental impairments in pre-school children beginning primary school in 1997–2009. Methods The developmental impairments of all school beginners in the district of Dingolfing- Landau, Bavaria were assessed using modified “Bavarian School Entry Model” examination from 1997 to 2009 (N=13,182. The children were assessed for motor, cognitive, language and psychosocial impairments using a standardised medical protocol. Prevalence rates of impairments in twelve domains of development were estimated. Using uni- and multivariable logistic regression models, association between selected factors and development delays were assessed. Results The highest prevalence existed for impairments of pronunciation (13.8% followed by fine motor impairments (12.2%, and impairments of memory and concentration (11.3% and the lowest for impairments of rhythm of speech (3.1%. Younger children displayed more developmental delays. Male gender was strongly associated with all developmental impairments (highest risk for fine motor impairments = OR 3.22, 95% confidence interval 2.86-3.63. Preschool children with siblings (vs. children without any siblings were at higher risk of having impairments in pronunciation (OR 1.31, 1.14-1.50. The influence of the non-German nationality was strong, with a maximum risk increase for the subareas of grammar and psychosocial development. Although children with non

Individual development of preschool children-prevalences and determinants of delays in Germany: a cross-sectional study in Southern Bavaria.

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Stich, Heribert L; Baune, Bernhard Th; Caniato, Riccardo N; Mikolajczyk, Rafael T; Krämer, Alexander

2012-12-05

Even minor abnormalities of early child development may have dramatic long term consequences. Accurate prevalence rates for a range of developmental impairments have been difficult to establish. Since related studies have used different methodological approaches, direct comparisons of the prevalence of developmental delays are difficult. The understanding of the key factors affecting child development, especially in preschool aged children remains limited. We used data from school entry examinations in Bavaria to measure the prevalence of developmental impairments in pre-school children beginning primary school in 1997-2009. The developmental impairments of all school beginners in the district of Dingolfing-Landau, Bavaria were assessed using modified "Bavarian School Entry Model" examination from 1997 to 2009 (N=13,182). The children were assessed for motor, cognitive, language and psychosocial impairments using a standardised medical protocol. Prevalence rates of impairments in twelve domains of development were estimated. Using uni- and multivariable logistic regression models, association between selected factors and development delays were assessed. The highest prevalence existed for impairments of pronunciation (13.8%) followed by fine motor impairments (12.2%), and impairments of memory and concentration (11.3%) and the lowest for impairments of rhythm of speech (3.1%). Younger children displayed more developmental delays. Male gender was strongly associated with all developmental impairments (highest risk for fine motor impairments = OR 3.22, 95% confidence interval 2.86-3.63). Preschool children with siblings (vs. children without any siblings) were at higher risk of having impairments in pronunciation (OR 1.31, 1.14-1.50). The influence of the non-German nationality was strong, with a maximum risk increase for the subareas of grammar and psychosocial development. Although children with non-German nationality had a reduced risk of disorders for the rhythm

Mnemonic abilities of primary school children with delayed mental development.

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Murafa S.V.

2015-07-01

Full Text Available This paper presents the results of research regarding the mnemonic abilities of primary school children with developmental delays. Empirical studies of impaired mental development offer an opportunity to elucidate the psychological mechanisms underlying the process of normal development and enable us to consider at a micro level the formation of mental processes in ontogeny, which would, under normal conditions, be nondescript and not always amenable to psychological analysis. The research addresses an experimental investigation of productivity and qualitative characteristics of mnemonic abilities among primary school students with developmental delays. V.D. Shadrikov’s Theory of Abilities, developed in a systemic approach framework, is the theoretical basis of the research. The method of deploying a memorization activity, as elaborated by V.D. Shadrikov and L.V. Cheremoshkina, was the investigation tool used. The sample included students in grades 1 to 4 between ages 7 to 12 and included a total of 100 children (66 boys and 34 girls. The control group of primary school students with typical development included 105 children (50 boys and 55 girls. The research consisted of several stages: a pilot study, experimental research (the test task was to memorize card #1; the basic task was to memorize cards #2 and #3; to reproduce cards #2 and #3; and to poll the students, mathematical data processing, and a description of the levels of mnemonic ability development among primary students with developmental delays. The following procedures were employed during statistical analysis: Spearman r3, Mann-Whitney U-test, Jonckheere-Terpstra test, and Kruskal-Wallis test. The structure of mnemonic abilities in primary schoolchildren with developmental delays was determined to vary according to the underdevelopment of their operational mechanisms. For example, memory functions are based on the use of inborn mechanisms, and a portion of children differ in the

Impaired reasoning and problem-solving in individuals with language impairment due to aphasia or language delay

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Baldo, Juliana V.; Paulraj, Selvi R.; Curran, Brian C.; Dronkers, Nina F.

2015-01-01

The precise nature of the relationship between language and thought is an intriguing and challenging area of inquiry for scientists across many disciplines. In the realm of neuropsychology, research has investigated the inter-dependence of language and thought by testing individuals with compromised language abilities and observing whether performance in other cognitive domains is diminished. One group of such individuals is patients with aphasia who have an impairment in speech and language arising from a brain injury, such as a stroke. Our previous research has shown that the degree of language impairment in these individuals is strongly associated with the degree of impairment on complex reasoning tasks, such as the Wisconsin Card Sorting Task (WCST) and Raven’s Matrices. In the current study, we present new data from a large group of individuals with aphasia that show a dissociation in performance between putatively non-verbal tasks on the Wechsler Adult Intelligence Scale (WAIS) that require differing degrees of reasoning (Picture Completion vs. Picture Arrangement tasks). We also present an update and replication of our previous findings with the WCST showing that individuals with the most profound core language deficits (i.e., impaired comprehension and disordered language output) are particularly impaired on problem-solving tasks. In the second part of the paper, we present findings from a neurologically intact individual known as “Chelsea” who was not exposed to language due to an unaddressed hearing loss that was present since birth. At the age of 32, she was fitted with hearing aids and exposed to spoken and signed language for the first time, but she was only able to acquire a limited language capacity. Chelsea was tested on a series of standardized neuropsychological measures, including reasoning and problem-solving tasks. She was able to perform well on a number of visuospatial tasks but was disproportionately impaired on tasks that required

Introduction: Sign Language, Sustainable Development, and Equal Opportunities

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De Clerck, Goedele A. M.

2017-01-01

This article has been excerpted from "Introduction: Sign Language, Sustainable Development, and Equal Opportunities" (De Clerck) in "Sign Language, Sustainable Development, and Equal Opportunities: Envisioning the Future for Deaf Students" (G. A. M. De Clerck & P. V. Paul (Eds.) 2016). The idea of exploring various…

Implications of Bilingual Development for Specific Language Impairments in Turkey

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Topbas, Seyhun

2011-01-01

The potential impact of bilingualism on children's language development has emerged as a crucial concern for Turkey, but so far it has not been addressed from the point of view of language disorders. This short review examines the potential impact of bilingual language development for language impairments in Turkey, with special emphasis on the…

Development of language, Mathematics and self-independence abilities of a five-year-old with speech delay using educational toys

Directory of Open Access Journals (Sweden)

Geertruida Maya

2017-12-01

Full Text Available The objective of this research was to identify the development of language and Mathematics abilities as well as self-independence of a five years old child with speech disorder. The study was conducted in eight weeks period in which playing with educational toys had been the main activity. This is a descriptive qualitative research in which the data were collected using direct interviews, checklist instruments and observations. Based on intensive observations using the four point Likert scale, there were medium increases in the observed variables. For the language ability the average score increased from 1.5 to 2.9 with the N-gain of 0,56, for the Mathematics ability the average score increased from 1.7 to 3.0 with the N-gain of 0,57 and for the self-independence the average score increased from 2.1 to 3.0 with N-gain of 0,47. A longitudinal study on the child for one or two years is needed to arrive at more meaningful and conclusive findings.

Do early care and education services improve language development for maltreated children? Evidence from a national child welfare sample.

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Merritt, Darcey H; Klein, Sacha

2015-01-01

Young children under 6 years old are over-represented in the U.S. child welfare system (CWS). Due to their exposure to early deprivation and trauma, they are also highly vulnerable to developmental problems, including language delays. High quality early care and education (ECE) programs (e.g. preschool, Head Start) can improve children's development and so policymakers have begun calling for increased enrollment of CWS-supervised children in these programs. However, it is not a given that ECE will benefit all children who experience maltreatment. Some types of maltreatment may result in trauma-related learning and behavior challenges or developmental deficits that cause children to respond to ECE settings differently. The current study uses data from a nationally representative survey of children in the U.S. child welfare system, the National Survey of Child and Adolescent Well-Being II, to assess whether young CWS-supervised children (N=1,652) who were enrolled in ECE had better language development outcomes 18 months later than those not enrolled in ECE. We also explore whether the type of maltreatment that brought children to the CWS' attention moderates the relationship between ECE and children's language development. After controlling for children's initial scores on the Preschool Language Scale (PLS-3), type(s) of maltreatment experienced, and child and caregiver demographics, we found that ECE participation predicted better PLS-3 scores at follow-up, with a positive interaction between ECE participation and supervisory neglect. ECE seems to be beneficial for CWS-involved children's early language development, especially for children referred to the CWS because they lack appropriate parent supervision at home. Copyright © 2014 Elsevier Ltd. All rights reserved.

Supporting Preschool Dual Language Learners: Parents' and Teachers' Beliefs about Language Development and Collaboration

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Sawyer, Brook E.; Manz, Patricia H.; Martin, Kristin A.

2017-01-01

Guided by Bronfenbrenner's bio-ecological theory of human development and Moll's theory of funds of knowledge, the aim of this qualitative study was to examine the beliefs of parents and early childhood teachers on (a) the language development of Spanish-speaking preschool dual language learners (DLLs) and (b) how they can collaborate to support…

Effect of Omega-3 and -6 Supplementation on Language in Preterm Toddlers Exhibiting Autism Spectrum Disorder Symptoms

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Sheppard, Kelly W.; Boone, Kelly M.; Gracious, Barbara; Klebanoff, Mark A.; Rogers, Lynette K.; Rausch, Joseph; Bartlett, Christopher; Coury, Daniel L.; Keim, Sarah A.

2017-01-01

Delayed language development may be an early indicator of autism spectrum disorder (ASD). Early intervention is critical for children with ASD, and the present study presents pilot data on a clinical trial of omega-3 and -6 fatty acid supplementation and language development, a secondary trial outcome, in children at risk for ASD. We randomized 31…

Parents' Role in the Early Head Start Children's Language Development

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Griswold, Cecelia Smalls

2014-01-01

The development of language during a child's early years has been linked to parental involvement. While Early Head Start (EHS) researchers have theorized that parental involvement is an important factor in language development, there has been little research on how parents view their roles in the language development process. The purpose of this…

Beyond pragmatics: morphosyntactic development in autism.

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Eigsti, Inge-Marie; Bennetto, Loisa; Dadlani, Mamta B

2007-07-01

Language acquisition research in autism has traditionally focused on high-level pragmatic deficits. Few studies have examined grammatical abilities in autism, with mixed findings. The present study addresses this gap in the literature by providing a detailed investigation of syntactic and higher-level discourse abilities in verbal children with autism, age 5 years. Findings indicate clear language difficulties that go beyond what would be expected based on developmental level; specifically, syntactic delays, impairments in discourse management and increased production of non-meaningful words (jargon). The present study indicates a highly specific pattern of language impairments, and importantly, syntactic delays, in a group of children with autism carefully matched on lexical level and non-verbal mental age with children with developmental delays and typical development.

Gesture, Play, and Language Development of Spanish-Speaking Toddlers with Developmental Language Disorders: A Preliminary Study

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Guiberson, Mark

2016-01-01

The purpose of this preliminary study was to (a) examine relationships between the symbolic and language skills of a mixed (developmental language disordered [DLD] and typical language [TL]) Spanish-speaking sample; (b) describe gesture, play, and language skills of DLD and TL groups; (c) compare the development between groups; and (d) explore…

Development of the Tensoral Computer Language

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Ferziger, Joel; Dresselhaus, Eliot

1996-01-01

The research scientist or engineer wishing to perform large scale simulations or to extract useful information from existing databases is required to have expertise in the details of the particular database, the numerical methods and the computer architecture to be used. This poses a significant practical barrier to the use of simulation data. The goal of this research was to develop a high-level computer language called Tensoral, designed to remove this barrier. The Tensoral language provides a framework in which efficient generic data manipulations can be easily coded and implemented. First of all, Tensoral is general. The fundamental objects in Tensoral represent tensor fields and the operators that act on them. The numerical implementation of these tensors and operators is completely and flexibly programmable. New mathematical constructs and operators can be easily added to the Tensoral system. Tensoral is compatible with existing languages. Tensoral tensor operations co-exist in a natural way with a host language, which may be any sufficiently powerful computer language such as Fortran, C, or Vectoral. Tensoral is very-high-level. Tensor operations in Tensoral typically act on entire databases (i.e., arrays) at one time and may, therefore, correspond to many lines of code in a conventional language. Tensoral is efficient. Tensoral is a compiled language. Database manipulations are simplified optimized and scheduled by the compiler eventually resulting in efficient machine code to implement them.

Estimating Delays In ASIC's

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Burke, Gary; Nesheiwat, Jeffrey; Su, Ling

1994-01-01

Verification is important aspect of process of designing application-specific integrated circuit (ASIC). Design must not only be functionally accurate, but must also maintain correct timing. IFA, Intelligent Front Annotation program, assists in verifying timing of ASIC early in design process. This program speeds design-and-verification cycle by estimating delays before layouts completed. Written in C language.

Efficacy of speech therapy in children with language disorders : specific language impairment compared with language impairment in comorbidity with cognitive delay

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Goorhuis-Brouwer, SM; Knijff, WA

2002-01-01

Objective: this article discusses the effect of speech therapy on language comprehension, language production and non-verbal functioning in two groups of children with developmental language disorders. Design: retrospective study-a follow-up after a mean of 2 years, Materials and methods: verbal and

Language Development in Children with Language Disorders: An Introduction to Skinner's Verbal Behavior and the Techniques for Initial Language Acquisition

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Casey, Laura Baylot; Bicard, David F.

2009-01-01

Language development in typically developing children has a very predictable pattern beginning with crying, cooing, babbling, and gestures along with the recognition of spoken words, comprehension of spoken words, and then one word utterances. This predictable pattern breaks down for children with language disorders. This article will discuss…

Expressive language of two year-old pre-term and full-term children.

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Isotani, Selma Mie; Azevedo, Marisa Frasson de; Chiari, Brasília Maria; Perissinoto, Jacy

2009-01-01

expressive language of pre-term children. to compare the expressive vocabulary of two year-old children born prematurely, to that of those born at term. the study sample was composed by 118 speech-language assessment protocols, divided in two groups: the pre-term group (PTG) composed by 58 underweight premature children followed by a multi-professional team at the Casa do Prematuro (House of Premature Children) at Unifesp, and the full-term group (FTG) composed by 60 full-term born children. In order to evaluate the expressive language of these children, the Lave - Lista de Avaliação do Vocabulário Expressivo (Assessment List of the Expressive Vocabulary) was used. The Lave is an adaptation of the LDS - Language Development Survey - for the Brazilian Portuguese Language. The Lave investigates the expressive language and detects delays in oral language. children born underweight and prematurely present a greater occurrence of expressive language delay, 27.6%. These pre-term children present significantly lower expressive vocabulary and phrasal extension than children of the same age born at full-term in all semantic categories. Family income proved to be positively associated to phrasal extension, as well as to gestational age and weight at birth; thus indicating the effect of these adverse conditions still during the third year of age. The audiological status was associated to word utterances in the PTG. children born prematurely and underweight are at risk in terms of vocabulary development; this determines the need for speech-therapy intervention programs.

Do Children with Autism Have a Theory of Mind? A Non-Verbal Test of Autism vs. Specific Language Impairment

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Colle, Livia; Baron-Cohen, Simon; Hill, Jacqueline

2007-01-01

Children with autism have delays in the development of theory of mind. However, the sub-group of children with autism who have little or no language have gone untested since false belief tests (FB) typically involve language. FB understanding has been reported to be intact in children with specific language impairment (SLI). This raises the…

Development of adolescent reading comprehension in language 1 and language 2 : A longitudinal analysis of constituent components

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van Gelderen, Amos; Schoonen, Rob; Stoel, Reinoud D.; de Glopper, C.M.; Hulstijn, Jan

This study investigated the relationship between reading comprehension development of 389 adolescents in their dominant language (Language 1 [L 1], Dutch) and a foreign language (Language 2 [L2], English). In each consecutive year from Grades 8 through 10, a number of measurements were taken.

Ambiguous Aims: English-Language Voluntourism as Development

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Jakubiak, Cori

2016-01-01

"English-language voluntourism" is a practice whereby people from the Global North teach English in the Global South as an alternative form of travel and means of development assistance. As part of a larger, multisited ethnography, I investigate how in-service and former English-language voluntourism program participants frame short-term…

Digital-Gaming Trajectories and Second Language Development

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Scholz, Kyle W.; Schulze, Mathias

2017-01-01

Recent research in digital game-based language learning has been encouraging, yet it would benefit from research methods that focus on the gaming processes and second-language development (Larsen-Freeman, 2015) rather than learner/player reflection or individuals' beliefs about the validity of gameplay. This has proven challenging as research…

Language Development across the Life Span: A Neuropsychological/Neuroimaging Perspective

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Mónica Rosselli

2014-01-01

Full Text Available Language development has been correlated with specific changes in brain development. The aim of this paper is to analyze the linguistic-brain associations that occur from birth through senescence. Findings from the neuropsychological and neuroimaging literature are reviewed, and the relationship of language changes observable in human development and the corresponding brain maturation processes across age groups are examined. Two major dimensions of language development are highlighted: naming (considered a major measure of lexical knowledge and verbal fluency (regarded as a major measure of language production ability. Developmental changes in the brain lateralization of language are discussed, emphasizing that in early life there is an increase in functional brain asymmetry for language, but that this asymmetry changes over time, and that changes in the volume of gray and white matter are age-sensitive. The effects of certain specific variables, such as gender, level of education, and bilingualism are also analyzed. General conclusions are presented and directions for future research are suggested.

Receptive and expressive English language assessments used for young children: a scoping review protocol.

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McIntyre, Laureen J; Hellsten, Laurie-Ann M; Bidonde, Julia; Boden, Catherine; Doi, Carolyn

2017-04-04

development and/or identify areas of delay or difficulty and plan, implement, and monitor the progress of interventions supporting the development of receptive and expressive language skills in individuals with diverse language needs (e.g., typically developing children, children with language delays and disorders, children learning English as a second or additional language, Indigenous children who may be speaking dialects of English). Researchers plan to evaluate the effectiveness of the assessment methods or tools identified in the scoping review as an extension of this study.

25 CFR 39.136 - What is the WSU for Language Development programs?

Science.gov (United States)

2010-04-01

... 25 Indians 1 2010-04-01 2010-04-01 false What is the WSU for Language Development programs? 39.136... EQUALIZATION PROGRAM Indian School Equalization Formula Language Development Programs § 39.136 What is the WSU for Language Development programs? Language Development programs are funded at 0.13 WSUs per student. ...

Oral and Written Language Development of Children Adopted from China

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Scott, Kathleen A.; Roberts, Jenny A.; Krakow, Rena

2008-01-01

Purpose: The sharp increase in the number of international adoptions in the United States has prompted a heightened interest in the language development of internationally adopted children. Although recent studies have investigated the early language development of adoptees, little is known about the school-age language and literacy skills of…

Language development in preschool children born after asymmetrical intrauterine growth retardation.

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Simić Klarić, Andrea; Kolundžić, Zdravko; Galić, Slavka; Mejaški Bošnjak, Vlatka

2012-03-01

After intrauterine growth retardation, many minor neurodevelopmental disorders may occur, especially in the motor skills domain, language and speech development, and cognitive functions. The assessment of language development and impact of postnatal head growth in preschool children born with asymmetrical intrauterine growth retardation. Examinees were born at term with birth weight below the 10th percentile for gestational age, parity and gender. Mean age at the time of study was six years and four months. The control group was matched according to chronological and gestational age, gender and maternal education with mean age six years and five months. There were 50 children with intrauterine growth retardation and 50 controls, 28 girls and 22 boys in each group. For the assessment of language development Reynell Developmental Language Scale, the Naming test and Mottier test were performed. There were statistically significant differences (p language comprehension, total expressive language (vocabulary, structure, content), naming skills and non-words repetition. Statistically significant positive correlations were found between relative growth of the head [(Actual head circumference - head circumference at birth)/(Body weight - birth weight)] and language outcome. Children with neonatal complications had lower results (p language comprehension and total expressive language. Intrauterine growth retardation has a negative impact on language development which is evident in preschool years. Slow postnatal head growth is correlated with poorer language outcome. Neonatal complications were negatively correlated with language comprehension and total expressive language. Copyright © 2011 European Paediatric Neurology Society. Published by Elsevier Ltd. All rights reserved.

Automated delay estimation at signalized intersections : phase I concept and algorithm development.

Science.gov (United States)

2011-07-01

Currently there are several methods to measure the performance of surface streets, but their capabilities in dynamically estimating vehicle delay are limited. The objective of this research is to develop a method to automate traffic delay estimation ...

Theory of mind and specific language impairment in school-age children.

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Spanoudis, George

2016-01-01

Research on the relationship between aspects of language development and Theory of Mind (ToM) in children with language impairments suggests that children with language impairment show a delay in ToM development. This study aimed to examine the relationships of the syntactic, semantic, and pragmatic skills with ToM in school-age children. Twenty children with Specific Language Impairment (SLI) aged 9-12 years and two control groups, one matched for chronological age (CA) and one for language ability (LA) (aged 8-10 years) were compared on a set of language tasks tapping syntactic, semantic, and pragmatic skills and on an advanced test of ToM. Results showed that children with SLI performed poorly on the ToM task compared to the CA matches. Also, analysis showed that language skills and ToM are related and that syntactic and pragmatic abilities contributed significantly to the prediction of ToM performance in the SLI group. It is concluded that the syntax/pragmatic aspects of the language impact on ToM understanding in children with SLI. Copyright © 2016 Elsevier Inc. All rights reserved.

Language Problems Among Abused and Neglected Children: A Meta-Analytic Review.

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Sylvestre, Audette; Bussières, Ève-Line; Bouchard, Caroline

2016-02-01

Research data show that exposure to abuse and neglect has detrimental effects on a child's language development. In this meta-analysis, we analyze studies (k = 23), to compare the language skills (receptive language, expressive language, pragmatics) of children who have experienced abuse and/or neglect with the language skills of children who have not experienced abuse and/or neglect and to examine whether age or type of maltreatment moderate the relationship between maltreatment and language skills. Results confirm that the language skills of children who have experienced abuse and/or neglect are delayed when compared to children who have not experienced abuse and/or neglect. Compared to older children, young children seem particularly vulnerable to abuse and neglect. No significant differences were demonstrated concerning the type of maltreatment suffered by the child. These findings support the necessity of early detection of language problems in abused and neglected children as well as early intervention in order to implement interventions that will positively stimulate their development. © The Author(s) 2015.

On the development of scientific terminology in African languages ...

African Journals Online (AJOL)

The real development of individual languages and the purposeful cultivation of language pride necessarily accentuate races and ethnical differences, which are contrary to the ideal of nation-building. Consequently, languages are subtly denied acknowledged constitutional rights in practice, which will impact negatively on ...

The Role of Language in Theory of Mind Development

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de Villiers, Jill G.; de Villiers, Peter A.

2014-01-01

Various arguments are reviewed about the claim that language development is critically connected to the development of theory of mind. The different theories of how language could help in this process of development are explored. A brief account is provided of the controversy over the capacities of infants to read others' false beliefs. Then the…

Foreign language policy and the development of Mandarin Chinese ...

African Journals Online (AJOL)

This paper discusses the development offoreign language policy in higher educationin the United States (US) and indicates gaps in the study of foreign languages in highereducation in that country. A discussion of current policy, provision, programmes andfunding of foreign languages in higher education are presented, ...

Early bilingualism, language attainment, and brain development.

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Berken, Jonathan A; Gracco, Vincent L; Klein, Denise

2017-04-01

The brain demonstrates a remarkable capacity to undergo structural and functional change in response to experience throughout the lifespan. Evidence suggests that, in many domains of skill acquisition, the manifestation of this neuroplasticity depends on the age at which learning begins. The fact that most skills are acquired late in childhood or in adulthood has proven to be a limitation in studies aimed at determining the relationship between age of acquisition and brain plasticity. Bilingualism, however, provides an optimal model for discerning differences in how the brain wires when a skill is acquired from birth, when the brain circuitry for language is being constructed, versus later in life, when the pathways subserving the first language are already well developed. This review examines some of the existing knowledge about optimal periods in language development, with particular attention to the attainment of native-like phonology. It focuses on the differences in brain structure and function between simultaneous and sequential bilinguals and the compensatory mechanisms employed when bilingualism is achieved later in life, based on evidence from studies using a variety of neuroimaging modalities, including positron emission tomography (PET), task-based and resting-state functional magnetic resonance imaging (fMRI), and structural MRI. The discussion concludes with the presentation of recent neuroimaging studies that explore the concept of nested optimal periods in language development and the different neural paths to language proficiency taken by simultaneous and sequential bilinguals, with extrapolation to general notions of the relationship between age of acquisition and ultimate skill performance. Copyright © 2016 Elsevier Ltd. All rights reserved.

Predictors of spoken language development following pediatric cochlear implantation.

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Boons, Tinne; Brokx, Jan P L; Dhooge, Ingeborg; Frijns, Johan H M; Peeraer, Louis; Vermeulen, Anneke; Wouters, Jan; van Wieringen, Astrid

2012-01-01

Although deaf children with cochlear implants (CIs) are able to develop good language skills, the large variability in outcomes remains a significant concern. The first aim of this study was to evaluate language skills in children with CIs to establish benchmarks. The second aim was to make an estimation of the optimal age at implantation to provide maximal opportunities for the child to achieve good language skills afterward. The third aim was to gain more insight into the causes of variability to set recommendations for optimizing the rehabilitation process of prelingually deaf children with CIs. Receptive and expressive language development of 288 children who received CIs by age five was analyzed in a retrospective multicenter study. Outcome measures were language quotients (LQs) on the Reynell Developmental Language Scales and Schlichting Expressive Language Test at 1, 2, and 3 years after implantation. Independent predictive variables were nine child-related, environmental, and auditory factors. A series of multiple regression analyses determined the amount of variance in expressive and receptive language outcomes attributable to each predictor when controlling for the other variables. Simple linear regressions with age at first fitting and independent samples t tests demonstrated that children implanted before the age of two performed significantly better on all tests than children who were implanted at an older age. The mean LQ was 0.78 with an SD of 0.18. A child with an LQ lower than 0.60 (= 0.78-0.18) within 3 years after implantation was labeled as a weak performer compared with other deaf children implanted before the age of two. Contralateral stimulation with a second CI or a hearing aid and the absence of additional disabilities were related to better language outcomes. The effect of environmental factors, comprising multilingualism, parental involvement, and communication mode increased over time. Three years after implantation, the total multiple

Language and life history: a new perspective on the development and evolution of human language.

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Locke, John L; Bogin, Barry

2006-06-01

It has long been claimed that Homo sapiens is the only species that has language, but only recently has it been recognized that humans also have an unusual pattern of growth and development. Social mammals have two stages of pre-adult development: infancy and juvenility. Humans have two additional prolonged and pronounced life history stages: childhood, an interval of four years extending between infancy and the juvenile period that follows, and adolescence, a stage of about eight years that stretches from juvenility to adulthood. We begin by reviewing the primary biological and linguistic changes occurring in each of the four pre-adult ontogenetic stages in human life history. Then we attempt to trace the evolution of childhood and juvenility in our hominin ancestors. We propose that several different forms of selection applied in infancy and childhood; and that, in adolescence, elaborated vocal behaviors played a role in courtship and intrasexual competition, enhancing fitness and ultimately integrating performative and pragmatic skills with linguistic knowledge in a broad faculty of language. A theoretical consequence of our proposal is that fossil evidence of the uniquely human stages may be used, with other findings, to date the emergence of language. If important aspects of language cannot appear until sexual maturity, as we propose, then a second consequence is that the development of language requires the whole of modern human ontogeny. Our life history model thus offers new ways of investigating, and thinking about, the evolution, development, and ultimately the nature of human language.

The effects of perceived USB-delay for sensor and embedded system development.

Science.gov (United States)

Du, J; Kade, D; Gerdtman, C; Ozcan, O; Linden, M

2016-08-01

Perceiving delay in computer input devices is a problem which gets even more eminent when being used in healthcare applications and/or in small, embedded systems. Therefore, the amount of delay found as acceptable when using computer input devices was investigated in this paper. A device was developed to perform a benchmark test for the perception of delay. The delay can be set from 0 to 999 milliseconds (ms) between a receiving computer and an available USB-device. The USB-device can be a mouse, a keyboard or some other type of USB-connected input device. Feedback from performed user tests with 36 people form the basis for the determination of time limitations for the USB data processing in microprocessors and embedded systems without users' noticing the delay. For this paper, tests were performed with a personal computer and a common computer mouse, testing the perception of delays between 0 and 500 ms. The results of our user tests show that perceived delays up to 150 ms were acceptable and delays larger than 300 ms were not acceptable at all.

Language policy, translation and language development in Zimbabwe

African Journals Online (AJOL)

The language policy is usually inferred from the language practices that characterise various spheres of life. This article attempts to show how the language policy, which primarily influences text production in the country, has nurtured translation practice. The dominating role of English sees many texts, particularly technical ...

Significant Sleep Dysregulation in a Toddler With Developmental Delay.

Science.gov (United States)

Stein, Martin T; Owens, Judith; Abbott, Myles

Derrick's parents made an appointment with a new pediatrician for a second opinion about disordered sleep. Now 22-months old, he was evaluated at 18 months of age for developmental delay when he was found to have "a regulatory disorder associated with delays in language and motor development, hypotonia and significant sleep problems." The parents are now most concerned about his sleeping pattern. Prolonged sleep onset and frequent night awaking occur each night since 6-months of age. These problems are more severe in the past few months when he awakes screaming and cannot be settled. The awakening episodes occur 2 to 4 times each night when "he screams and thrashes his body for up to an hour." Daytime tantrums increased. After the parents read a book about sleep in young children, they provided a calm atmosphere at bedtime including a dark room and singing a quiet lullaby. When these changes did not alter sleep, they purchased a vibrating mattress which was also unsuccessful.Derrick was born full term after an uncomplicated prenatal and perinatal course. He sat at 10 months, crawled at 12 months, and walked at 18 months. He currently drinks from a sippy cup and he can use a utensil to eat. He has few words saying only "no" and "mama" in the past month. Imitation of some words occurred recently. He has responded to simple directions in the past 2 months. Derrick passed the newborn audiology screen. He does not have difficulty swallowing and he does not drool. He plays with many different toys and he plays in parallel with his older brother who also experienced delays in motor and language development. His brother is now doing very well in school. There is no family history of cognitive delay, seizure disorder, cerebral palsy, early developmental delay (other than the brother) or a significant sleep problem. PHYSICAL EXAMINATION:: head circumference, length and weight (75th percentile). He had mild generalized hypotonia, mild weakness, 2+ symmetrical deep tendon

Prenatal methylmercury exposure and language delay at three years of age in the Norwegian Mother and Child Cohort Study.

Science.gov (United States)

Vejrup, Kristine; Schjølberg, Synnve; Knutsen, Helle Katrine; Kvalem, Helen Engelstad; Brantsæter, Anne Lise; Meltzer, Helle Margrete; Alexander, Jan; Magnus, Per; Haugen, Margaretha

2016-01-01

Prenatal methylmercury (MeHg) exposure and its possible neurodevelopmental effects in susceptible children are of concern. Studies of MeHg exposure and negative health outcomes have shown conflicting results and it has been suggested that co-exposure to other contaminants and/or nutrients in fish may confound the effect of MeHg. Our objective was to examine the association between prenatal exposure to MeHg and language and communication development at three years, adjusting for intake of fish, n-3 long chain polyunsaturated fatty acids (n-3 LCPUFAs) and co-exposure to dioxins and dioxin like polychlorinated biphenyls (dl-PCBs). We used data from the Norwegian Mother and Child Cohort Study (MoBa) collected between 2002 and 2008. The study sample consisted of 46,750 mother-child pairs. MeHg exposure was calculated from reported fish intake during pregnancy by a FFQ in mid-pregnancy. Children's language and communication skills were measured by maternal report on the Dale and Bishop grammar rating and the Ages and Stages communication scale (ASQ). We estimated odds ratios (OR) and 95% confidence intervals (CI) using logistic regressions. Median MeHg exposure was 1.3μg/day, corresponding to 0.14μg/kgbw/week. An exposure level above the 90th percentile (>2.6μg/day, >0.29μg/kgbw/week) was defined as the high MeHg exposure. Results indicated an association between high MeHg exposure and unintelligible speech with an adjusted OR 2.22 (1.31, 3.72). High MeHg exposure was also associated with weaker communication skills adjusted OR 1.33 (1.03, 1.70). Additional adjustment for fish intake strengthened the associations, while adjusting for PCBs and n-3 LCPUFA from diet or from supplements had minor impact. In conclusion, significant associations were found between prenatal MeHg exposure above the 90th percentile and delayed language and communication skills in a generally low exposed population. Copyright © 2016 Elsevier Ltd. All rights reserved.

HAMLET treatment delays bladder cancer development.

Science.gov (United States)

Mossberg, Ann-Kristin; Hou, Yuchuan; Svensson, Majlis; Holmqvist, Bo; Svanborg, Catharina

2010-04-01

HAMLET is a protein-lipid complex that kills different types of cancer cells. Recently we observed a rapid reduction in human bladder cancer size after intravesical HAMLET treatment. In this study we evaluated the therapeutic effect of HAMLET in the mouse MB49 bladder carcinoma model. Bladder tumors were established by intravesical injection of MB49 cells into poly L-lysine treated bladders of C57BL/6 mice. Treatment groups received repeat intravesical HAMLET instillations and controls received alpha-lactalbumin or phosphate buffer. Effects of HAMLET on tumor size and putative apoptotic effects were analyzed in bladder tissue sections. Whole body imaging was used to study HAMLET distribution in tumor bearing mice compared to healthy bladder tissue. HAMLET caused a dose dependent decrease in MB49 cell viability in vitro. Five intravesical HAMLET instillations significantly decreased tumor size and delayed development in vivo compared to controls. TUNEL staining revealed selective apoptotic effects in tumor areas but not in adjacent healthy bladder tissue. On in vivo imaging Alexa-HAMLET was retained for more than 24 hours in the bladder of tumor bearing mice but not in tumor-free bladders or in tumor bearing mice that received Alexa-alpha-lactalbumin. Results show that HAMLET is active as a tumoricidal agent and suggest that topical HAMLET administration may delay bladder cancer development. Copyright (c) 2010 American Urological Association Education and Research, Inc. Published by Elsevier Inc. All rights reserved.

Language to Language: Nurturing Writing Development in Multilingual Classrooms

Science.gov (United States)

Shagoury, Ruth

2009-01-01

The author spent four years embedded in a multilingual kindergarten classroom in which children spoke six different languages and several more years observing multilingual Head Start classrooms. She shares numerous examples of young dual language learners actively figuring out the way written language works in their first and second languages.…

Early Markers of Vulnerable Language Skill Development in Galactosaemia

Science.gov (United States)

Lewis, Fiona M.; Coman, David J.; Syrmis, Maryanne

2014-01-01

There are no known biomedical or genetic markers to identify which infants with galactosaemia (GAL) are most at risk of poor language skill development, yet pre-linguistic communicative "red flag" behaviours are recognised as early identifiers of heightened vulnerability to impaired language development. We report on pre-linguistic…

RAPID NAMING IN CHILDREN WITH SPECIFIC LANGUAGE IMPAIRMENT AND IN CHILDREN WITH TYPICAL LANGUAGE DEVELOPMENT

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Neda MILOSHEVIĆ

2017-03-01

Full Text Available Aimed at the detailed insight into the phonological ability of Serbian-speaking children of preschool age, with and without language impairment, the ability of rapid naming was examined. Method: Operationalization of the set goal was carried out by using the Test for evaluating reading and writing pre-skills. In describing and analyzing the obtained data, methods of descriptive and inferential statistics were used. The sample included 120 subjects of both gender, 40 children diagnosed with specific language impairment (SLI, age from 5,11 to 7 years, and 80 children with typical language development (TLD, age between 5,11 and 7 years, with no statistically significant differences in relation to age and gender of the participants. Results: Summing up the overall results and achievements of children with SLI and children with TLD, we concluded that there are statistically significant differences in the rapid naming between children with specific language impairment and children with typical language development. Conclusions: As it is a global trend to work on preventing disorders and obstructions, and phonological skills in this age are a timely indicator of the development of reading and writing skills, the examined children with SLI are at risk for the occurrence of obstructions and disorders in the area of reading and writing abilities.

Developing a Maori Language Mathematics Lexicon: Challenges for Corpus Planning in Indigenous Language Contexts

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Trinick, Tony; May, Stephen

2013-01-01

Over the last 25 years, there has been significant modernisation and elaboration of the Maori language mathematics lexicon and register to support the teaching of (Western) mathematics as a component of Maori-medium schooling. These developments are situated within the wider Maori language revitalisation movement in Aotearoa/New Zealand, of which…

[Language acquisition in preterm infants during the first year of life].

Science.gov (United States)

Nazzi, T; Nishibayashi, L L; Berdasco-Muñoz, E; Baud, O; Biran, V; Gonzalez-Gomez, N

2015-10-01

Previous studies have shown that preterm children are at a higher risk for cognitive and language delays than full-term children. Most of these studies have concentrated on the effects of prematurity during the preschool or school years, while the effect of preterm birth on the early development of language, much of which occurs during the first year of life, remains very little explored. This article focuses on this crucial period and reviews the studies that have explored early phonological and lexical development in preterm infants. The results of these studies show uneven proficiency in different language subdomains in preterm infants. This raises the possibility that different constraints apply to the acquisition of different linguistic subcomponents in this population, in part as a result of a complex interaction between maturation, experience, and language subdomains. Copyright © 2015 Elsevier Masson SAS. All rights reserved.

Supporting Children's Oral Language Development in the Preschool Classroom

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Whorrall, Jennifer; Cabell, Sonia Q.

2016-01-01

Supporting children's oral language development during the preschool years is critical for later reading success. Research shows that preschool teachers may be missing opportunities to engage children in the kinds of conversations that foster the development of rich oral language skills. Teachers hoping to support these skills can provide children…

The Concurrent Development of Spelling Skills in Two Languages

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Joy, Rhonda

2011-01-01

The study reported on in this paper investigated the concurrent development of spelling in children learning two languages. The study compared over time and between languages the types of spelling errors made in English as a first language and French as a second. Fortyseven grade one English-speaking children completed an English and French…

Exploring English-Language Teachers' Professional Development in Developing Countries: Cases from Syria and Pakistan

Science.gov (United States)

Dayoub, Ruba; Bashiruddin, Ayesha

2012-01-01

This paper attempts to present the findings of a study carried out in Pakistan that explored English-language teachers' professional development in developing countries. The main guiding question for the study was: How do English-language teachers at secondary schools learn to teach and develop professionally in Syria and Pakistan? Two cases were…

The missing link in language development of deaf and hard of hearing children: pragmatic language development.

Science.gov (United States)

Goberis, Dianne; Beams, Dinah; Dalpes, Molly; Abrisch, Amanda; Baca, Rosalinda; Yoshinaga-Itano, Christine

2012-11-01

This article will provide information about the Pragmatics Checklist, which consists of 45 items and is scored as: (1) not present, (2) present but preverbal, (3) present with one to three words, and (4) present with complex language. Information for both children who are deaf or hard of hearing and those with normal hearing are presented. Children who are deaf or hard of hearing are significantly older when demonstrating skill with complex language than their normal hearing peers. In general, even at the age of 7 years, there are several items that are not mastered by 75% of the deaf or hard of hearing children. Additionally, the article will provide some suggestions of strategies that can be considered as a means to facilitate the development of these pragmatic language skills for children who are deaf or hard of hearing. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Examining Transcription, Autonomy and Reflective Practice in Language Development

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Cooke, Simon D.

2013-01-01

This pilot study explores language development among a class of L2 students who were required to transcribe and reflect upon spoken performances. The class was given tasks for self and peer-evaluation and afforded the opportunity to assume more responsibility for assessing language development of both themselves and their peers. Several studies…

The Elements of Language Curriculum: A Systematic Approach to Program Development.

Science.gov (United States)

Brown, James Dean

A systematic approach to second language curriculum development is outlined, enumerating the phases and activities involved in developing and implementing a sound and effective language program. The first chapter describes a system whereby all language teaching activities can be classified into approaches, syllabuses, techniques, exercises, or…

Textese and use of texting by children with typical language development and Specific Language Impairment

NARCIS (Netherlands)

Blom, E.; van Dijk, C.; Vasić, N.; van Witteloostuijn, M.; Avrutin, S.

The purpose of this study was to investigate texting and textese, which is the special register used for sending brief text messages, across children with typical development (TD) and children with Specific Language Impairment (SLI). Using elicitation techniques, texting and spoken language messages

Textese and use of texting by children with typical language development and Specific Language Impairment

NARCIS (Netherlands)

Blom, W.B.T.; van Dijk, Chantal; Vasic, Nada; van Witteloostuijn, Merel; Avrutin, S.

2017-01-01

The purpose of this study was to investigate texting and textese, which is the special register used for sending brief text messages, across children with typical development (TD) and children with Specific Language Impairment (SLI). Using elicitation techniques, texting and spoken language messages

New Frontiers in Language Evolution and Development.

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Oller, D Kimbrough; Dale, Rick; Griebel, Ulrike

2016-04-01

This article introduces the Special Issue and its focus on research in language evolution with emphasis on theory as well as computational and robotic modeling. A key theme is based on the growth of evolutionary developmental biology or evo-devo. The Special Issue consists of 13 articles organized in two sections: A) Theoretical foundations and B) Modeling and simulation studies. All the papers are interdisciplinary in nature, encompassing work in biological and linguistic foundations for the study of language evolution as well as a variety of computational and robotic modeling efforts shedding light on how language may be developed and may have evolved. Copyright © 2016 Cognitive Science Society, Inc.

University Language Policies, Internationalism, Multilingualism, and Language Development in South Africa and the UK

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Balfour, Robert J.

2007-01-01

This paper examines legislation concerning language policy and language choice in the UK and South Africa. In particular an account of the pressures and imperatives to which such policy development must respond is provided. The paper suggests that the comparison between South Africa and the UK is relevant and compelling, not least because both…

Behavior-Based Early Language Development on a Humanoid Robot

National Research Council Canada - National Science Library

Varshavskaya, Paulina

2002-01-01

We are exploring the idea that early language acquisition could be better modelled on an artificial creature by considering the pragmatic aspect of natural language and of its development in human infants...

Dual Language Teachers' Use of Conventional, Environmental, and Personal Resources to Support Academic Language Development

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Lucero, Audrey

2015-01-01

This article reports findings from a study that investigated the ways in which first-grade dual language teachers drew on various resources to instructionally support academic language development among Spanish-English emergent bilingual students. Classroom observations, semistructured interviews, and document collection were conducted over a…

Comparison of the reliability of parental reporting and the direct test of the Thai Speech and Language Test.

Science.gov (United States)

Prathanee, Benjamas; Angsupakorn, Nipa; Pumnum, Tawitree; Seepuaham, Cholada; Jaiyong, Pechcharat

2012-11-01

To find reliability of parental or caregiver's report and testing of the Thai Speech and Language Test for Children Aged 0-4 Years Old. Five investigators assessed speech and language abilities from video both contexts: parental or caregivers' report and test forms of Thai Speech and Language Test for Children Aged 0-4 Years Old. Twenty-five normal and 30 children with delayed development or risk for delayed speech and language skills were assessed at age intervals of 3, 6, 9, 12, 15, 18, 24, 30, 36 and 48 months. Reliability of parental or caregivers' testing and reporting was at a moderate level (0.41-0.60). Inter-rater reliability among investigators was excellent (0.86-1.00). The parental or caregivers' report form of the Thai Speech and Language test for Children aged 0-4 years old was an indicator for success at a moderate level. Trained professionals could use both forms of this test as reliable tools at an excellent level.

Accelerating Early Language Development with Multi-Sensory Training

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Bjorn, Piia M.; Kakkuri, Irma; Karvonen, Pirkko; Leppanen, Paavo H. T.

2012-01-01

This paper reports the outcome of a multi-sensory intervention on infant language skills. A programme titled "Rhyming Game and Exercise Club", which included kinaesthetic-tactile mother-child rhyming games performed in natural joint attention situations, was intended to accelerate Finnish six- to eight-month-old infants' language development. The…

WAYS OF DEVELOPING PEDAGOGICAL UNIVERSITY STUDENTS’ ENGLISH LANGUAGE COMPETENCE

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Lyudmyla Gavrilova

2017-04-01

Full Text Available Involvement of future specialists into advanced studying of English as the main language of international communication is a relevant problem of modern higher education in Ukraine. This issue relevance is proved by the country's integration into the European educational environment, changes in strategic directions of higher education development in Ukraine, regulations by Ukrainian Government and the Ministry of Education, in particular, the Decree of the President of Ukraine “On Declaring 2016 the Year of English Language in Ukraine”, “Common European Framework on Language Education”. Essential changes which are now taking place in studying foreign languages, especially English, are also associated with the competency paradigm of education that focuses on achieving certain educational results and orienting scientific research of professional pedagogical education in recent years. An important condition for reformatting process of learning a foreign (English language is monitoring future specialists’ academic achievements in this field, particularly future teachers’ ones. The concept “pedagogical monitoring” is interpreted as a system of measures for collecting and analyzing data to study and evaluate the quality of professional training and to make decisions on further improvement of the educational process. The purpose of the article is to highlight and analyze the results of monitoring the level of English of State higher educational establishment “Donbas State Pedagogical University” students and reveal the ways of improving future teachers` English communicative competence. The monitoring stages are assessing the starting level of foreign (English language of students who are not trained in the field of language-related professions using the tests for A2 level standards of Cambridge Educational Syndicate; reformatting the content of learning English at the university: developing and implementing the course �

The Fifth Milestone in the Development of Chinese Language

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Mateja PETROVČIČ

2013-04-01

Full Text Available Chinese language has changed drastically in the recent century. Papers on the language development mainly stress four big events in the Chinese history that imposed changes in language, i.e. The May Fourth Movement (1919, establishment of the People’s Republic of China (1949, Cultural Revolution (1966, and China’s reform and opening (1978. According to the features of recent neologisms, we suggest that the widening gap between rich and poor should be considered as the fifth milestone for changes in Chinese language.

Infertility, infertility treatment and psychomotor development: the Danish National Birth Cohort.

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Zhu, Jin Liang; Basso, Olga; Obel, Carsten; Hvidtjørn, Dorte; Olsen, Jørn

2009-03-01

Babies born of infertile couples, regardless of treatment, have a higher risk of preterm birth and low birthweight, conditions associated with delayed development. We examined developmental milestones in singletons as a function of parental infertility [time to pregnancy (TTP) > 12 months] and infertility treatment. From the Danish National Birth Cohort (1997-2003), we identified 37 897 singletons born of fertile couples (TTP 12 months), and 3309 born after infertility treatment. When the children were about 18 months old, mothers reported 12 developmental milestones by responding to structured questions. We defined a failure to achieve the assessed milestone or the minimal numbers of milestones in a summary (motor, or cognitive/language skills) as delay. Naturally conceived children born of infertile couples had a pattern of psychomotor development similar to that of children born of fertile couples, but increasing TTP correlated with a modest delay. When the analysis was restricted to infertile couples (treated and untreated), children born after treatment showed a slight delay in cognitive/language development (odds ratio 1.24, [95% confidence interval 1.01, 1.53]) for not meeting at least three out of six cognitive/language milestones); children born after intracytoplasmic sperm injection (ICSI) had the highest estimated relative risk of delay for most milestones, especially motor milestones. These results suggest that a long TTP may be associated with a modest developmental delay. Infertility treatment, especially ICSI, may be associated with a slight delay for some of these early milestones.

Cross-Language Associations in the Development of Preschoolers' Receptive and Expressive Vocabulary.

Science.gov (United States)

Maier, Michelle F; Bohlmann, Natalie L; Palacios, Natalia A

The increasing population of dual language learners (DLLs) entering preschool classrooms highlights a continued need for research on the development of dual language acquisition, and specifically vocabulary skills, in this age group. This study describes young DLL children's ( N = 177) vocabulary development in both English and Spanish simultaneously, and how vocabulary skills in each language relate to one another, during a contextual shift that places greater emphasis on the acquisition of academic English language skills. Findings demonstrated that DLL preschoolers made gains in vocabulary in both languages with more change evidenced in receptive, in comparison to expressive, vocabulary as well as in English in comparison to Spanish. When examining whether children's vocabulary scores in one language at the beginning of preschool interact with their vocabulary scores in the other language to predict vocabulary growth, no significant associations were found for receptive vocabulary. In contrast, the interaction between initial English and Spanish expressive vocabulary scores was negatively related to growth in English expressive vocabulary. This cross-language association suggests that children who have low expressive vocabulary skills in both languages tend to grow faster in their English expressive vocabulary. The study extends previous work on dual language development by examining growth in expressive and receptive vocabulary in both English and Spanish. It also provides suggestions for future work to inform a more comprehensive understanding of DLL children's development in both languages.

Development and validation of a parent-report measure for detection of cognitive delay in infancy.

Science.gov (United States)

Schafer, Graham; Genesoni, Lucia; Boden, Greg; Doll, Helen; Jones, Rosamond A K; Gray, Ron; Adams, Eleri; Jefferson, Ros

2014-12-01

To develop a brief, parent-completed instrument (ERIC - Early Report by Infant Caregivers) for detection of cognitive delay in 10- to 24-month-olds born preterm, or of low birthweight, or with perinatal complications, and to establish ERIC's diagnostic properties. Scores for ERIC were collected from the parents of 317 children meeting ≥inclusion criterion (birthweight Toddler Development-III cognitive scale. Items were retained according to their individual associations with delay. Sensitivity, specificity, and positive and negative predictive values were estimated and a truncated ERIC was developed for use in children cognitive delay in 10- to 24-month-old preterm infants and as a screen for cognitive delay. © 2014 Mac Keith Press.

Heidelberg Interaction Training for Language Promotion in Early Childhood Settings (HIT)

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Buschmann, Anke; Sachse, Steffi

2018-01-01

Beside parents, teachers in early childhood education and care have the greatest potential to foster language acquisition in children. This is especially important for children with language delays, language disorders or bi-/multilingual children. However, they present teachers with a particular challenge in language support. Therefore, integrated…

Sociocultural Theory and its Role in the Development of Language Pedagogy

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Abdul Hameed Panhwar

2016-12-01

Full Text Available This paper reviews the literature on Vygotskian theory of Socio-cultural learning and constructivist approach to teaching and learning and attempts to relate the socio-cultural theory to constructivism. The purpose of the paper is to investigate the ways socio-cultural theory helps to develop language pedagogies. Critical analysis of the literature on the socio-cultural theory suggests that the theory has potential for forming new context-oriented language teaching-learning pedagogies which can help teachers in maximising the effectiveness of their teaching and their student’s learning. The review further suggests that the language pedagogies and activities developed from the sociocultural theory of Vygotsky may not only improve students’ language skills, but it also has potential to develop students’ cognition. Since theory promotes more and more communication of students with each other through scaffolding, that is, the Zone of Proximal development (ZPD in Vygotsky’s language. Thus, the theory directly points towards the promotion of student-centred learning by establishing learner autonomy. Keywords: socio-cultural theory, language, constructivism, pedagogies, students

Delayed embryonic development in the Indian short-nosed fruit bat, Cynopterus sphinx.

Science.gov (United States)

Meenakumari, Karukayil J; Krishna, Amitabh

2005-01-01

The unusual feature of the breeding cycle of Cynopterus sphinx at Varanasi is the significant variation in gestation length of the two successive pregnancies of the year. The aim of this study was to investigate whether the prolongation of the first pregnancy in C. sphinx is due to delayed embryonic development. The first (winter) pregnancy commences in late October and lasts until late March and has a gestation period of about 150 days. The second (summer) pregnancy commences in April and lasts until the end of July or early August with a gestation period of about 125 days. Changes in the size and weight of uterine cornua during the two successive pregnancies suggest retarded embryonic growth during November and December. Histological analysis during the period of retarded embryonic development in November and December showed a slow gastrulation process. The process of amniogenesis was particularly slow. When the embryos attained the early primitive streak stage, their developmental rate suddenly increased considerably. During the summer pregnancy, on the other hand, the process of gastrulation was much faster and proceeded quickly. A comparison of the pattern of embryonic development for 4 consecutive years consistently showed retarded or delayed embryonic development during November and December. The time of parturition and post-partum oestrus showed only a limited variation from 1 year to another. This suggests that delayed embryonic development in C. sphinx may function to synchronize parturition among females. The period of delayed embryonic development in this species clearly coincides with the period of fat deposition. The significance of this correlation warrants further investigation.

Missing and delayed auditory responses in young and older children with autism spectrum disorders

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J. Christopher eEdgar

2014-06-01

Full Text Available Background: The development of left and right superior temporal gyrus (STG 50ms (M50 and 100ms (M100 auditory responses in typically developing children (TD and in children with autism spectrum disorder (ASD was examined. It was hypothesized that (1 M50 responses would be observed equally often in younger and older children, (2 M100 responses would be observed more often in older than younger children indicating later development of secondary auditory areas, and (3 M100 but not M50 would be observed less often in ASD than TD in both age groups, reflecting slower maturation of later developing auditory areas in ASD. Methods: 35 typically developing controls, 63 ASD without language impairment (ASD-LI, and 38 ASD with language impairment (ASD+LI were recruited.The presence or absence of a STG M50 and M100 was scored. Subjects were grouped into younger (6 to 10-years-old and older groups (11 to 15-years-old. Results: Although M50 responses were observed equally often in older and younger subjects and equally often in TD and ASD, left and right M50 responses were delayed in ASD-LI and ASD+LI. Group comparisons showed that in younger subjects M100 responses were observed more often in TD than ASD+LI (90% vs 66%, p=0.04, with no differences between TD and ASD-LI (90% vs 76% p=0.14 or between ASD-LI and ASD+LI (76% vs 66%, p=0.53. In older subjects, whereas no differences were observed between TD and ASD+LI, responses were observed more often in ASD-LI than ASD+LI. Conclusions: Although present in all groups, M50 responses were delayed in ASD, suggesting delayed development of earlier developing auditory areas. Examining the TD data, findings indicated that by 11 years a right M100 should be observed in 100% of subjects and a left M100 in 80% of subjects. Thus, by 11years, lack of a left and especially right M100 offers neurobiological insight into sensory processing that may underlie language or cognitive impairment.

Simultaneous bilingual language acquisition: The role of parental input on receptive vocabulary development.

Science.gov (United States)

Macleod, Andrea An; Fabiano-Smith, Leah; Boegner-Pagé, Sarah; Fontolliet, Salomé

2013-02-01

Parents often turn to educators and healthcare professionals for advice on how to best support their child's language development. These professionals frequently suggest implementing the 'one-parent-one-language' approach to ensure consistent exposure to both languages. The goal of this study was to understand how language exposure influences the receptive vocabulary development of simultaneous bilingual children. To this end, we targeted nine German-French children growing up in bilingual families. Their exposure to each language within and outside the home was measured, as were their receptive vocabulary abilities in German and French. The results indicate that children are receiving imbalanced exposure to each language. This imbalance is leading to a slowed development of the receptive vocabulary in the minority language, while the majority language is keeping pace with monolingual peers. The one-parent-one-language approach does not appear to support the development of both of the child's languages in the context described in the present study. Bilingual families may need to consider other options for supporting the bilingual language development of their children. As professionals, we need to provide parents with advice that is based on available data and that is flexible with regards to the current and future needs of the child and his family.

Comparison of Tc-99m ECD brain SPECT between patients with delayed development and cerebral palsy

International Nuclear Information System (INIS)

Cho, I.; Chun, K.; Won, K.; Lee, H.; Jang, S.; Lee, J.

2002-01-01

Purpose: In previous study, thalamic or cerebellar hypoperfusion were reported in patients with cerebral palsy. This study was performed to evaluate cerebral perfusion abnormalities using Tc-99m ECD brain SPECT in patients with delayed motor development. Methods: Nineteen patients (9 boys, 10 girls, mean age 25.5 months) with delayed development underwent brain SPECT after injection of 185∼370 MBq of Tc-99m ECD. The imaging was obtained between 30 minutes and 1hr after injection. The patients were divided clinically as follows, patients with delayed development (n=5) and patients with cerebral palsy (n=14) who has delayed development and abnormal movement. The clinical subtypes of cerebral palsy were spastic quadriplegia (n=5), spastic diplegia (n=6) and spastic hemiplegia (n=3). In each group, decrease of cerebral perfusion was evaluated visually as mild, moderate and severe and quantitation of cerebral perfusion after Lassen's correction was also obtained. Results: SPECT findings showed normal or mildly decreased thalamic perfusion in patients with delayed development and severe decrease of thalamic or cerebellar perfusion in patients with spastic quadriplegia. In patients with spastic diplegia, mild decrease of perfusion was observed in thalamus. In quantified data, thalamic perfusion was lowest in patients with spastic quadriplegia and highest in patients with delayed development, but there were no statistically significant differences. Conclusion: Brain SPECT with Tc-99m ECD has a role in the detection of perfusion abnormalities in patients with delayed development and cerebral palsy

Aboriginal Language Maintenance, Development, and Enhancement: A Review of Literature.

Science.gov (United States)

Burnaby, Barbara

This paper offers a general review of literature relating to the maintenance, development, and enhancement of Aboriginal languages in North America, particularly Canada. Drawing primarily on sociolinguistics, several concepts about language usage and change are outlined that are useful for the purposes of thinking about language maintenance. Next,…

Scholarship and Language Revival: Language Ideologies in Corpus Development for Revived Manx

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Lewin Christopher

2017-08-01

Full Text Available In this article the role of different ideological viewpoints concerning corpus development within the Manx revival movement in the second half of the twentieth century is explored. In particular, the work of two prominent figures is examined: the Celtic scholar Robert L. Thomson, who published extensively especially on Manx language and literature, and also contributed to the revival, particularly as editor of several pedagogical resources and as a member of the translation committee Coonceil ny Gaelgey, and Douglas Fargher, a tireless activist and compiler of an English-Manx Dictionary (1979. Broadly speaking, Thomson was of a more preservationist bent, cautious in adapting the native resources of the language and wary of straying too far from attested usage of the traditional language, while Fargher was more radical and open especially to borrowing from Irish and Scottish sources. Both were concerned, in somewhat different ways, to remove perceived impurities or corruptions from the language, and were influenced by the assumptions of existing scholarship. A close reading of the work of these scholar-activists sheds light on the tensions within the revival movement regarding its response to the trauma of language death and the questions of legitimacy and authenticity in the revived variety. Particular space is devoted to an analysis of the preface of Fargher’s dictionary, as well as certain features of the body of the work itself, since this volume is probably the most widely consulted guide to the use of the language today. Finally, it is argued that the Manx language movement today would benefit from a reassessment and discussion of the ideological currents of the past and present, and a judicious evaluation of both the strengths and weaknesses of existing reference works.

Development and characteristics of children with Usher syndrome and CHARGE syndrome.

Science.gov (United States)

Dammeyer, Jesper

2012-09-01

Individuals with Usher syndrome or CHARGE syndrome are faced with a number of difficulties concerning hearing, vision, balance, and language development. The aim of the study is to describe the developmental characteristics of children with Usher syndrome and CHARGE syndrome, respectively. Data about the developmental characteristics of 26 children with Usher syndrome and 17 children with CHARGE syndrome was obtained. Associations between deafblindness (dual sensory loss), motor development (age of walking), language abilities, and intellectual outcome of these children were explored for each group independently. Both groups of children face a number of difficulties associated with vision, hearing, language, balance and intellectual outcome. Intellectual disability and/or language delay was found among 42% of the children with Usher syndrome and among 82% of the children with CHARGE syndrome. Intellectual disability was associated with language delay and age of walking for both groups. Even though Usher and CHARGE are two different genetic syndromes, both groups are challenged with a number of similar developmental delays. Clinicians need to be aware of several developmental issues in order to offer adequate support to children with Usher or CHARGE syndrome. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

Cross-Language Associations in the Development of Preschoolers’ Receptive and Expressive Vocabulary

Science.gov (United States)

Maier, Michelle F.; Bohlmann, Natalie L.; Palacios, Natalia A.

2016-01-01

The increasing population of dual language learners (DLLs) entering preschool classrooms highlights a continued need for research on the development of dual language acquisition, and specifically vocabulary skills, in this age group. This study describes young DLL children's (N = 177) vocabulary development in both English and Spanish simultaneously, and how vocabulary skills in each language relate to one another, during a contextual shift that places greater emphasis on the acquisition of academic English language skills. Findings demonstrated that DLL preschoolers made gains in vocabulary in both languages with more change evidenced in receptive, in comparison to expressive, vocabulary as well as in English in comparison to Spanish. When examining whether children's vocabulary scores in one language at the beginning of preschool interact with their vocabulary scores in the other language to predict vocabulary growth, no significant associations were found for receptive vocabulary. In contrast, the interaction between initial English and Spanish expressive vocabulary scores was negatively related to growth in English expressive vocabulary. This cross-language association suggests that children who have low expressive vocabulary skills in both languages tend to grow faster in their English expressive vocabulary. The study extends previous work on dual language development by examining growth in expressive and receptive vocabulary in both English and Spanish. It also provides suggestions for future work to inform a more comprehensive understanding of DLL children's development in both languages. PMID:26807002

Development of a test and flight engineering oriented language, phase 3

Science.gov (United States)

Kamsler, W. F.; Case, C. W.; Kinney, E. L.; Gyure, J.

1970-01-01

Based on an analysis of previously developed test oriented languages and a study of test language requirements, a high order language was designed to enable test and flight engineers to checkout and operate the proposed space shuttle and other NASA vehicles and experiments. The language is called ALOFT (a language oriented to flight engineering and testing). The language is described, its terminology is compared to similar terms in other test languages, and its features and utilization are discussed. The appendix provides the specifications for ALOFT.

Culture and Early Language Development: Implications for Assessment and Intervention

Science.gov (United States)

Parada, Patricia M.

2013-01-01

The purpose of this qualitative study--"Culture and Early Language Development: Implications for Assessment and Intervention"--was to explore and describe the perceptions and beliefs of Salvadoran mothers of low socioeconomic status regarding the language development of their young children in order to identify cultural variations in…

Mexican immigrant mothers' perceptions of their children's communication disabilities, emergent literacy development, and speech-language therapy program.

Science.gov (United States)

Kummerer, Sharon E; Lopez-Reyna, Norma A; Hughes, Marie Tejero

2007-08-01

This qualitative study explored mothers' perceptions of their children's communication disabilities, emergent literacy development, and speech-language therapy programs. Participants were 14 Mexican immigrant mothers and their children (age 17-47 months) who were receiving center-based services from an early childhood intervention program, located in a large urban city in the Midwestern United States. Mother interviews composed the primary source of data. A secondary source of data included children's therapy files and log notes. Following the analysis of interviews through the constant comparative method, grounded theory was generated. The majority of mothers perceived their children as exhibiting a communication delay. Causal attributions were diverse and generally medical in nature (i.e., ear infections, seizures) or due to familial factors (i.e., family history and heredity, lack of extended family). Overall, mothers seemed more focused on their children's speech intelligibility and/or expressive language in comparison to emergent literacy abilities. To promote culturally responsive intervention, mothers recommended that professionals speak Spanish, provide information about the therapy process, and use existing techniques with Mexican immigrant families.

Language, Cognitive Flexibility, and Explicit False Belief Understanding: Longitudinal Analysis in Typical Development and Specific Language Impairment

Science.gov (United States)

Farrant, Brad M.; Maybery, Murray T.; Fletcher, Janet

2012-01-01

The hypothesis that language plays a role in theory-of-mind (ToM) development is supported by a number of lines of evidence (e.g., H. Lohmann & M. Tomasello, 2003). The current study sought to further investigate the relations between maternal language input, memory for false sentential complements, cognitive flexibility, and the development of…

Language Development and the Integrationist

Science.gov (United States)

Taylor, Talbot J.

2011-01-01

Despite the growing body of integrationist literature on the study of language and on a wide range of language-related fields of inquiry, there is as yet no integrationist investigation of the field of language acquisition. This paper argues for the need of an integrationist study of what children learn about language and of how they learn it.…

Adult language use and infant comprehension of English: associations with encoding and generalization across cues at 20 months.

Science.gov (United States)

Phung, Janice N; Milojevich, Helen M; Lukowski, Angela F

2014-11-01

Adult-provided language shapes event memory in children who are preverbal and in those who are able to discuss the past using language. The research conducted to date, however, has not yet established whether infant language comprehension abilities moderate the extent to which preverbal infants benefit from adult-provided supportive language. The present study was conducted to address this question by examining immediate imitation and 1-week delayed generalization across cues in 20-month-old infants as a function of (a) variability in adult-provided linguistic support at encoding and test, (b) infant language comprehension abilities, and (c) their interaction. The provision of supportive adult language at encoding and test was associated with delayed generalization across cues although supportive adult language at encoding did not influence performance at immediate imitation. Infant language comprehension abilities were associated with performance at immediate imitation and delayed generalization across cues. In addition, infant language comprehension abilities moderated the extent to which infants benefited from adult-provided supportive language at encoding and test. The findings contribute to the literature by demonstrating that adult language use and infant language comprehension are independently and differentially associated with immediate imitation and 1-week delayed generalization across cues but also serve to jointly structure event memory in the second year of life. Copyright © 2014 Elsevier Inc. All rights reserved.

Developing an English Language Textbook Evaluation Checklist

Science.gov (United States)

Mukundan, Jayakaran; Hajimohammadi, Reza; Nimehchisalem, Vahid

2011-01-01

The paper describes the considerations that were taken into account in the development of a tentative English language textbook evaluation checklist. A brief review of the related literature precedes the crucial issues that should be considered in developing checklists. In the light of the previous evaluation checklists the developers created a…

Employing mobile technology to improve language skills of young students with language-based disabilities.

Science.gov (United States)

Rodríguez, Cathi Draper; Cumming, Therese M

2017-01-01

This exploratory study investigated the effects of a language building iPad application on the language skills (i.e., receptive vocabulary, expressive vocabulary, and sentence formation) of young students with language-based disabilities. The study utilized a pre-test-post-test control group design. Students in the treatment group used the iPad language building application, Language Builder, for 30 minutes a day. Participants were 31 first-grade to third-grade students with identified language-based disabilities. Students were assigned to two groups for the 8-week intervention. Data indicated that students in the treatment group made significantly greater gains in the area of sentence formation than the control group. Results revealed no significant difference between the two groups in the areas of expressive and receptive vocabulary. A short intervention of using Language Builder via the iPad may increase the sentence formation skills of young students with language delays. Additionally, discussion regarding the usefulness of iPad applications in education is presented.

Spoken Spanish Language Development at the High School Level: A Mixed-Methods Study

Science.gov (United States)

Moeller, Aleidine J.; Theiler, Janine

2014-01-01

Communicative approaches to teaching language have emphasized the centrality of oral proficiency in the language acquisition process, but research investigating oral proficiency has been surprisingly limited, yielding an incomplete understanding of spoken language development. This study investigated the development of spoken language at the high…

Auditory and verbal memory predictors of spoken language skills in children with cochlear implants

NARCIS (Netherlands)

Hoog, B.E. de; Langereis, M.C.; Weerdenburg, M. van; Keuning, J.; Knoors, H.; Verhoeven, L.

2016-01-01

BACKGROUND: Large variability in individual spoken language outcomes remains a persistent finding in the group of children with cochlear implants (CIs), particularly in their grammatical development. AIMS: In the present study, we examined the extent of delay in lexical and morphosyntactic spoken

Auditory and verbal memory predictors of spoken language skills in children with cochlear implants

NARCIS (Netherlands)

Hoog, B.E. de; Langereis, M.C.; Weerdenburg, M.W.C. van; Keuning, J.; Knoors, H.E.T.; Verhoeven, L.T.W.

2016-01-01

Background: Large variability in individual spoken language outcomes remains a persistent finding in the group of children with cochlear implants (CIs), particularly in their grammatical development. Aims: In the present study, we examined the extent of delay in lexical and morphosyntactic spoken

PSYCHOLOGY OF CHILDREN’S COGNITIVE TOWARD LANGUAGE DEVELOPMENT

Directory of Open Access Journals (Sweden)

Cucu Ardiah Ningrum

2017-05-01

Full Text Available This paper aims to explain how the Cognitive Psychology supports the language development on children. The supporting data was taken from some related books and journals. The data collection is conducted through the proper source collection used for obtaining various information related to the topic. Then the information obtained from many sources was analyzed. The result of the analyses shows that the language acquisition process begins even since infancy period. In this process, the cognitive psychology supported it. In the process of acquiring the language, the children will pass through four steps of Cognitive process namely, sensorimotor stage, pre-operational stage, concrete operation stage, and formal operation stage. The entire stages are related to human’s age. In addition there are some assumptions of children’s cognitive development which are children’s schemas, assimilation, accommodation, and equilibration.

Do children with autism have a theory of mind? A non-verbal test of autism vs. specific language impairment.

Science.gov (United States)

Colle, Livia; Baron-Cohen, Simon; Hill, Jacqueline

2007-04-01

Children with autism have delays in the development of theory of mind. However, the sub-group of children with autism who have little or no language have gone untested since false belief tests (FB) typically involve language. FB understanding has been reported to be intact in children with specific language impairment (SLI). This raises the possibility that a non-verbal FB test would distinguish children with autism vs. children with SLI. The present study tested two predictions: (1) FB understanding is to some extent independent of language ability; and (2) Children with autism with low language levels show specific impairment in theory of mind. Results confirmed both predictions. Results are discussed in terms of the role of language in the development of mindreading.

Language, arithmetic word problems, and deaf students: Linguistic strategies used to solve tasks

Science.gov (United States)

Zevenbergen, Robyn; Hyde, Merv; Power, Des

2001-12-01

There has been limited examination of the intersection between language and arithmetic in the performance of deaf students, although some previous research has shown that deaf and hearing-impaired1 students are delayed in both their language acquisition and arithmetic performance. This paper examines the performance of deaf and hearing-impaired students in South-East Queensland, Australia, in solving arithmetic word problems. It was found that the subjects' solutions of word problems confirmed trends for hearing students, but that their performance was delayed in comparison. The results confirm other studies where deaf and hearing-impaired students are delayed in their language acquisition and this impacts on their capacity to successfully undertake the resolution of word problems.

The Development of Metaphorical Language Comprehension in Typical Development and in Williams Syndrome

Science.gov (United States)

Thomas, Michael S. C.; Van Duuren, Mike; Purser, Harry R. M.; Mareschal, Denis; Ansari, Daniel; Karmiloff-Smith, Annette

2010-01-01

The domain of figurative language comprehension was used to probe the developmental relation between language and cognition in typically developing individuals and individuals with Williams syndrome. Extending the work of Vosniadou and Ortony, the emergence of nonliteral similarity and category knowledge was investigated in 117 typically…

Rapid application development using the Tcl/Tk language

International Nuclear Information System (INIS)

van Zeijts, J.

1995-01-01

During the last year, high level applications at CEBAF were written using the Tcl/Tk scripting language. This language is rapidly gaining in popularity, in part due to ease of constructing programs with X11 graphical user interfaces, and in part to ease of adding compiled user code for specialized purposes. Extensions to the language provide object oriented programming, which was used to develop a hierarchy of classes relevant for high level accelerator control. We describe basic language features, some 3rd party add-on packages, and local additions to the toolbox. Next we describe features of the accelerator object hierarchy, and finally describe applications written using this toolbox such as the ModelServer prototype, Slow Orbit and Energy Lock, the Linac Energy Management System, and other applications

Infant and Newborn Development - Multiple Languages

Science.gov (United States)

... List of All Topics All Infant and Newborn Development - Multiple Languages To use the sharing features on this page, please enable JavaScript. Arabic (العربية) Chinese, Simplified (Mandarin dialect) (简体中文) Chinese, Traditional (Cantonese dialect) ( ...

Learning about the Literacy Development of English Language Learners in Asynchronous Online Discussions

Science.gov (United States)

De Oliveira, Luciana C.; Olesova, Larisa

2013-01-01

This study examined asynchronous online discussions in the online course "English Language Development" to identify themes related to participants' learning about the language and literacy development of English Language Learners when they facilitated online discussions to determine whether the participants developed sufficient…

Modulation of ovarian steroidogenesis by adiponectin during delayed embryonic development of Cynopterus sphinx.

Science.gov (United States)

Anuradha; Krishna, Amitabh

2014-09-01

The aim of present study was to evaluate role of adiponectin in ovarian steroidogenesis during delayed embryonic development of Cynopterus sphinx. This study showed significantly low circulating adiponectin level and a decline in expression of adiponectin receptor 1 (AdipoR1) in the ovary during the period of delayed embryonic development as compared with the normal development. The adiponectin treatment in vivo during the period of delayed development caused significantly increased in circulating progesterone and estradiol levels together with increased expression of AdipoR1 in the ovary. The in vitro study confirmed the stimulatory effect of adiponectin on progesterone synthesis. Both in vivo and in vitro studies showed that the effects of adiponectin on ovarian steroidogenesis were mediated through increased expression of luteinizing hormone-receptor, steroidogenic acute regulatory protein and 3β-hydroxyl steroid dehydrogenase enzyme. The adiponectin treatment may also promote progesterone synthesis by modulating ovarian angiogenesis, cell survival and rate of apoptosis. Copyright © 2014 Elsevier Ltd. All rights reserved.

From lumping to splitting and back again: Atypical social and language development in individuals with clinical-high-risk for psychosis, first episode schizophrenia, and autism spectrum disorders

Science.gov (United States)

Solomon, Marjorie; Olsen, Emily; Niendam, Tara; Ragland, J. Daniel; Yoon, Jong; Minzenberg, Michael; Carter, Cameron S.

2011-01-01

Objective Individuals with autism and schizophrenia exhibit atypical language and social symptoms. The extent to which these symptoms are evident during development and in current functioning is unclear. Method Three groups of patients aged 11–20 diagnosed as clinical-high-risk for psychosis (CHR; n = 15), first episode psychosis (FEP; n = 16), and autism spectrum disorders (ASD; n = 20), plus typically developing individuals (TYP; n = 20) were compared on common autism parent-report questionnaires assessing social and language development and current functioning including the Social Communication Questionnaire, the Children’s Communication Checklist, and the Social Reciprocity Scale. Results All clinical groups demonstrated atypical social and language development, with social impairment highest in ASD. Twenty percent of participants with CHR and FEP met diagnostic criteria for ASD as assessed by parent-report. ASD exhibited greater current syntactic, and pragmatic language symptoms including delayed echolalia, pedantic speech, and deficits in appreciating irony and sarcasm. All clinical groups exhibited current deficits in social functioning. CHR and FE had similar and intermediate levels of functioning relative to ASD and TYP, with CHR generally scoring closer to TYP, providing construct validity for the CHR diagnostic label. Conclusions The results of this study suggest that ASDs, CHR, and FEP share common features of atypical neurodevelopment of language and social function. Evidence of impaired social reciprocity across both disorders and distinct language symptoms in ASDs provides important information for differential diagnosis and psychosis prevention, as well as leads for future investigations of comparative genetics and pathophysiology. PMID:21458242

Language learning and brain reorganization in a 3.5-year-old child with left perinatal stroke revealed using structural and functional connectivity.

Science.gov (United States)

François, Clément; Ripollés, Pablo; Bosch, Laura; Garcia-Alix, Alfredo; Muchart, Jordi; Sierpowska, Joanna; Fons, Carme; Solé, Jorgina; Rebollo, Monica; Gaitán, Helena; Rodriguez-Fornells, Antoni

2016-04-01

Brain imaging methods have contributed to shed light on the possible mechanisms of recovery and cortical reorganization after early brain insult. The idea that a functional left hemisphere is crucial for achieving a normalized pattern of language development after left perinatal stroke is still under debate. We report the case of a 3.5-year-old boy born at term with a perinatal ischemic stroke of the left middle cerebral artery, affecting mainly the supramarginal gyrus, superior parietal and insular cortex extending to the precentral and postcentral gyri. Neurocognitive development was assessed at 25 and 42 months of age. Language outcomes were more extensively evaluated at the latter age with measures on receptive vocabulary, phonological whole-word production and linguistic complexity in spontaneous speech. Word learning abilities were assessed using a fast-mapping task to assess immediate and delayed recall of newly mapped words. Functional and structural imaging data as well as a measure of intrinsic connectivity were also acquired. While cognitive, motor and language levels from the Bayley Scales fell within the average range at 25 months, language scores were below at 42 months. Receptive vocabulary fell within normal limits but whole word production was delayed and the child had limited spontaneous speech. Critically, the child showed clear difficulties in both the immediate and delayed recall of the novel words, significantly differing from an age-matched control group. Neuroimaging data revealed spared classical cortical language areas but an affected left dorsal white-matter pathway together with right lateralized functional activations. In the framework of the model for Social Communication and Language Development, these data confirm the important role of the left arcuate fasciculus in understanding and producing morpho-syntactic elements in sentences beyond two word combinations and, most importantly, in learning novel word-referent associations, a

Language preference and development of dementia among bilingual individuals.

Science.gov (United States)

McMurtray, Aaron; Saito, Erin; Nakamoto, Beau

2009-10-01

In bilingual individuals, regression to a primary language may be associated with development of cognitive impairment and increased risk for development of dementia. This report describes two bilingual patients who presented with early symptoms of dementia after regression to their primary language. The results of this study may help clinicians identify aging bilingual patients who are beginning to develop cognitive impairment or dementia and suggest that further studies on the long term cognitive effects of bilingualism and interactions with the aging process are indicated.

Bahasa Indonesia and Bahasa Malaysia--Parallel Development of Language Siblings.

Science.gov (United States)

Bostock, William

1994-01-01

Discusses the historical development of Bahasa Indonesia, the official language of the Republic of Indonesia, and Bahasa Malaysia, the official language of the Federation of Malaysia. (30 references) (Author/CK)

Language Development in Context: A Longitudinal Study of Typically-Developing Children and Children with ASD

DEFF Research Database (Denmark)

Fusaroli, Riccardo; Weed, Ethan; Fein, Deborah

Background: Children with Autism Spectrum Disorder (ASD) often display distinctive language development trajectories (Tek et al., 2013). Because language-learning is a social endeavor, these trajectories could be partially grounded in the dynamics that characterize the children's social and lingu......Background: Children with Autism Spectrum Disorder (ASD) often display distinctive language development trajectories (Tek et al., 2013). Because language-learning is a social endeavor, these trajectories could be partially grounded in the dynamics that characterize the children's social...... and linguistic interactions (Waurlamont et al., 2014). Objectives: We investigate language development trajectories and interpersonal linguistic adaptation over time in a longitudinal corpus of parent-child interactions. Methods: Participants included 66 children, 33 with ASD (MA=33 months at visit 1) and 33 TD...... (linear β: -160, -39; quadratic: 22.92, 5.32), group (β: 332, 100.16), severity (β: -27, -8) and Mullen (β: -6, -1.6). Time significantly interacts with Mullen scores (linear β: 7.4, 1.92; quadratic β: -0.84, -0.2). Children with ASD showed shallower trajectories; higher Mullen scores were associated...

Characterization of a novel cation transporter ATPase gene (ATP13A4) interrupted by 3q25-q29 inversion in an individual with language delay.

Science.gov (United States)

Kwasnicka-Crawford, Dorota A; Carson, Andrew R; Roberts, Wendy; Summers, Anne M; Rehnström, Karola; Järvelä, Irma; Scherer, Stephen W

2005-08-01

Specific language impairment (SLI) is defined as failure to acquire normal language skills despite adequate intelligence and environmental stimulation. Although SLI disorders are often heritable, the genetic basis is likely to involve a number of risk factors. This study describes a 7-year-old girl carrying an inherited paracentric inversion of the long arm of chromosome 3 [46XX, inv(3)(q25.32-q29)] having clinically defined expressive and receptive language delay. Fluorescence in situ hybridization (FISH) with locus-specific bacterial artificial chromosome clones (BACs) as probes was used to characterize the inverted chromosome 3. The proximal and distal inversion breakpoint was found to reside between markers D3S3692/D3S1553 and D3S3590/D3S2305, respectively. ATP13A4, a novel gene coding for a cation-transporting P-type ATPase, was found to be disrupted by the distal breakpoint. The ATP13A4 gene was shown to comprise a 3591-bp transcript encompassing 30 exons spanning 152 kb of the genomic DNA. This study discusses the characterization of ATP13A4 and its possible involvement in speech-language disorder.

Kisspeptin regulates ovarian steroidogenesis during delayed embryonic development in the fruit bat, Cynopterus sphinx.

Science.gov (United States)

Anuradha; Krishna, Amitabh

2017-11-01

Cynopterus sphinx, a fruit bat, undergoes delayed embryonic development during the winter months, a period that corresponds to low levels of progesterone and estradiol synthesis by the ovary. Kisspeptins (KPs) are a group of neuropeptide hormones that act via G-protein coupled receptor 54 (GPR54) to stimulate hypothalamic secretion of Gonadotropin-releasing hormone, thereby regulating ovarian steroidogenesis, folliculogenesis, and ovulation. GPR54 is also expressed in the ovary, suggesting a direct role for KPs in ovarian steroidogenesis. The aim of present study was to determine if a low serum level of KP is responsible for reduced progesterone and estradiol levels during the period of delayed embryonic development in C. sphinx. Indeed, low serum KP abundance corresponded to reduced expression of GPR54 in ovarian luteal cells during the period of delayed development compared to normal development. In vitro and in vivo treatment with KP increased GPR54 abundance, via Extracellular signal regulated kinase and its downstream mediators, leading to increased progesterone synthesis in the ovary during delayed embryonic development. KP treatment also increased cholesterol uptake and elevated expression of Luteinizing hormone receptor and Steroid acute regulatory protein in the ovary, suggesting that elevation in circulating KP during delayed embryonic development may reactivate luteal activity. KPs may also enhance cell survival (BCL-2, reduced Caspase 3 activity) and angiogenesis (Vascular endothelium growth factor) during this period. The findings of this study thus demonstrate a regulatory role for KPs in the maintenance of luteal steroidogenesis during pregnancy in C. sphinx. © 2017 Wiley Periodicals, Inc.

First steps toward developing tools for language assessment in ...

African Journals Online (AJOL)

The development of language and communication skills in young children is directly related to future academic success. Young children who are at risk for language impairment should, therefore, be identified as early as possible. Multilingualism, which has become a universal phenomenon, may mask the presence of ...

Predictors of Spoken Language Development Following Pediatric Cochlear Implantation

NARCIS (Netherlands)

Johan Frijns; prof. Dr. Louis Peeraer; van Wieringen; Ingeborg Dhooge; Vermeulen; Jan Brokx; Tinne Boons; Wouters

2012-01-01

Objectives: Although deaf children with cochlear implants (CIs) are able to develop good language skills, the large variability in outcomes remains a significant concern. The first aim of this study was to evaluate language skills in children with CIs to establish benchmarks. The second aim was to

Developing user-centered concepts for language learning video games

OpenAIRE

Poels, Yorick; Annema, Jan Henk; Zaman, Bieke; Cornillie, Frederik

2012-01-01

This paper will report on an ongoing project which aims to develop video games for language learning through a user-centered and evidence-based approach. Therefore, codesign sessions were held with adolescents between 14 and 16 years old, in order to gain insight into their preferences for educational games for language learning. During these sessions, 11 concepts for video games were developed. We noticed a divide between the concepts for games that were oriented towa...

Supporting Academic Language Development in Elementary Science: A Classroom Teaching Experiment

Science.gov (United States)

Jung, Karl Gerhard

Academic language is the language that students must engage in while participating in the teaching and learning that takes place in school (Schleppegrell, 2012) and science as a content area presents specific challenges and opportunities for students to engage with language (Buxton & Lee, 2014; Gee, 2005). In order for students to engage authentically and fully in the science learning that will take place in their classrooms, it is important that they develop their abilities to use science academic language (National Research Council, 2012). For this to occur, teachers must provide support to their students in developing the science academic language they will encounter in their classrooms. Unfortunately, this type of support remains a challenge for many teachers (Baecher, Farnsworth, & Ediger, 2014; Bigelow, 2010; Fisher & Frey, 2010) and teachers must receive professional development that supports their abilities to provide instruction that supports and scaffolds students' science academic language use and development. This study investigates an elementary science teacher's engagement in an instructional coaching partnership to explore how that teacher planned and implemented scaffolds for science academic language. Using a theoretical framework that combines the literature on scaffolding (Bunch, Walqui, & Kibler, 2015; Gibbons, 2015; Sharpe, 2001/2006) and instructional coaching (Knight, 2007/2009), this study sought to understand how an elementary science teacher plans and implements scaffolds for science academic language, and the resources that assisted the teacher in planning those scaffolds. The overarching goal of this work is to understand how elementary science teachers can scaffold language in their classroom, and how they can be supported in that work. Using a classroom teaching experiment methodology (Cobb, 2000) and constructivist grounded theory methods (Charmaz, 2014) for analysis, this study examined coaching conversations and classroom

Theory and Praxis in Community Based Language Development: preliminary findings from applications of the Guide for Planning the Future of Our Language

OpenAIRE

Eberhard David M.

2017-01-01

This study will provide a critique of preliminary results obtained from the application of the ‘Guide for Planning the Future of Our Language’ (Hanawalt, Varenkamp, Lahn, & Eberhard 2015) in minority speech communities. This recent methodological tool was developed to enable and empower minoritized language groups to do their own language planning and to control their own language development. The tool is based on a theoretical approach to community based language development known as the ‘Su...

A New Delay Connection for Long Short-Term Memory Networks.

Science.gov (United States)

Wang, Jianyong; Zhang, Lei; Chen, Yuanyuan; Yi, Zhang

2017-12-17

Connections play a crucial role in neural network (NN) learning because they determine how information flows in NNs. Suitable connection mechanisms may extensively enlarge the learning capability and reduce the negative effect of gradient problems. In this paper, a new delay connection is proposed for Long Short-Term Memory (LSTM) unit to develop a more sophisticated recurrent unit, called Delay Connected LSTM (DCLSTM). The proposed delay connection brings two main merits to DCLSTM with introducing no extra parameters. First, it allows the output of the DCLSTM unit to maintain LSTM, which is absent in the LSTM unit. Second, the proposed delay connection helps to bridge the error signals to previous time steps and allows it to be back-propagated across several layers without vanishing too quickly. To evaluate the performance of the proposed delay connections, the DCLSTM model with and without peephole connections was compared with four state-of-the-art recurrent model on two sequence classification tasks. DCLSTM model outperformed the other models with higher accuracy and F1[Formula: see text]score. Furthermore, the networks with multiple stacked DCLSTM layers and the standard LSTM layer were evaluated on Penn Treebank (PTB) language modeling. The DCLSTM model achieved lower perplexity (PPL)/bit-per-character (BPC) than the standard LSTM model. The experiments demonstrate that the learning of the DCLSTM models is more stable and efficient.

25 CFR 39.133 - Who decides how Language Development funds can be used?

Science.gov (United States)

2010-04-01

... 25 Indians 1 2010-04-01 2010-04-01 false Who decides how Language Development funds can be used... INDIAN SCHOOL EQUALIZATION PROGRAM Indian School Equalization Formula Language Development Programs § 39.133 Who decides how Language Development funds can be used? Tribal governing bodies or local school...

25 CFR 39.130 - Can ISEF funds be used for Language Development Programs?

Science.gov (United States)

2010-04-01

... INDIAN SCHOOL EQUALIZATION PROGRAM Indian School Equalization Formula Language Development Programs § 39.130 Can ISEF funds be used for Language Development Programs? Yes, schools can use ISEF funds to... 25 Indians 1 2010-04-01 2010-04-01 false Can ISEF funds be used for Language Development Programs...

Language Teachers' Target Language Project: Language for Specific Purposes of Language Teaching

Science.gov (United States)

Korenev, Alexey; Westbrook, Carolyn; Merry, Yvonne; Ershova, Tatiana

2016-01-01

The Language Teachers' Target Language project (LTTL) aims to describe language teachers' target language use domain (Bachman & Palmer 2010) and to develop a language test for future teachers of English. The team comprises four researchers from Moscow State University (MSU) and Southampton Solent University.

Bimodal Bilingual Language Development of Hearing Children of Deaf Parents

Science.gov (United States)

Hofmann, Kristin; Chilla, Solveig

2015-01-01

Adopting a bimodal bilingual language acquisition model, this qualitative case study is the first in Germany to investigate the spoken and sign language development of hearing children of deaf adults (codas). The spoken language competence of six codas within the age range of 3;10 to 6;4 is assessed by a series of standardised tests (SETK 3-5,…

From Language Learner to Language User in English-Medium Higher Education: Language Development Brokers outside the Language Classroom

Science.gov (United States)

Blaj-Ward, Lia

2017-01-01

This article explores, from within the social constructivist paradigm and drawing on data from twenty-one semi-structured interviews with international postgraduate university students approaching the end of a one-year full-time taught Masters degree in the UK, the range of language development brokers that have had an impact on these students'…

Infant Language Development Is Related to the Acquisition of Walking

Science.gov (United States)

Walle, Eric A.; Campos, Joseph J.

2014-01-01

The present investigation explored the question of whether walking onset is related to infant language development. Study 1 used a longitudinal design (N = 44) to assess infant locomotor and language development every 2 weeks from 10 to 13.5 months of age. The acquisition of walking was associated with a significant increase in both receptive and…

Programming language concepts for software developers

DEFF Research Database (Denmark)

Sestoft, Peter

2008-01-01

This note describes and motivates our current plans for an undergraduate course on programming language concepts for software development students. We describe the competences we expect students to acquire as well as the topics covered by the course. We plan to use C# and Scheme as instruction...

Luteal cell steroidogenesis in relation to delayed embryonic development in the Indian short-nosed fruit bat, Cynopterus sphinx.

Science.gov (United States)

Meenakumari, Karukayil J; Banerjee, Arnab; Krishna, Amitabh

2009-01-01

The primary aim of this study was to determine the possible cause of slow or delayed embryonic development in Cynopterus sphinx by investigating morphological and steroidogenic changes in the corpus luteum (CL) and circulating hormone concentrations during two pregnancies of a year. This species showed delayed post-implantational embryonic development during gastrulation of the first pregnancy. Morphological features of the CL showed normal luteinization during both pregnancies. The CL did not change significantly in luteal cell size during the delay period of the first pregnancy as compared with the second pregnancy. The circulating progesterone and 17beta-estradiol concentrations were significantly lower during the period of delayed embryonic development as compared with the same stage of embryonic development during the second pregnancy. We also showed a marked decline in the activity of 3beta-hydroxysteroid dehydrogenase, P450 side chain cleavage enzyme, and steroidogenic acute regulatory peptide in the CL during the delay period. This may cause low circulating progesterone and estradiol synthesis and consequently delay embryonic development. What causes the decrease in steroidogenic factors in the CL during the period of delayed development in C. sphinx is under investigation.

Language and reading development in the brain today: neuromarkers and the case for prediction.

Science.gov (United States)

Buchweitz, Augusto

2016-01-01

The goal of this article is to provide an account of language development in the brain using the new information about brain function gleaned from cognitive neuroscience. This account goes beyond describing the association between language and specific brain areas to advocate the possibility of predicting language outcomes using brain-imaging data. The goal is to address the current evidence about language development in the brain and prediction of language outcomes. Recent studies will be discussed in the light of the evidence generated for predicting language outcomes and using new methods of analysis of brain data. The present account of brain behavior will address: (1) the development of a hardwired brain circuit for spoken language; (2) the neural adaptation that follows reading instruction and fosters the "grafting" of visual processing areas of the brain onto the hardwired circuit of spoken language; and (3) the prediction of language development and the possibility of translational neuroscience. Brain imaging has allowed for the identification of neural indices (neuromarkers) that reflect typical and atypical language development; the possibility of predicting risk for language disorders has emerged. A mandate to develop a bridge between neuroscience and health and cognition-related outcomes may pave the way for translational neuroscience. Copyright © 2016 Sociedade Brasileira de Pediatria. Published by Elsevier Editora Ltda. All rights reserved.

DEVELOPING LISTENING SKILLS FOR IMPROVING FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE

Directory of Open Access Journals (Sweden)

Iryna Lobachova

2016-04-01

Full Text Available The article deals with the problem of developing listening skills for improving foreign language communicative competence. The practical value of using an authentic foreign language text at a foreign language lesson is determined. The ways of the use of the English language recordings in the educational process of students are outlined. It is found out that tracks with foreign information should be used only in the certain methodical situations. Multimedia helps effectively a teacher to achieve outlined objectives of improving foreign language communicative competence for multiple repetition of a speech model for making permanent listening item of language units. The basic stages of work with foreign language recordings are determined: teaching a foreign language listening (teaching to listen and understand the foreign language track means to overcome the methodological difficulties that require a certain amount of time and special training. This is explained by the fact that there are lots of difficulties on the way of understanding a foreign language: an unusual speed of speech, presence of unknown vocabulary, specific rhythms and melody; teaching a foreign language speech with the special models pronounced by foreign speakers (teaching students to practical mastery of a foreign language is intrinsically linked with involvement into the educational process of original English tracks, those are made by highly skilled experts (foreign speakers; learning a new vocabulary due to a dialogue, an extract of a play or a conversation, songs, prose and poetry (it is noted that the students’ interest of learning foreign language songs and poems is extremely high, and it primarily promotes strong learning; analysing the recorded students’ speech (fixing student’s speech and analysing their mistakes is very important at any stage of learning a foreign language for self-control and self-correction.

Development of a subway operation incident delay model using accelerated failure time approaches.

Science.gov (United States)

Weng, Jinxian; Zheng, Yang; Yan, Xuedong; Meng, Qiang

2014-12-01

This study aims to develop a subway operational incident delay model using the parametric accelerated time failure (AFT) approach. Six parametric AFT models including the log-logistic, lognormal and Weibull models, with fixed and random parameters are built based on the Hong Kong subway operation incident data from 2005 to 2012, respectively. In addition, the Weibull model with gamma heterogeneity is also considered to compare the model performance. The goodness-of-fit test results show that the log-logistic AFT model with random parameters is most suitable for estimating the subway incident delay. First, the results show that a longer subway operation incident delay is highly correlated with the following factors: power cable failure, signal cable failure, turnout communication disruption and crashes involving a casualty. Vehicle failure makes the least impact on the increment of subway operation incident delay. According to these results, several possible measures, such as the use of short-distance and wireless communication technology (e.g., Wifi and Zigbee) are suggested to shorten the delay caused by subway operation incidents. Finally, the temporal transferability test results show that the developed log-logistic AFT model with random parameters is stable over time. Copyright © 2014 Elsevier Ltd. All rights reserved.

Language and memory abilities of internationally adopted children from China: evidence for early age effects.

Science.gov (United States)

Delcenserie, Audrey; Genesee, Fred

2014-11-01

The goal of the present study was to examine if internationally adopted (IA) children from China (M = 10;8) adopted by French-speaking families exhibit lags in verbal memory in addition to lags in verbal abilities documented in previous studies (Gauthier & Genesee, 2011). Tests assessing verbal and non-verbal memory, language, non-verbal cognitive ability, and socio-emotional development were administered to thirty adoptees. Their results were compared to those of thirty non-adopted monolingual French-speaking children matched on age, gender, and socioeconomic status. The IA children scored significantly lower than the controls on language, verbal short-term memory, verbal working memory, and verbal long-term memory. No group differences were found on non-verbal memory, non-verbal cognitive ability, and socio-emotional development, suggesting language-specific difficulties. Despite extended exposure to French, adoptees may experience language difficulties due to limitations in verbal memory, possibly as a result of their delayed exposure to that language and/or attrition of the birth language.

Chaos, Poverty, and Parenting: Predictors of Early Language Development

Science.gov (United States)

Vernon-Feagans, Lynne; Garrett-Peters, Patricia; Willoughby, Michael; Mills-Koonce, Roger

2012-01-01

Studies have shown that distal family risk factors like poverty and maternal education are strongly related to children's early language development. Yet, few studies have examined these risk factors in combination with more proximal day-to-day experiences of children that might be critical to understanding variation in early language. Young…

Timing matters: The impact of immediate and delayed feedback on artificial language learning

Directory of Open Access Journals (Sweden)

Bertram Opitz

2011-02-01

Full Text Available In the present experiment, we used event-related potentials (ERP to investigate the role of immediate and delayed feedback in an artificial grammar learning task. Two groups of participants were engaged in classifying non-word strings according to an underlying rule system, not known to the participants. Visual feedback was provided after each classification either immediately or with a short delay of one second. Both groups were able to learn the artificial grammar system as indicated by an increase in classification performance. However, the gain in performance was significantly larger for the group receiving immediate feedback as compared to the group receiving delayed feedback. Learning was accompanied by an increase in P300 activity in the ERP for delayed as compared to immediate feedback. Irrespective of feedback delay, both groups exhibited learning related decreases in the feedback-related positivity (FRP elicited by positive feedback only. The feedback-related negativity (FRN, however, remained constant over the course of learning. These results suggest, first, that delayed feedback is less effective for artificial grammar learning as task requirements are very demanding, and second, that the FRP elicited by positive prediction errors decreases with learning while the FRN to negative prediction errors is elicited in an all-or-none fashion by negative feedback throughout the entire experiment.

Working memory, phonological awareness, and developing language skills

OpenAIRE

Engel de Abreu, Pascale; Gathercole, S

2008-01-01

The relationship between working memory, verbal short-term memory, phonological awareness, and developing language skills was explored longitudinally in children growing up in a multilingual society. A sample of 121 children from Luxembourg were followed from the end of Kindergarten to 1st Grade, and completed multiple assessments of verbal short-term memory, complex working memory, phonological awareness, native and foreign vocabulary knowledge, language comprehension, and reading. Resu...

Delay or deficit? Spelling processes in children with specific language impairment.

Science.gov (United States)

Larkin, Rebecca F; Williams, Gareth J; Blaggan, Samarita

2013-01-01

Few studies have explored the phonological, morphological and orthographic spellings skills of children with specific language impairment (SLI) simultaneously. Fifteen children with SLI (mean age=113.07 months, SD=8.61) completed language and spelling tasks alongside chronological-age controls and spelling-age controls. While the children with SLI showed a deficit in phonological spelling, they performed comparably to spelling-age controls on morphological spelling skills, and there were no differences between the three groups in producing orthographically legal spellings. The results also highlighted the potential importance of adequate non-word repetition skills in relation to effective spelling skills, and demonstrated that not all children with spoken language impairments show marked spelling difficulties. Findings are discussed in relation to theory, educational assessment and practice. As a result of this activity, readers will describe components of spoken language that predict children's morphological and phonological spelling performance. As a result of this activity, readers will describe how the spelling skills of children with SLI compare to age-matched and spelling age-matched control children. Readers will be able to interpret the variability in spelling performance seen in children with SLI. Copyright © 2013 Elsevier Inc. All rights reserved.

Language Development and Brain Magnetic Resonance Imaging Characteristics in Preschool Children With Cerebral Palsy.

Science.gov (United States)

Choi, Ja Young; Choi, Yoon Seong; Park, Eun Sook

2017-05-24

The purpose of this study was to investigate characteristics of language development in relation to brain magnetic resonance imaging (MRI) characteristics and the other contributing factors to language development in children with cerebral palsy (CP). The study included 172 children with CP who underwent brain MRI and language assessments between 3 and 7 years of age. The MRI characteristics were categorized as normal, malformation, periventricular white matter lesion (PVWL), deep gray matter lesion, focal infarct, cortical/subcortical lesion, and others. Neurodevelopmental outcomes such as ambulatory status, manual ability, cognitive function, and accompanying impairments were assessed. Both receptive and expressive language development quotients (DQs) were significantly related to PVWL or deep gray matter lesion severity. In multivariable analysis, only cognitive function was significantly related to receptive language development, whereas ambulatory status and cognitive function were significantly associated with expressive language development. More than one third of the children had a language developmental discrepancy between receptive and expressive DQs. Children with cortical/subcortical lesions were at high risk for this discrepancy. Cognitive function is a key factor for both receptive and expressive language development. In children with PVWL or deep gray matter lesion, lesion severity seems to be useful to predict language development.

Sex hormones in early infancy seem to predict aspects of later language development.

Science.gov (United States)

Schaadt, Gesa; Hesse, Volker; Friederici, Angela D

2015-02-01

Sex differences in the development of cognitive behavior such as language have long been of great research interest. Lately, researchers have started to associate language function and brain differences with diverse sex hormones (e.g., testosterone/estradiol). However, results concerning the impact of early postnatal sex hormone concentration on the child's later language development are rare. Here, we analyze the impact of testosterone and estradiol in girls and boys as well as their neurophysiological phonemic discrimination at age 5months on language development at age 4years. Interestingly, we found strong positive estradiol and negative testosterone impact on later language performance at age 4years, which was true for both girls and boys. These results demonstrate that postnatal sex hormone surge might be viewed as one factor determining later language development, independent of gender. Copyright © 2014 Elsevier Inc. All rights reserved.

Melatonin regulates delayed embryonic development in the short-nosed fruit bat, Cynopterus sphinx.

Science.gov (United States)

Banerjee, Arnab; Meenakumari, K J; Udin, S; Krishna, A

2009-12-01

The aim of the present study was to evaluate the seasonal variation in serum melatonin levels and their relationship to the changes in the serum progesterone level, ovarian steroidogenesis, and embryonic development during two successive pregnancies of Cynopterus sphinx. Circulating melatonin concentrations showed two peaks; one coincided with the period of low progesterone synthesis and delayed embryonic development, whereas the second peak coincided with regressing corpus luteum. This finding suggests that increased serum melatonin level during November-December may be responsible for delayed embryonic development by suppressing progesterone synthesis. The study showed increased melatonin receptors (MTNR1A and MTNR1B) in the corpus luteum and in the utero-embryonic unit during the period of delayed embryonic development. The in vitro study showed that a high dose of melatonin suppressed progesterone synthesis, whereas a lower dose of melatonin increased progesterone synthesis by the ovary. The effects of melatonin on ovarian steroidogenesis are mediated through changes in the expression of peripheral-type benzodiazepine receptor, P450 side chain cleavage enzyme, and LH receptor proteins. This study further showed a suppressive impact of melatonin on the progesterone receptor (PGR) in the utero-embryonic unit; this effect might contribute to delayed embryonic development in C. sphinx. The results of the present study thus suggest that a high circulating melatonin level has a dual contribution in retarding embryonic development in C. sphinx by impairing progesterone synthesis as well as by inhibiting progesterone action by reducing expression of PGR in the utero-embryonic unit.

Vocabulary Development in European Portuguese: A Replication Study Using the Language Development Survey

Science.gov (United States)

Rescorla, Leslie; Nyame, Josephine; Dias, Pedro

2016-01-01

Purpose: Our objective was to replicate previous cross­linguistic findings by comparing Portuguese and U.S. children with respect to (a) effects of language, gender, and age on vocabulary size; (b) lexical composition; and (c) late talking. Method: We used the Language Development Survey (LDS; Rescorla, 1989) with children (18-35 months) learning…

Prolactin modulates luteal activity in the short-nosed fruit bat, Cynopterus sphinx during delayed embryonic development.

Science.gov (United States)

Anuradha; Krishna, Amitabh

2017-07-01

The aim of this study was to evaluate the role of prolactin as a modulator of luteal steroidogenesis during the period of delayed embryonic development in Cynopterus sphinx. A marked decline in circulating prolactin levels was noted during the months of November through December coinciding with the period of decreased serum progesterone and delayed embryonic development. The seasonal changes in serum prolactin levels correlated positively with circulating progesterone (P) level, but inversely with circulating melatonin level during first pregnancy showing delayed development in Cynopterus sphinx. The results also showed decreased expression of prolactin receptor-short form (PRL-RS) both in the corpus luteum and in the utero-embryonic unit during the period of delayed embryonic development. Bats treated in vivo with prolactin during the period of delayed development showed significant increase in serum progesterone and estradiol levels together with significant increase in the expression of PRL-RS, luteinizing hormone receptor (LH-R), steroidogenic acute receptor protein (STAR) and 3β-hydroxysteroid dehydrogenase (3β-HSD) in the ovary. Prolactin stimulated ovarian angiogenesis (vascular endothelial growth factor) and cell survival (B-cell lymphoma 2) in vivo. Significant increases in ovarian progesterone production and the expression of prolactin-receptor, LH-R, STAR and 3β-HSD proteins were noted following the exposure of LH or prolactin in vitro during the delayed period. In conclusion, short-day associated increased melatonin level may be responsible for decreased prolactin release during November-December. The decline in prolactin level might play a role in suppressing P and estradiol-17β (E2) estradiol levels thereby causing delayed embryonic development in C. sphinx. Copyright © 2017 Elsevier Inc. All rights reserved.

Language in education and language development in Zimbabwe ...

African Journals Online (AJOL)

This article analyses the language in education policy of Zimbabwe. It attempts to highlight the factors that informed the formulation of this policy, as well as the challenges and constraints that have affected its implementation. The country's language in education policy can be traced back to the colonial history of the country, ...

[Early development of language in small children with autism spectrum disorder using alternative systems].

Science.gov (United States)

Fortea-Sevilla, M Sol; Escandell-Bermúdez, M Olga; Castro-Sánchez, José Juan; Martos-Pérez, Juan

2015-02-25

The latest research findings show the importance of early intervention in children with autism spectrum disorder (ASD) in all areas of development, including language. The use of augmentative and alternative communication systems (AACS) favors linguistic and communicative development. To show the effectiveness of AACS to develop oral language in non-verbal toddlers diagnosed with ASD. Thirty children (25 males and 5 females) diagnosed with ASD when they were between 18 and 30 months of age, through the instruments ADOS and ADIR. None of them displayed oral language development at the time of assessment. An intervention program in the area of language was designed based on the use of total communication by the therapist and training the child in the Picture Exchange Communication System (PECS). One year later, the formal aspects of language were assessed with the PLON-R because oral language had been developed. All the children had developed oral language to some extent over a one-year period. Early intervention and the use of AACS with visual props favor the development of oral language in children with ASD in the first years of life.

Enhancing English Learners' Language Development Using Wordless Picture Books

Science.gov (United States)

Louie, Belinda; Sierschynski, Jarek

2015-01-01

This article presents an approach to use wordless picture books to enhance the language development of English language learners. This approach is grounded in best practices to teach ELLs. The process starts with viewing and analyzing the visual images, engaging ELLs in discussion, and ending with students' self-authored texts. The wordless…

Longitudinal adaptation in language development: a study of typically-developing children and children with ASD

DEFF Research Database (Denmark)

Weed, Ethan; Fusaroli, Riccardo; Fein, Deborah

Background: Children with Autism Spectrum Disorder (ASD) often display distinctive language development trajectories (Tek et al., 2013). Because language-learning is a social endeavor, these trajectories could be partially grounded in the dynamics that characterize the children's social and lingu......Background: Children with Autism Spectrum Disorder (ASD) often display distinctive language development trajectories (Tek et al., 2013). Because language-learning is a social endeavor, these trajectories could be partially grounded in the dynamics that characterize the children's social......’s previous behavior. In this study, we tested this model of mutual influence in a longitudinal corpus (6 visits over 2 years), consisting of 30 minutes of controlled playful activities between parents and 66 children (33 ASD and 33 matched typically developing (TD), Goodwin et al. 2012). Methods: We first.......Results:Developmental trajectories: Our models described the developmental trajectories (0.3 ASD (β: from -1.14 to -0.86), with an interaction between the two (children with ASD showed shallower trajectories, β: -2.43 to -1...

The Development of Language and Reading Skills in the Second and Third Languages of Multilingual Children in French Immersion

Science.gov (United States)

Berube, Daniel; Marinova-Todd, Stefka H.

2012-01-01

The relationship between first language (L1) typology, defined as the classification of languages according to their structural characteristics (e.g. phonological systems and writing systems), and the development of second (L2) and third (L3) language skills and literacy proficiency in multilingual children was investigated in this study. The…

The effects of mands and models on the speech of unresponsive language-delayed preschool children.

Science.gov (United States)

Warren, S F; McQuarter, R J; Rogers-Warren, A K

1984-02-01

The effects of the systematic use of mands (non-yes/no questions and instructions to verbalize), models (imitative prompts), and specific consequent events on the productive verbal behavior of three unresponsive, socially isolate, language-delayed preschool children were investigated in a multiple-baseline design within a classroom free play period. Following a lengthy intervention condition, experimental procedures were systematically faded out to check for maintenance effects. The treatment resulted in increases in total verbalizations and nonobligatory speech (initiations) by the subjects. Subjects also became more responsive in obligatory speech situations. In a second free play (generalization) setting, increased rates of total child verbalizations and nonobligatory verbalizations were observed for all three subjects, and two of the three subjects were more responsive compared to their baselines in the first free play setting. Rate of total teacher verbalizations and questions were also higher in this setting. Maintenance of the treatment effects was shown during the fading condition in the intervention setting. The subjects' MLUs (mean length of utterance) increased during the intervention condition when the teacher began prompting a minimum of two-word utterances in response to a mand or model.

The Impact of the English Language on the Development of African ...

African Journals Online (AJOL)

The predominance and relegation of the English and Igbo Languages in discourse respectively have been speculated with a paucity of empirical backup. The need arises therefore for a quantitative assessment of the Impact of the English Language on the development of values (language, dressing and religion) among the ...

Hormonal influence on language development in physically advanced children.

Science.gov (United States)

McCardle, P; Wilson, B E

1990-04-01

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.

The Lexicon of Development: A Quantitative History of the Language of Development Studies

Directory of Open Access Journals (Sweden)

Christopher David ABSELL

2015-05-01

Full Text Available The objective of this article is to examine the history of the language of development theory in order to elucidate the nature of its terminology. The history of the principal terms of development theory (economic/sustainable/human development, Third World, and North/(Global South is examined by way of a quantitative study of the frequency of the usage of these terms during the 20th century based on a dataset of millions of digitised books made available by Google Books. The author argues that the results of the study provide empirical evidence that the language of development theory is a historical-ideological construction which is embedded in the structure of the world economy.

Development of Mandarin spoken language after pediatric cochlear implantation.

Science.gov (United States)

Li, Bei; Soli, Sigfrid D; Zheng, Yun; Li, Gang; Meng, Zhaoli

2014-07-01

The purpose of this study was to evaluate early spoken language development in young Mandarin-speaking children during the first 24 months after cochlear implantation, as measured by receptive and expressive vocabulary growth rates. Growth rates were compared with those of normally hearing children and with growth rates for English-speaking children with cochlear implants. Receptive and expressive vocabularies were measured with the simplified short form (SSF) version of the Mandarin Communicative Development Inventory (MCDI) in a sample of 112 pediatric implant recipients at baseline, 3, 6, 12, and 24 months after implantation. Implant ages ranged from 1 to 5 years. Scores were expressed in terms of normal equivalent ages, allowing normalized vocabulary growth rates to be determined. Scores for English-speaking children were re-expressed in these terms, allowing direct comparisons of Mandarin and English early spoken language development. Vocabulary growth rates during the first 12 months after implantation were similar to those for normally hearing children less than 16 months of age. Comparisons with growth rates for normally hearing children 16-30 months of age showed that the youngest implant age group (1-2 years) had an average growth rate of 0.68 that of normally hearing children; while the middle implant age group (2-3 years) had an average growth rate of 0.65; and the oldest implant age group (>3 years) had an average growth rate of 0.56, significantly less than the other two rates. Growth rates for English-speaking children with cochlear implants were 0.68 in the youngest group, 0.54 in the middle group, and 0.57 in the oldest group. Growth rates in the middle implant age groups for the two languages differed significantly. The SSF version of the MCDI is suitable for assessment of Mandarin language development during the first 24 months after cochlear implantation. Effects of implant age and duration of implantation can be compared directly across

The Effects of Early Otitis Media with Effusion on Child Cognitive and Language Development at Ages Three and Five.

Science.gov (United States)

Johnson, Dale L.; And Others

This study examined the hypothesis that children with persistent otitis media with effusion (OME) during the first 3 years of life are at risk for cognitive and language delays. The prospective study enrolled 698 children and controlled for 8 demographic and environmental factors. Subjects were recruited at birth, and frequently monitored at home…

Sit to Talk: Relation between Motor Skills and Language Development in Infancy.

Science.gov (United States)

Libertus, Klaus; Violi, Dominic A

2016-01-01

Relations between walking skills and language development have been reported in 10- to 14-month-old infants. However, whether earlier emerging motor milestones also affect language skills remains unknown. The current research fills this gap by examining the relation between reaching and sitting skills and later language development, respectively. Reaching and sitting were assessed eight times, starting when infants (N = 29) were around 3 months of age. All assessments were completed and recorded remotely via videoconference using Skype or FaceTime. Subsequently, infants' language and motor skills were assessed via parent questionnaires (Communicative Development Inventories and Early Motor Questionnaire) at 10 and 14 months of age. Results revealed a significant correlation between the emergence of sitting skills and receptive vocabulary size at 10 and 14 months of age. Regression analyses further confirmed this pattern and revealed that the emergence of sitting is a significant predictor of subsequent language development above and beyond influences of concurrent motor skills. These findings suggest that the onset of independent sitting may initiate a developmental cascade that results in increased language learning opportunities. Further, this study also demonstrates how infants' early motor skills can be assessed remotely using videoconference.

Sit to talk: Relation between motor skills and language development in infancy

Directory of Open Access Journals (Sweden)

Klaus eLibertus

2016-03-01

Full Text Available Relations between walking skills and language development have been reported in 10- to 14-month-old infants. However, whether earlier emerging motor milestones also affect language skills remains unknown. The current research fills this gap by examining the relation between reaching and sitting skills and later language development respectively. Reaching and sitting were assessed eight times, starting when infants (N=29 were around three months of age. All assessments were completed and recorded remotely via videoconference using Skype or FaceTime. Subsequently, infants’ language and motor skills were assessed via parent questionnaires (Communicative Development Inventories and Early Motor Questionnaire at 10 and 14 months of age. Results revealed a significant correlation between the emergence of sitting skills and receptive vocabulary size at 10 and 14 months of age. Regression analyses further confirmed this pattern and revealed that the emergence of sitting is a significant predictor of subsequent language development above and beyond influences of concurrent motor skills. These findings suggest that the onset of independent sitting may initiate a developmental cascade that results in increased language learning opportunities. Further, this study also demonstrates how infants’ early motor skills can be assessed remotely using videoconference.

Minority Language Researchers and Their Role in Policy Development

Science.gov (United States)

Gorter, Durk

2012-01-01

This paper deals with the role of researchers in the development of language policies for European minority languages. This question is placed in the context of a long-standing debate in sociology to which several authors have contributed; among them are Max Weber, Howard Becker and Alvin Gouldner. This article also briefly refers to the European…

Language Development in Preschool-Age Children Adopted from China.

Science.gov (United States)

Roberts, Jenny A.; Pollock, Karen E.; Krakow, Rena; Price, Johanna; Fulmer, Kathleen C.; Wang, Paul P.

2005-01-01

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,…

Precursors to Language Development in Typically and Atypically Developing Infants and Toddlers: The Importance of Embracing Complexity

Science.gov (United States)

D'Souza, Dean; D'Souza, Hana; Karmiloff-Smith, Annette

2017-01-01

In order to understand how language abilities emerge in typically and atypically developing infants and toddlers, it is important to embrace complexity in development. In this paper, we describe evidence that early language development is an experience-dependent process, shaped by diverse, interconnected, interdependent developmental mechanisms,…

A Trilogy of Philosophy, Language and National Development ...

African Journals Online (AJOL)

Against this broad canvass of national development, it is argued that man is the centre-piece of national development and, since the humanities play a leading role in the cultivation of man, no national development paradigm can be conceived and executed without the humanities, especially philosophy and language, ...

Development of Markup Language for Medical Record Charting: A Charting Language.

Science.gov (United States)

Jung, Won-Mo; Chae, Younbyoung; Jang, Bo-Hyoung

2015-01-01

Nowadays a lot of trials for collecting electronic medical records (EMRs) exist. However, structuring data format for EMR is an especially labour-intensive task for practitioners. Here we propose a new mark-up language for medical record charting (called Charting Language), which borrows useful properties from programming languages. Thus, with Charting Language, the text data described in dynamic situation can be easily used to extract information.

Component-based development of software language engineering tools

NARCIS (Netherlands)

Ssanyu, J.; Hemerik, C.

2011-01-01

In this paper we outline how Software Language Engineering (SLE) could benefit from Component-based Software Development (CBSD) techniques and present an architecture aimed at developing a coherent set of lightweight SLE components, fitting into a general-purpose component framework. In order to

Progressive Modularization: Reframing Our Understanding of Typical and Atypical Language Development

Science.gov (United States)

D'Souza, Dean; Filippi, Roberto

2017-01-01

The ability to acquire language is a critical part of human development. Yet there is no consensus on how the skill emerges in early development. Does it constitute an innately-specified, language-processing module or is it acquired progressively? One of Annette Karmiloff-Smith's (1938-2016) key contributions to developmental science addresses…

Deaf children’s non-verbal working memory is impacted by their language experience

Directory of Open Access Journals (Sweden)

Chloe eMarshall

2015-05-01

Full Text Available Recent studies suggest that deaf children perform more poorly on working memory tasks compared to hearing children, but do not say whether this poorer performance arises directly from deafness itself or from deaf children’s reduced language exposure. The issue remains unresolved because findings come from (1 tasks that are verbal as opposed to non-verbal, and (2 involve deaf children who use spoken communication and therefore may have experienced impoverished input and delayed language acquisition. This is in contrast to deaf children who have been exposed to a sign language since birth from Deaf parents (and who therefore have native language-learning opportunities. A more direct test of how the type and quality of language exposure impacts working memory is to use measures of non-verbal working memory (NVWM and to compare hearing children with two groups of deaf signing children: those who have had native exposure to a sign language, and those who have experienced delayed acquisition compared to their native-signing peers. In this study we investigated the relationship between NVWM and language in three groups aged 6-11 years: hearing children (n=27, deaf native users of British Sign Language (BSL; n=7, and deaf children non native signers (n=19. We administered a battery of non-verbal reasoning, NVWM, and language tasks. We examined whether the groups differed on NVWM scores, and if language tasks predicted scores on NVWM tasks. For the two NVWM tasks, the non-native signers performed less accurately than the native signer and hearing groups (who did not differ from one another. Multiple regression analysis revealed that the vocabulary measure predicted scores on NVWM tasks. Our results suggest that whatever the language modality – spoken or signed – rich language experience from birth, and the good language skills that result from this early age of aacquisition, play a critical role in the development of NVWM and in performance on NVWM

Influence of Second Language Cherokee Immersion on Children's Development of Past Tense in Their First Language, English

Science.gov (United States)

Hirata-Edds, Tracy

2011-01-01

Metalinguistic skills may develop differently in multilingual and monolingual children. This study investigated effects of immersion in Cherokee as a second language on young children's (4;5-6;1) skills of noticing morphological forms/patterns in English, their first language, by comparing English past tense skills on two nonword and two real-word…

The Effects of Early Language on Age at Diagnosis and Functioning at School Age in Children with Autism Spectrum Disorder

Science.gov (United States)

Goodwin, Anthony; Matthews, Nicole L.; Smith, Christopher J.

2017-01-01

Research suggests that toddlers with no language delay (NLD) should have better outcomes than those with language delay (LD). However, the predictive utility of language milestones relative to co-varying factors such as age at diagnosis, IQ, and ASD symptomatology is unclear. This study compared school-aged children with ASD and NLD (n = 59) to a…

Delayed Anticipatory Spoken Language Processing in Adults with Dyslexia—Evidence from Eye-tracking.

Science.gov (United States)

Huettig, Falk; Brouwer, Susanne

2015-05-01

It is now well established that anticipation of upcoming input is a key characteristic of spoken language comprehension. It has also frequently been observed that literacy influences spoken language processing. Here, we investigated whether anticipatory spoken language processing is related to individuals' word reading abilities. Dutch adults with dyslexia and a control group participated in two eye-tracking experiments. Experiment 1 was conducted to assess whether adults with dyslexia show the typical language-mediated eye gaze patterns. Eye movements of both adults with and without dyslexia closely replicated earlier research: spoken language is used to direct attention to relevant objects in the environment in a closely time-locked manner. In Experiment 2, participants received instructions (e.g., 'Kijk naar de(COM) afgebeelde piano(COM)', look at the displayed piano) while viewing four objects. Articles (Dutch 'het' or 'de') were gender marked such that the article agreed in gender only with the target, and thus, participants could use gender information from the article to predict the target object. The adults with dyslexia anticipated the target objects but much later than the controls. Moreover, participants' word reading scores correlated positively with their anticipatory eye movements. We conclude by discussing the mechanisms by which reading abilities may influence predictive language processing. Copyright © 2015 John Wiley & Sons, Ltd.

Students who are deaf and hard of hearing and use sign language: considerations and strategies for developing spoken language and literacy skills.

Science.gov (United States)

Nussbaum, Debra; Waddy-Smith, Bettie; Doyle, Jane

2012-11-01

There is a core body of knowledge, experience, and skills integral to facilitating auditory, speech, and spoken language development when working with the general population of students who are deaf and hard of hearing. There are additional issues, strategies, and challenges inherent in speech habilitation/rehabilitation practices essential to the population of deaf and hard of hearing students who also use sign language. This article will highlight philosophical and practical considerations related to practices used to facilitate spoken language development and associated literacy skills for children and adolescents who sign. It will discuss considerations for planning and implementing practices that acknowledge and utilize a student's abilities in sign language, and address how to link these skills to developing and using spoken language. Included will be considerations for children from early childhood through high school with a broad range of auditory access, language, and communication characteristics. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Development of the State Correspondence Language of the Crimean Khanate

Directory of Open Access Journals (Sweden)

R.R. Abduzhemilev

2016-12-01

Full Text Available Objectvie and materials of the research: In the article the matter for consideration is the problem of the lingual basis in yarlyks of the Crimean Khanate. The author seeks to trace the process of the formation of the state language of the Crimean Khanate on the material of the official letters and decrees. The main statements characterizing the object of the study are formulated. The article presents the views of the famous orientalists, in which the structure of the yarlyk’s language is reflected. An important attention is focused on the ration of the Kipchak and Oguz elements. The period from the 13th century to the 16th century is marked by the development of the language called «desht tili», i.e. the language of Desht-i Kipchak. Results and novelty of the research: The author emphasizes that the language of the yarlyks of the Crimean Khanate is a heritage of the literary language of the Jochid ulus (Golden Horde, and even earlier one – of Desht-i Kipchak. Kipchaks dominated the extremely vast territory. The Kipchak language for a long time was used in the correspondence between Bakhchisaray and Moscow. As for the correspondence between Bakhchisaray and Istanbul, instead of Kipchak there was used Ottoman language. The correspondence between Crimea and Poland was mixed: both Kipchak and Ottoman languages were in use. Concerning the lexical structure of yarlyks, there are many Arabic and Persian words and forms which became inseparable part of the Crimean Tatar language. While the texts of the early yarlyks are full mostly of Turkic words, then in the late yarlyks Arabic and Persian words in some cases displaced original Turkic words. Therefore, today the issue of the reconstruction of the Turkic basis is of high importance. The language of the official correspondence from the Crimean Khanate’s Office is one of the indicators of the development of integral state formation on the map of the Eastern Europe. On the one hand, the language

Foreign language as a tool for professional mobility development for students specialising in economics

Directory of Open Access Journals (Sweden)

Polenova Anna, YU.

2015-03-01

Full Text Available The paper considers the practical aspects of professional mobility development for students specializing in Economics by means of foreign language. It is noted that the potential of a foreign language is not used in full since training in this discipline is delivered separately with the development of professional competence of the future expert. The article analyzes the existing experience of teaching English at non- linguistic faculties using CLIL (Content and Language Integrated Learning approach. The article suggests the ways of professional mobility development by means of foreign language. It discusses the advantages of innovative teaching, which is aimed at meeting the professional and educational needs of students, the development of professional mobility and creative thinking. It is concluded that studying a foreign language and non-language subject at the same time is an additional means to achieve high educational outcomes.

Trapped modes in linear quantum stochastic networks with delays

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Tabak, Gil [Stanford University, Department of Applied Physics, Stanford, CA (United States); Mabuchi, Hideo

2016-12-15

Networks of open quantum systems with feedback have become an active area of research for applications such as quantum control, quantum communication and coherent information processing. A canonical formalism for the interconnection of open quantum systems using quantum stochastic differential equations (QSDEs) has been developed by Gough, James and co-workers and has been used to develop practical modeling approaches for complex quantum optical, microwave and optomechanical circuits/networks. In this paper we fill a significant gap in existing methodology by showing how trapped modes resulting from feedback via coupled channels with finite propagation delays can be identified systematically in a given passive linear network. Our method is based on the Blaschke-Potapov multiplicative factorization theorem for inner matrix-valued functions, which has been applied in the past to analog electronic networks. Our results provide a basis for extending the Quantum Hardware Description Language (QHDL) framework for automated quantum network model construction (Tezak et al. in Philos. Trans. R. Soc. A, Math. Phys. Eng. Sci. 370(1979):5270-5290, 2012) to efficiently treat scenarios in which each interconnection of components has an associated signal propagation time delay. (orig.)

THE ROLE OF AWARENESS IN SECOND LANGUAGE DEVELOPMENT

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Fahriany Fahriany

2015-12-01

Full Text Available Cognitive psychology and cognitive science appear to agree that attention to stimuli is needed for long-term memory storage and that little, if any, learning can take place without attention. One strand of psycholinguistic research that has drawn quite a lot of interest, both from a theoretical and empirical perspective, is the role awareness plays in second language acquisition (SLA. To promote a further understanding of the role of awareness may potentially contribute to L2 development. This article will  briefly describe current theoretical approaches to the role of awareness in language learning,  review recent studies that have employed verbal reports to investigate the effects of awareness on L2 development, and  provide, based on the review, some awareness-raising pedagogical tasks for the L2 classroom setting. Keywords: attention, awareness, detection, feedback, L2 development

"It's the Way You Talk to Them." The Child's Environment: Early Years Practitioners' Perceptions of Its Influence on Speech and Language Development, Its Assessment and Environment Targeted Interventions

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Marshall, Julie; Lewis, Elizabeth

2014-01-01

Speech and language delay occurs in approximately 6% of the child population, and interventions to support this group of children focus on the child and/or the communicative environment. Evidence about the effectiveness of interventions that focus on the environment as well as the (reported) practices of speech and language therapists (SLTs) and…

25 CFR 39.132 - Can a school integrate Language Development programs into its regular instructional program?

Science.gov (United States)

2010-04-01

... 25 Indians 1 2010-04-01 2010-04-01 false Can a school integrate Language Development programs into... Language Development Programs § 39.132 Can a school integrate Language Development programs into its regular instructional program? A school may offer Language Development programs to students as part of its...

Auditory sensory memory and language abilities in former late talkers: a mismatch negativity study.

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Grossheinrich, Nicola; Kademann, Stefanie; Bruder, Jennifer; Bartling, Juergen; Von Suchodoletz, Waldemar

2010-09-01

The present study investigated whether (a) a reduced duration of auditory sensory memory is found in late talking children and (b) whether deficits of sensory memory are linked to persistent difficulties in language acquisition. Former late talkers and children without delayed language development were examined at the age of 4 years and 7 months using mismatch negativity (MMN) with interstimulus intervals (ISIs) of 500 ms and 2000 ms. Additionally, short-term memory, language skills, and nonverbal intelligence were assessed. MMN mean amplitude was reduced for the ISI of 2000 ms in former late talking children both with and without persistent language deficits. In summary, our findings suggest that late talkers are characterized by a reduced duration of auditory sensory memory. However, deficits in auditory sensory memory are not sufficient for persistent language difficulties and may be compensated for by some children.

A Methodology For The Development Of Complex Domain Specific Languages

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Risoldi, Matteo; Falquet, Gilles

2010-01-01

The term Domain-Specific Modeling Language is used in software development to indicate a modeling (and sometimes programming) language dedicated to a particular problem domain, a particular problem representation technique and/or a particular solution technique. The concept is not new -- special-purpose programming language and all kinds of modeling/specification languages have always existed, but the term DSML has become more popular due to the rise of domain-specific modeling. Domain-specific languages are considered 4GL programming languages. Domain-specific modeling techniques have been adopted for a number of years now. However, the techniques and frameworks used still suffer from problems of complexity of use and fragmentation. Although in recent times some integrated environments are seeing the light, it is not common to see many concrete use cases in which domain-specific modeling has been put to use. The main goal of this thesis is tackling the domain of interactive systems and applying a DSML-based...

Object Pragmatics and Language Development.

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Béguin, Marie

2016-12-01

The purpose of this contribution is to investigate the advent of language in the light of the appropriation of the cultural uses of the material objects related to material culture and the constitution of their public and shared meanings linked to their uses. First, we suggest that the Object Pragmatics paradigm offers a framework which allows us to take into account the uses of objects in daily life as a site of social conventions, communication and public and shared meanings. Second, we would like to underline the key role of the adult's mediations in the child's ability to evolve towards linguistic development. This contribution will discuss the notion of scenario involving primarily the object, as a possible semiotic tool to support the child's transition to language. We will finally illustrate that it is possible to take into consideration the mastery of conventional uses of the object in the child's ability to engage in a scenario and then to move towards communication and speech development. These issues will be addressed in the context of a research project which focuses on the observation of children interacting with an adult at 16, 20 and 24 months. These longitudinal data were collected by video in a semi-experimental triadic interaction design. The triadic interaction is considered as a relevant unit for the observation and analysis of the role of material culture in speech development, suggesting the existence of new mechanisms to be taken into account in addition to the interactive conditions largely mentioned in literature.

Do the early development of gestures and receptive and expressive language predict language skills at 5;0 in prematurely born very-low-birth-weight children?

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Stolt, S; Lind, A; Matomäki, J; Haataja, L; Lapinleimu, H; Lehtonen, L

2016-01-01

It is unclear what the predictive value of very early development of gestures and language is on later language ability in prematurely born very-low-birth-weight (VLBW; birth weight ≤1500g) children. The aim of the present study was to analyse the predictive value of early gestures and a receptive lexicon measured between the ages of 0;9 and 1;3, as well as the predictive value of receptive and expressive language ability at 2;0 for language skills at 5;0 in VLBW children. The subjects were 29 VLBW children and 28 full-term children whose language development has been followed intensively between the ages of 0;9 and 2;0 using the Finnish version of the MacArthur Developmental Inventory and the Reynell Developmental Language Scales (RDLS III). At 5;0, five selected verbal subtests of the Nepsy II test and the Boston Naming Test (BNT) were used to assess children's language skills. For the first time in VLBW children, the development of gestures measured between the ages of 0;9 and 1;3 was shown to correlate significantly and positively with language skills at 5;0. In addition, both receptive and expressive language ability measured at 2;0 correlated significantly and positively with later language skills in both groups. Moreover, according to the hierarchical regression analysis, the receptive language score of the RDLS III at 2;0 was a clear and significant predictor for language skills at 5;0 in both groups. The findings particularly underline the role of early receptive language as a significant predictor for later language ability in VLBW children. The results provide evidence for a continuity between early language development and later language skills. After reading this article, readers will understand the associations between the very early (≤2 years of age) development of gestures and language (i.e. early receptive lexicon, expressive lexicon at 2;0, receptive and expressive language ability at 2;0) and the language skills at 5;0 in prematurely born

Developing Formal Correctness Properties from Natural Language Requirements

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Nikora, Allen P.

2006-01-01

This viewgraph presentation reviews the rationale of the program to transform natural language specifications into formal notation.Specifically, automate generation of Linear Temporal Logic (LTL)correctness properties from natural language temporal specifications. There are several reasons for this approach (1) Model-based techniques becoming more widely accepted, (2) Analytical verification techniques (e.g., model checking, theorem proving) significantly more effective at detecting types of specification design errors (e.g., race conditions, deadlock) than manual inspection, (3) Many requirements still written in natural language, which results in a high learning curve for specification languages, associated tools and increased schedule and budget pressure on projects reduce training opportunities for engineers, and (4) Formulation of correctness properties for system models can be a difficult problem. This has relevance to NASA in that it would simplify development of formal correctness properties, lead to more widespread use of model-based specification, design techniques, assist in earlier identification of defects and reduce residual defect content for space mission software systems. The presentation also discusses: potential applications, accomplishments and/or technological transfer potential and the next steps.

Vocabulary Development at Home: A Multimedia Elaborated Picture Supporting Parent-Toddler Interaction

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Gremmen, M. C.; Molenaar, I.; Teepe, R. C.

2016-01-01

Some children enter elementary school with large vocabulary delays, which negatively influence their later school performance. A rich home language environment can support vocabulary development through frequent high-quality parent-toddler interaction. Elaborated picture home activities can support this rich home language environment. This study…

Delayed puberty in girls

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... sexual development - girls; Pubertal delay - girls; Constitutional delayed puberty ... In most cases of delayed puberty, growth changes just begin later than usual, sometimes called a late bloomer. Once puberty begins, it progresses normally. This pattern runs ...

Toddler Growth and Development

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... the AAP Schedule of Well-Child Care Visits . ​​ Toddler Growth & Development Physical Skills Walks alone Pulls toys behind when ... 18 to 23 Month Old Language Delays in Toddlers: Information for Parents ... Physical Appearance and Growth: Your 1 Year Old Physical Appearance and Growth: ...

Language and communication development in preschool children with visual impairment: A systematic review

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Renata Mosca

2015-10-01

Full Text Available Background: Language and communication difficulties of young children with visual impairment (VI are ascribed to intellectual disability, multiple disabilities and autism spectrum disorder (ASD rather than their sensory impairment. Consequently, the communication difficulties of children with VI may have been underestimated and undertreated. Objectives: This report aims to critically appraise recent peer reviewed literature relating to communication and language development in children with VI. Method: A systematic search of the literature (2003–2013 was completed using the PRISMA guidelines, and primary and secondary search phrases. Nine publications were reviewed in terms of the strength of recent evidence. Thematic analysis was used to describe the early language and communication characteristics of children with VI. Results: All the selected articles (n = 9 were from developed countries and participants from seven of the studies had congenital VI. Five of the studies received an evidence level rating of III while four articles were rated as IIb. Two main themes emerged from the studies: early intervention, and multiple disabilities and ASD. Language and communication development is affected by VI, especially in the early stages of development. Speech-language therapists should therefore be included in early intervention for children with VI. Conclusion: Recent evidence on the early language and communication difficulties of children with VI exists, but children in developing countries with acquired VI appear to not be investigated. The identified language and communication developmental characteristics may assist speech-language therapists to build a knowledge base for participation in early intervention for young children with VI and their families.

A systematic literature review of sex differences in childhood language and brain development.

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Etchell, Andrew; Adhikari, Aditi; Weinberg, Lauren S; Choo, Ai Leen; Garnett, Emily O; Chow, Ho Ming; Chang, Soo-Eun

2018-06-01

The extent of sex differences in childhood language development is unclear. We conducted a systematic literature review synthesizing results from studies examining sex differences in brain structure and function relevant to language development during childhood. We searched PubMed and Scopus databases, and this returned a total of 46 published studies meeting criteria for inclusion that directly examined sex differences in brain development relevant to language function in children. The results indicate that: (a) sex differences in brain structure or function do not necessarily lead to differences in language task performance; (b) evidence for sex differences in brain and language development are limited; (c) when present, sex differences often interact with a variety of factors such as age and task. Overall, the magnitude of sexual dimorphism of brain developmental trajectories associated with language is not as significant as previously thought. Sex differences were found, however, in studies employing tighter age ranges. This suggests that sex differences may be more prominent during certain developmental stages but are negligible in other stages, likely due to different rates of maturation between the sexes. More research is needed to improve our understanding of how sex differences may arise due to the influence of sex hormones and developmental stages, and how these differences may lead to differences in various language task performance. These studies are expected to provide normative information that may be used in studies examining neurodevelopmental disorders that frequently affect more males than females, and also often affect language development. Copyright © 2018 Elsevier Ltd. All rights reserved.

Language and communication development in preschool children with visual impairment: A systematic review.

Science.gov (United States)

Mosca, Renata; Kritzinger, Alta; van der Linde, Jeannie

2015-01-01

Language and communication difficulties of young children with visual impairment (VI) are ascribed to intellectual disability, multiple disabilities and autism spectrum disorder (ASD) rather than their sensory impairment. Consequently, the communication difficulties of children with VI may have been underestimated and undertreated. This report aims to critically appraise recent peer reviewed literature relating to communication and language development in children with VI. A systematic search of the literature (2003–2013) was completed using the PRISMA guidelines, and primary and secondary search phrases. Nine publications were reviewed in terms of the strength of recent evidence. Thematic analysis was used to describe the early language and communication characteristics of children with VI. All the selected articles (n = 9) were from developed countries and participants from seven of the studies had congenital VI. Five of the studies received an evidence level rating of III while four articles were rated as IIb. Two main themes emerged from the studies: early intervention, and multiple disabilities and ASD. Language and communication development is affected by VI, especially in the early stages of development. Speech-language therapists should therefore be included in early intervention for children with VI. Recent evidence on the early language and communication difficulties of children with VI exists, but children in developing countries with acquired VI appear to not be investigated. The identified language and communication developmental characteristics may assist speech-language therapists to build a knowledge base for participation in early intervention for young children with VI and their families.

Relational Language Facilitates the Development of Cognitive Flexibility

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Gomila, Antoni

2013-04-01

Full Text Available In several papers, Gentner has shown that relational language facilitates spatial analogical reasoning tasks. In this work we set this question in the context of the development of cognitive flexibility, understood not just as at the representation level, but also at the executive one. To this extent, we modify the design by Ratterman & Gentner (1988 by including order of presentation of the elements as a variable, to increase the executive demands of the task so that the elements to be mentally ordered, which also allows to exclude that the successful answer is based on perceptual appearance. Our results confirm the facilitatory effect of relational language on the development of cognitive flexibility. They also point that a disordered presentation also facilitates correct responses.

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

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Siu, Elaine; Man, David W K

2006-09-01

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.