Preschool language disorders and subsequent language and academic difficulties

1980 ◽  
Vol 13 (2) ◽  
pp. 159-170 ◽  
Author(s):  
Dorothy M. Aram ◽  
James E. Nation
Keyword(s):  
Language Disorders ◽  
Academic Difficulties ◽  
Preschool Language

Assessment and Intervention for Children With Limited English Proficiency and Language Disorders

1994 ◽  
Vol 3 (3) ◽  
pp. 77-88 ◽  
Author(s):  
Celeste Roseberry-McKibbin
Keyword(s):  
Public Schools ◽  
Limited English Proficiency ◽  
English Proficiency ◽  
Language Disorders ◽  
Speech Language Pathologists ◽  
Academic Difficulties ◽  
Language Differences ◽  
Language Impaired ◽  
Number Of Children ◽  
Assessment And Treatment

The number of children with limited English proficiency (LEP) in U.S. public schools is growing dramatically. Speech-language pathologists increasingly receive referrals from classroom teachers for children with limited English proficiency who are struggling in school. The speech-language pathologists are frequently asked to determine if the children have language disorders that may be causing or contributing to their academic difficulties. Most speech-language pathologists are monolingual English speakers who have had little or no coursework or training related to the needs of LEP children. This article discusses practical, clinically applicable ideas for assessment and treatment of LEP children who are language impaired, and gives suggestions for distinguishing language differences from language disorders in children with limited English proficiency.

scholarly journals Specialist provision for language disorder: Staff and service user views of a preschool language unit

2019 ◽  
Vol 35 (2) ◽  
pp. 93-111
Author(s):  
Hannah Harvey ◽  
Sarah Spencer
Keyword(s):  
Service User ◽  
Language Disorder ◽  
Language Disorders ◽  
Teaching Staff ◽  
Speech And Language ◽  
Language Therapy ◽  
Framework Analysis ◽  
Speech And Language Therapy ◽  
Preschool Language ◽  
Parent Questionnaires

Language units are specialist educational settings that provide integrated speech and language therapy and curriculum delivery for children with severe language disorders within mainstream schools. This study presents an account of a preschool language unit (PLU) from the perspectives of children with language disorders currently in attendance, their parents, and teaching staff. Six child-led, multi-modal interviews, six parent questionnaires, and interviews with three members of staff were analysed using Framework Analysis (Ritchie et al., 2003). Results showed that staff and parents perceive that attending the PLU positively impacts the children, but raised concerns that accessing PLUs can be difficult due to number restrictions. Children valued play and friendships within the PLU, while parents valued the PLU’s role in supporting communication and socialization. This study offers a unique account of how a PLU supports children with language disorders from the perspectives of children, parents and staff.

Language Disorders in the Preschool Years

1994 ◽  
Vol 3 (3) ◽  
pp. 24-26 ◽  
Author(s):  
Laurence B. Leonard
Keyword(s):  
Autobiographical Memory ◽  
Research Methods ◽  
Early Identification ◽  
Language Disorders ◽  
Language Intervention ◽  
First Year ◽  
Preschool Language ◽  
Language Problems ◽  
First Year Of Life

To sum up, developments in the area of preschool language disorders will center on both early identification and intervention. Current research methods that examine infants’ ability to process language might be refined to the point where they can serve as a means of identifying likely language problems in infants in the first year of life. Future language intervention activities might well benefit from research focusing on the prosodic contours of the young child’s language input, the relationships that hold among subunits of the grammar, and the role of autobiographical memory in children’s developing knowledge about themselves.

The Token and Reporter's Tests

1985 ◽  
Vol 16 (4) ◽  
pp. 244-255
Author(s):  
Penelope K. Hall ◽  
Linda S. Jordan
Keyword(s):  
Language Development ◽  
Language Disorders ◽  
Language Assessment ◽  
Assessment Instruments ◽  
Token Test ◽  
Normal Language

The performance of 123 language-disordered children on the DeRenzi and Faglioni form of the Token Test and the DeRenzi and Ferrari Reporter's Test were analyzed using two scoring conventions, and then compared with the performances of children with presumed normal language development. Correlations with other commonly used language assessment instruments are cited. Use of the Token and Reporter's Tests with children exhibiting language disorders is suggested.

A 200-Year History of the Study of Childhood Language Disorders of Unknown Origin: Changes in Terminology

2020 ◽  
Vol 5 (1) ◽  
pp. 6-11 ◽  
Author(s):  
Laurence B. Leonard
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Scientific Literature ◽  
Language Disorder ◽  
Language Disorders ◽  
Unknown Origin ◽  
Developmental Language Disorder ◽  
The Past ◽  
History Of ◽  
The Many

Purpose The current “specific language impairment” and “developmental language disorder” discussion might lead to important changes in how we refer to children with language disorders of unknown origin. The field has seen other changes in terminology. This article reviews many of these changes. Method A literature review of previous clinical labels was conducted, and possible reasons for the changes in labels were identified. Results References to children with significant yet unexplained deficits in language ability have been part of the scientific literature since, at least, the early 1800s. Terms have changed from those with a neurological emphasis to those that do not imply a cause for the language disorder. Diagnostic criteria have become more explicit but have become, at certain points, too narrow to represent the wider range of children with language disorders of unknown origin. Conclusions The field was not well served by the many changes in terminology that have transpired in the past. A new label at this point must be accompanied by strong efforts to recruit its adoption by clinical speech-language pathologists and the general public.

Patterns of Auditory Processing and Articulation Deficits in Academically Deficient Juvenile Delinquents

1983 ◽  
Vol 48 (1) ◽  
pp. 36-40 ◽  
Author(s):  
Peter W. Zinkus ◽  
Marvin I. Gottlieb
Keyword(s):  
Auditory Processing ◽  
Juvenile Delinquents ◽  
Language Disorders ◽  
Treatment Programs ◽  
Early School ◽  
Articulation Disorders ◽  
Processing Deficits ◽  
Academically Deficient ◽  
School Period ◽  
Speech And Language Disorders

Auditory processing deficits and articulation disorders were studied in a group of male juvenile delinquents. Significant auditory processing deficits were frequently observed and were significantly related to underachievement in reading, spelling, and arithmetic. In addition, articulation disorders were present in over 60% of the delinquent subjects. The results are interpreted to indicate that the evaluation of speech capabilities and auditory processing skills should be an integral part of treatment programs for delinquent populations. The importance of early intervention through identification and treatment of speech and language disorders in the early school period is supported.

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