Significance of oral language delays and writing for early detection of developmental disorders

2017 ◽  
Vol 41 (S1) ◽  
pp. S435-S435
Author(s):  
F.J. De Santiago Herrero ◽  
D.M. García-Mateos ◽  
I. Arconada Díez ◽  
C. Torres Delgado ◽  
A.M. Trigo Bensusan
Keyword(s):  
Reading Comprehension ◽  
Early Detection ◽  
Intellectual Disabilities ◽  
Reading Fluency ◽  
Oral Language ◽  
Developmental Disorders ◽  
Written Language ◽  
Medical Centers ◽  
Language Difficulties ◽  
Competing Interest

IntroductionThe study of the oral and written language delayed at the school makes possible the early detection of scholar, behavioral and psychiatric disorders. These difficulties could affect to the personal and professional development.ObjectivesTo confirm the relationship between language oral and written delayed for the early detection of developmental disorders.MethodA sample of 350 subjects among 5 and 23 years of age is analyzed with oral and/or written language difficulties. It is studied diagnosis, gender, age, reason for treatment, grade and submitter.ResultsThe specific learning disabilities (SLD) request a 62.3% of the treatment among 7–10 years. The percentages of SLD are: reading comprehension difficulties (17.4%), dysorthography (13.4%), reading fluency and reading comprehension difficulties (12.9%), reading fluency (11.7%) and, dysorthography and reading fluency (6.9%). There exist percentage differences between repeaters (39.4%) and no repeaters (22.9%) students with DALE. The oral/written language provides the early detection of Intellectual disabilities (8.6% of the simple). The relation between the reason for treatment and diagnosis do not coincide: the consults was 3.7% for oral language delay, 2.6% for reading comprehension difficulties, 1.4% for dysorthography and 0.9% for reading fluency. The school demand more treatment (50.9%), next to medical centers (22.3%) and family initiative (15.7%).ConclusionsThe oral/written language delayed – especially the reading comprehension difficulties – are a good early detection for the developmental disorders (intellectual disabilities minor, SLD and TDAH at the primary stage). There is more percentage of boys than girls (2:1) with language delayed, except at Intellectual disabilities, because there is an identical percentage (4.3%).Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals The interface between spoken and written language: developmental disorders

2014 ◽  
Vol 369 (1634) ◽  
pp. 20120395 ◽  
Author(s):  
Charles Hulme ◽  
Margaret J. Snowling
Keyword(s):  
Reading Comprehension ◽  
Oral Language ◽  
Developmental Disorders ◽  
Current Knowledge ◽  
Language Skills ◽  
Vocabulary Knowledge ◽  
Phoneme Awareness ◽  
Rapid Automatized Naming ◽  
Decoding Skills ◽  
Learning To Read

We review current knowledge about reading development and the origins of difficulties in learning to read. We distinguish between the processes involved in learning to decode print, and the processes involved in reading for meaning (reading comprehension). At a cognitive level, difficulties in learning to read appear to be predominantly caused by deficits in underlying oral language skills. The development of decoding skills appears to depend critically upon phonological language skills, and variations in phoneme awareness, letter–sound knowledge and rapid automatized naming each appear to be causally related to problems in learning to read. Reading comprehension difficulties in contrast appear to be critically dependent on a range of oral language comprehension skills (including vocabulary knowledge and grammatical, morphological and pragmatic skills).

scholarly journals The genetic architecture of oral language, reading fluency, and reading comprehension: A twin study from 7 to 16 years.

2017 ◽  
Vol 53 (6) ◽  
pp. 1115-1129 ◽  
Author(s):  
Maria G. Tosto ◽  
Marianna E. Hayiou-Thomas ◽  
Nicole Harlaar ◽  
Elizabeth Prom-Wormley ◽  
Philip S. Dale ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Oral Language ◽  
Twin Study ◽  
Genetic Architecture

Role of Intelligence Tests in Speech/Language Referrals

1996 ◽  
Vol 83 (1) ◽  
pp. 195-204 ◽  
Author(s):  
Richard Sparks ◽  
Leonore Ganschow ◽  
Alex Thomas
Keyword(s):  
Reading Comprehension ◽  
Oral Language ◽  
Reading Skills ◽  
Total Sample ◽  
Receptive Language ◽  
Written Language ◽  
Receptive Vocabulary ◽  
Verbal Iq ◽  
Basic Reading Skills

This study examined the relation of the WISC–R Verbal IQ with measures of oral and written language among 190 students referred to a private educational clinic over a 5-yr. period. Correlations of Verbal IQ with scores on measures of oral language, written language, receptive language, reading comprehension, and basic reading skills were calculated for the total sample and by Grades 1–3, 4–7, and 8–11. Standard regression coefficients were used to estimate the proportion of variance explained by these five measures. Significant correlations were found for Verbal IQ with the measures, ranging from .36 (Basic Reading Skills) to .69 (Receptive Vocabulary). Multiple regression indicated that 59% of the variance was explained by the five measures and that three—Oral Language, Receptive Vocabulary, and Reading Comprehension—contributed significantly to Verbal IQ. Correlations across grades showed inconsistent differences by grade for Verbal IQ with language variables. Implications for speech-language referral practices are discussed.

Challenging Behaviour in People with Intellectual Disabilities: The Assessment and Intervention Team

2016 ◽  
Vol 33 (S1) ◽  
pp. S475-S475
Author(s):  
K. Courtenay ◽  
S. Jaydeokar
Keyword(s):  
Intellectual Disabilities ◽  
Developmental Disorders ◽  
Models Of Care ◽  
Community Services ◽  
Challenging Behaviour ◽  
Community Based ◽  
People With Intellectual Disabilities ◽  
Competing Interest ◽  
Intervention Team ◽  
Age Range

ObjectivesPeople with intellectual disabilities (ID) present with behaviours that challenge community services. Community models of care as alternatives to hospital care exist but are often vary in their function. Certain strategies have been developed to manage challenging behaviour in people with ID. Data from a three-year period on a community-based service for people with ID and challenging behaviour that uses an objective, multi-disciplinary approach is presented.MethodsA case note survey of adults with ID under the care of the Assessment and Intervention Team (AIT), a challenging behaviour service in the London Borough of Haringey.ResultsOver the three-year period, 65 adults were managed by AIT. Forty-four were male and 21 were female. The age range was 21–64 years of age. The level of ID was mild ID 61%, moderate 39%. Diagnoses included psychotic disorder (25%); mood disorder (20%); developmental disorder (40%); dementia (10%); challenging behaviour (45%). Six people (11%) were admitted to hospital during their time with AIT. The length of care under AIT ranged from four to fourteen months.ConclusionsAIT managed effectively people with ID living in the community who presented with complex problems putting their placement at risk. The rate of hospital admission was reduced in this period compared with the previous three years. The length of stay in in-patient services was reduced. The most common reasons for the behaviours included mental illness and ‘challenging behaviour’. People with developmental disorders were a large proportion. Community alternatives are effective with positive benefits to the person.Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals RETRASO LINGÜÍSTICO, ASIMILACIÓN DEL TEXTO Y PROBLEMAS DE APRENDIZAJE

2016 ◽  
Vol 3 (1) ◽  
pp. 261
Author(s):  
Mª Montfragüe García-Mateos ◽  
Francisco Javier De Santiago Herrero ◽  
Rafael Antonio Salas Muriel
Keyword(s):  
Reading Comprehension ◽  
Learning Disability ◽  
Cognitive Processes ◽  
Reading Fluency ◽  
Cognitive Strategies ◽  
Written Language ◽  
Syntactic Structures ◽  
Written Text ◽  
Educación Primaria ◽  
The Impact

Abstract:LANGUAGE DELAY, ASSIMILATION OF THE TEXT AND LEARNING DISABILITIESResearch on the Learning Disability of the Written Language and its relationship with Language Delays have been mainly focused on the impact generated in Reading Fluency and Writing. The current investigations emphasize the need to study in depth the most specific relation that there take the different linguistic components delayed as regards the reading comprehension as its possible implication in the Difficulties of Learning. We present a study of 120 children - divided in two groups of ages understood between 6 to 10 years and 11 to 15 years - with semantic and/or syntactic linguistic difficulties of verifying how the different nature of the linguistic debts influences both the comprehensive reading of the written text, and the possible cognitive strategies used for its assimilation and later learning. The results show the significant relation between the Debts of the Language and the Difficulties in the Reading Comprehension between 6 and 10 years and that, also, the different cognitive processes used in the comprehensive reading depends on the nature of the backward linguistic component. Equally, we observe that the difficulties in the written expression are related to the proper nature and type of the expressive linguistic delay. We consider opportune to study in depth the knowledge of the different syntactic structures, as well as of the level of acquisition of the vocabulary, and its implication in the Difficulties of Learning presented during the stage of Primary education, to prevent, as far as possible, the defeat and school abandonment produced during the stage of Secondary.Keywords: Learning Disability, Reading comprehension, Primary Language delayResumen:Las investigaciones acerca de las Dificultades de Aprendizaje del Lenguaje Escrito y su relación con los Retrasos del lenguaje han estado centradas principalmente en las repercusiones que se generan en la fluidez lectora y en la escritura. Las investigaciones actuales destacan la necesidad de profundizar en la relación más específica que tienen los diferentes componentes lingüísticos retrasados en relación a la comprensión lectora por su posible implicación en las Dificultades de Aprendizaje. Presentamos un estudio de 120 niños -divididos en dos grupos de edades comprendidas entre 6 a 10 años y de 11 a15 años-, con dificultades lingüísticas semánticas y/o sintácticas para comprobar cómo la diferente naturaleza de los retrasos lingüísticos influye tanto en la lectura comprensiva del texto escrito, como en las posibles estrategias cognitivas utilizadas para su asimilación y posterior aprendizaje. Los resultados muestran la relación significativa entre los Retrasos del Lenguaje y las Dificultades en la Comprensión Lectora entre los 6 y 10 años y que, además, los diferentes procesos cognitivos utilizados en la lectura comprensiva depende de la naturaleza del componente lingüístico retrasado. Igualmente, observamos que las dificultades en la expresión escrita están relacionadas con la propia naturaleza y tipo del retraso lingüístico expresivo. Estimamos oportuno profundizar en el conocimiento de las diferentes estructuras sintácticas, así como del nivel de adquisición del vocabulario, y su implicación en las Dificultades de Aprendizaje presentadas durante la etapa de Educación Primaria, para prevenir, en lo posible, el fracaso y abandono escolar producido durante la etapa de Secundaria.Palabras clave: Dificultades de aprendizaje, Lectura comprensiva, Retraso lenguaje primario

scholarly journals Children’s Language Skills Can Be Improved: Lessons From Psychological Science for Educational Policy

2020 ◽  
Vol 29 (4) ◽  
pp. 372-377 ◽  
Author(s):  
Charles Hulme ◽  
Margaret J. Snowling ◽  
Gillian West ◽  
Arne Lervåg ◽  
Monica Melby-Lervåg
Keyword(s):  
Reading Comprehension ◽  
Educational Policy ◽  
Oral Language ◽  
Long Term Effects ◽  
Policy And Practice ◽  
Educational Failure ◽  
Psychological Science ◽  
Language Interventions ◽  
Language Difficulties

Oral language is crucial for social interaction and for learning in the classroom; it also provides the foundation for reading comprehension. It follows that children with language difficulties are at high risk of educational failure. Recently, a number of studies have demonstrated that it is possible to produce small but significant improvements in children’s oral language through targeted language interventions ( d = 0.16) and, furthermore, that studies with high-quality implementation show larger effects ( d = 0.24). There is also evidence that effects of language intervention can generalize to produce improvements in reading comprehension. Although further research examining the long-term effects of language interventions are needed, current findings have important implications for educational policy and practice.

scholarly journals When words fail us: insights into language processing from developmental and acquired disorders

2014 ◽  
Vol 369 (1634) ◽  
pp. 20120403 ◽  
Author(s):  
Dorothy V. M. Bishop ◽  
Kate Nation ◽  
Karalyn Patterson
Keyword(s):  
Language Processing ◽  
Developmental Disorders ◽  
Language Change ◽  
Spoken Language ◽  
Written Language ◽  
Cognitive Domains ◽  
Language Difficulties ◽  
Interaction Of Components ◽  
Learning And Change ◽  
Selective Impairment

Acquired disorders of language represent loss of previously acquired skills, usually with relatively specific impairments. In children with developmental disorders of language, we may also see selective impairment in some skills; but in this case, the acquisition of language or literacy is affected from the outset. Because systems for processing spoken and written language change as they develop, we should beware of drawing too close a parallel between developmental and acquired disorders. Nevertheless, comparisons between the two may yield new insights. A key feature of connectionist models simulating acquired disorders is the interaction of components of language processing with each other and with other cognitive domains. This kind of model might help make sense of patterns of comorbidity in developmental disorders. Meanwhile, the study of developmental disorders emphasizes learning and change in underlying representations, allowing us to study how heterogeneity in cognitive profile may relate not just to neurobiology but also to experience. Children with persistent language difficulties pose challenges both to our efforts at intervention and to theories of learning of written and spoken language. Future attention to learning in individuals with developmental and acquired disorders could be of both theoretical and applied value.

scholarly journals Reading Comprehension Predictors in European Portuguese Adults

2021 ◽  
Vol 12 ◽  
Author(s):  
Fábio Gonçalves ◽  
Alexandra Reis ◽  
Filomena Inácio ◽  
Inês Salomé Morais ◽  
Luís Faísca
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Language Comprehension ◽  
Oral Language ◽  
Word Reading ◽  
Morphological Awareness ◽  
Preliminary Evidence ◽  
Rapid Automatized Naming ◽  
School Aged Children ◽  
Mediation Hypothesis

Research on the predictors of reading comprehension has been largely focused on school-aged children and mainly in opaque orthographies, hindering the generalization of the results to adult populations and more transparent orthographies. In the present study, we aim to test two versions of the Simple View of Reading (SVR): the original model and an extended version, including reading fluency and vocabulary. Additional mediation models were analyzed to verify if other reading comprehension predictors (rapid automatized naming, phonological decoding, phonological awareness, morphological awareness, and working memory) have direct effects or if they are mediated through word reading and reading fluency. A sample of 67 typical adult Portuguese readers participated in this study. The SVR model accounted for 27% of the variance in reading comprehension, with oral language comprehension displaying a larger contribution than word reading. In the extended SVR model, reading fluency and vocabulary provided an additional and significant contribution of 7% to the explained variance. Moreover, vocabulary influenced reading comprehension directly and indirectly, via oral language comprehension. In the final mediation model, the total mediation hypothesis was rejected, and only morphological awareness showed a direct effect on reading comprehension. These results provide preliminary evidence that the SVR (with the possible addition of vocabulary) might be a reliable model to explain reading comprehension in adult typical readers in a semitransparent orthography. Furthermore, oral language comprehension and vocabulary were the best predictors in the study, suggesting that remediation programs addressing reading comprehension in adults should promote these abilities.

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