Language disorders in preschool children: Predictors of outcome — A preliminary report —

1980 ◽  
Vol 2 (1) ◽  
pp. 73-80 ◽  
Author(s):  
Doris A Allen ◽  
Isabelle Rapin
Keyword(s):  
Preschool Children ◽  
Preliminary Report ◽  
Language Disorders ◽  
Predictors Of Outcome

Cues for Screening Language Disorders in Preschool Children

PEDIATRICS ◽  
1975 ◽  
Vol 55 (5) ◽  
pp. 717-722
Author(s):  
Arthur H. Schwartz ◽  
Michael W. Murphy
Keyword(s):  
Preschool Children ◽  
Early Detection ◽  
Developmental Disability ◽  
Language Disability ◽  
Language Disorders ◽  
Negative Consequences ◽  
Speech And Language ◽  
Vocabulary Comprehension ◽  
Word Forms ◽  
Development Of Language

This article has described procedures and criteria a pediatrician may employ during office evaluation to identify children suspected of having a developmental language disability. Disruptions in vocabulary comprehension, vocabulary production, sentence organization, use of word forms, and articulation patterns are important cues signaling the need for referral for a speech and language evaluation. The 1970 NINDS1 estimate that no less than one out of every 170 children has a developmental disability affecting the development of language suggests that one or more such children with such a disability enter the pediatrician's office each week. Many of the negative consequences of this problem may be prevented or greatly reduced by early detection and appropriate referral based upon the information described in this article.

scholarly journals Parents’ and speech and language pathologists’ attitudes toward preschool children with speech and language disorders

Logopedija ◽  
2018 ◽  
Vol 8 (1) ◽  
pp. 13-20
Author(s):  
Adinda Dulčić ◽  
Katarina Pavičić Dokoza ◽  
Koraljka Bakota ◽  
Iva Tadić
Keyword(s):  
Preschool Children ◽  
Language Development ◽  
Language Disorders ◽  
Daily Basis ◽  
Speech And Language ◽  
Speech And Language Pathologists ◽  
Speech And Language Disorders

The objective of this study was to analyze speech and language pathologists’ (SLPs) and parents’ attitudes toward the behavior of children with speech and language disorders. The research was conducted in the SUVAG Polyclinic kindergarten. Examinees were parents and speech and language pathologists who on daily basis encourage language development of twenty-two children with speech and language disorders. The study examined to what extent SLPs and parents agree in the assessment of child’s attention, impulsiveness and activity. A questionnaire developed solely for the purpose of this research was administered. It gathered information regarding child’s attention, impulsiveness and activity. Results have shown that parents and speech and language pathologists differed in their attitudes toward the behavior of children with speech and language disorders.

At risk for language disorders? Correlates and course of language disorders in preschool children born at risk

2007 ◽  
Vol 87 (12) ◽  
pp. 1288-1294 ◽  
Author(s):  
D Weindrich ◽  
Ch Jennen-Steinmetz ◽  
M Laucht ◽  
G Esser ◽  
M‘H Schmidt
Keyword(s):  
At Risk ◽  
Preschool Children ◽  
Language Disorders

A Simplified Master's Two-Step Test for Preschool Children: A Preliminary Report

1987 ◽  
Vol 29 (6) ◽  
pp. 837-845 ◽  
Author(s):  
Masao Yoshinaga ◽  
Shozo Oku ◽  
Shoho Chin ◽  
Yuji Mizumoto ◽  
Kiyoko Iwayama ◽  
...  
Keyword(s):  
Preschool Children ◽  
Preliminary Report ◽  
Step Test

scholarly journals A Study of Classroom-Based Phonological Awareness Training for Preschoolers With Speech and/or Language Disorders

1998 ◽  
Vol 7 (3) ◽  
pp. 65-76 ◽  
Author(s):  
Anne van Kleeck ◽  
Ronald B. Gillam ◽  
Teresa U. McFadden
Keyword(s):  
Preschool Children ◽  
Phonological Awareness ◽  
Private School ◽  
Language Disorders ◽  
Phoneme Awareness ◽  
Older Children ◽  
Awareness Training ◽  
First Semester ◽  
Group Lessons ◽  
Phonological Awareness Training

Sixteen preschool children with speech and/or language disorders received phonological awareness training for a period of 9 months. Eight children attended a preschool classroom, and 8 children attended a pre-kindergarten classroom. The classrooms were located in a private school for children with speech and language disorders. A group of older children with speech and/or language disorders served as a nontreatment comparison group. Children in the treatment groups received 15 minutes of small-group lessons twice each week for two semesters. Classroom-based treatment focused on rhyming the first semester and on phoneme awareness the second semester. Rhyming and phoneme awareness activities were adapted from the literature on the development of phonological awareness in typically-achieving children. Results revealed that preschool children with speech and/or language disorders made significant improvement in rhyming and phoneme awareness. Comparisons with the non-treatment group indicated that gains in phoneme awareness were likely a result of the treatment rather than maturation or other aspects of the curriculum. We recommend the inclusion of some form of phonological awareness training, particularly phoneme awareness training, in intervention programs for preschoolers.

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