scholarly journals Vocabulary development in Greek children: a cross-linguistic comparison using the Language Development Survey*

2011 ◽  
Vol 38 (4) ◽  
pp. 861-887 ◽  
Author(s):  
CHRISTINA F. PAPAELIOU ◽  
LESLIE A. RESCORLA
Keyword(s):  
Language Development ◽  
Word Learning ◽  
Vocabulary Development ◽  
Typically Developing ◽  
Normative Sample ◽  
Vocabulary Size ◽  
Word Use ◽  
Closed Class ◽  
Late Talkers ◽  
Us Children

ABSTRACTThis study investigated vocabulary size and vocabulary composition in Greek children aged 1 ; 6 to 2 ; 11 using a Greek adaptation of Rescorla's Language Development Survey (LDS; Rescorla, 1989). Participants were 273 toddlers coming from monolingual Greek-speaking families. Greek LDS data were compared with US LDS data obtained from the instrument's normative sample (Achenbach & Rescorla, 2000). Vocabulary size increased markedly with age, but Greek toddlers appeared to get off to a slower start in early word learning than US children. The correlation between percentage word use scores in Greek and US samples was moderate in size, indicating considerable overlap but some differences. Common nouns were the largest category among the fifty most frequent words in both samples. Numbers of adjectives and verbs were comparable across languages, but people and closed-class words were more numerous in the Greek sample. Finally, Greek late talkers showed similar patterns of vocabulary composition to those observed in typically developing Greek children.

Attention and word learning in toddlers who are late talkers

2015 ◽  
Vol 43 (5) ◽  
pp. 1020-1037 ◽  
Author(s):  
MICHELLE MACROY-HIGGINS ◽  
ELIZABETH A. MONTEMARANO
Keyword(s):  
Language Development ◽  
Word Learning ◽  
Learning Task ◽  
Attention Allocation ◽  
The Novel ◽  
Typically Developing ◽  
Auditory Comprehension ◽  
Late Talkers ◽  
Novel Words

AbstractThe purpose of this study was to examine attention allocation in toddlers who were late talkers and toddlers with typical language development while they were engaged in a word-learning task in order to determine if differences exist. Two-year-olds who were late talkers (11) and typically developing toddlers (11) were taught twelve novel pseudo-words for unfamiliar objects over ten training sessions. The toddlers' attention allocation during the word-learning sessions was measured as well as their comprehension of the newly learned words. Late talkers showed reduced attention allocation to objects during word-training sessions, and also comprehended fewer of the novel words than toddlers with typical language development. Attention allocation was found to be a stronger predictor of word learning as compared to cognition and auditory comprehension. Reduced attention allocation may contribute to the early lexical delay characteristic in late talkers.

Effects of grammatical category and morphology on fast mapping in typically developing and late talking toddlers

2019 ◽  
Vol 39 (3) ◽  
pp. 249-280 ◽  
Author(s):  
Irene Rujas ◽  
Marta Casla ◽  
Sonia Mariscal ◽  
Miguel Lázaro López-Villaseñor ◽  
Eva Murillo Sanz
Keyword(s):  
Extension Phase ◽  
Lexical Acquisition ◽  
Control Group ◽  
Typically Developing ◽  
Fast Mapping ◽  
Grammatical Category ◽  
Vocabulary Size ◽  
Spanish Speaking ◽  
Late Talkers ◽  
Mapping Task

The purpose of this study was to examine early fast mapping abilities in late talkers (LT) and typically developing (TD) Spanish-speaking children by considering the effect of different variables on fast mapping (age, vocabulary level, grammatical category and number morphology). Thirty-eight Spanish-speaking children were assessed at three times (21 to 24 months at the beginning of the study). A group of LT was matched in age with a TD control group. They completed a fast mapping task with a disambiguation phase and an extension phase. Results show that vocabulary level and age interact with grammatical category and number morphology. TD children’s performance was significantly higher than LT children’s, but these differences decreased with age. Results suggest that the incorporation of new labels does not work automatically; some children may need repeated exposures to word–referent pairings. Longitudinal results suggest the importance of looking at the dynamics of lexical acquisition in addition to vocabulary size.

The Influence of Phonotactic Probability on Nonword Repetition and Fast Mapping in 3-Year-Olds With a History of Expressive Language Delay

2015 ◽  
Vol 58 (6) ◽  
pp. 1773-1779 ◽  
Author(s):  
Michelle MacRoy-Higgins ◽  
Kevin Patrick Dalton
Keyword(s):  
Word Learning ◽  
Language Delay ◽  
Nonword Repetition ◽  
The Novel ◽  
Typically Developing ◽  
Fast Mapping ◽  
Phonotactic Probability ◽  
Lexical Representations ◽  
Late Talkers ◽  
History Of

Purpose The purpose of this study was to examine the influence of phonotactic probability on sublexical (phonological) and lexical representations in 3-year-olds who had a history of being late talkers in comparison with their peers with typical language development. Method Ten 3-year-olds who were late talkers and 10 age-matched typically developing controls completed nonword repetition and fast mapping tasks; stimuli for both experimental procedures differed in phonotactic probability. Results Both participant groups repeated nonwords containing high phonotactic probability sequences more accurately than nonwords containing low phonotactic probability sequences. Participants with typical language showed an early advantage for fast mapping high phonotactic probability words; children who were late talkers required more exposures to the novel words to show the same advantage for fast mapping high phonotactic probability words. Conclusions Children who were late talkers showed similar sensitivities to phonotactic probability in nonword repetition and word learning when compared with their peers with no history of language delay. However, word learning in children who were late talkers appeared to be slower when compared with their peers.

scholarly journals Developing a List of Expressive Vocabulary forFarsi-speakingChildrenAged24-48Months:Comparison Between Down Syndrome and Typically Developing Children

2021 ◽  
Author(s):  
Elham Masoumi ◽  
Zahra Malmir ◽  
Zahra Soleymani ◽  
Mina Mohammadi Nouri
Keyword(s):  
Down Syndrome ◽  
Language Development ◽  
Age Groups ◽  
Vital Role ◽  
Typically Developing ◽  
Expressive Vocabulary ◽  
Typically Developing Children ◽  
Vocabulary Size ◽  
Children With Down Syndrome ◽  
Significant Difference

Introduction: Expressive vocabulary plays a vital role in child language development, and its assessment can be one of the essential indicators to identify language developmental delay, especially in children with Down syndrome. We developed a list of expressive vocabulary and compared the size and class of expressive vocabularies between typically developing and Down syndrome children. Materials and Methods: Expressive vocabulary of 150 children was examined  in  this study. A total of 120 typically developing Farsi-speaking children (in four age Groups, with   a 6-month interval) and 30 children with Down syndrome (aged 24-48 months) participated in this study. The parents of the children filled out the form that included 636 words from different vocabulary classes. These classes were based on studies that investigated language development in Farsi-speaking children. Results: The expressive vocabulary size in Farsi-speaking children was significantly higher than in Down syndrome children (P≤0.001). There was no statistically significant difference between boys and girls regarding expressive vocabulary size in two Groups of children. The size of nouns in all age Groups is more than other classes, and the size of conjunctions in all age Groups is less than the other ones. A direct correlation was found between age and the size of expressive vocabulary. Conclusion: According to the study findings, the list of expressive vocabulary can detect delays in developing expressive vocabulary.

scholarly journals Vocabulary growth in late talkers: lexical development from 2;0 to 3;0

2000 ◽  
Vol 27 (2) ◽  
pp. 293-311 ◽  
Author(s):  
LESLIE RESCORLA ◽  
JENNIFER MIRAK ◽  
LEHER SINGH
Keyword(s):  
Language Development ◽  
Expressive Vocabulary ◽  
Vocabulary Size ◽  
Lexical Development ◽  
Late Talkers ◽  
Vocabulary Growth ◽  
Language Outcome ◽  
Group 2 ◽  
Vocabulary Spurt ◽  
Group 1

Vocabulary growth from 2;0 to 3;0 was studied in 28 late talkers using expressive vocabulary inventories reported bimonthly on the Language Development Survey (LDS). Group milestones were 18 words at 2;0, 89 words at 2;6, and 195 words at 3;0. A sub-group of 11 children (Group 1) showed a rapid vocabulary spurt between 2;2 and 2;8, reached the 150–180 word mark by 2;6, and attained the LDS ceiling of about 300 words by 2;10. In contrast, the 17 children in Group 2 still had a mean vocabulary of fewer than 30 words at 2;6, had less of a vocabulary spurt when they did start acquiring words, and attained the 150–180 vocabulary mark at 3;0. All 3;0 language outcome measures were significantly predicted by LDS vocabulary size from 2;2 to 2;4.

scholarly journals The syntactic and semantic features of two-year-olds’ verb vocabularies: a comparison of typically developing children and late talkers

2019 ◽  
Vol 46 (3) ◽  
pp. 409-432 ◽  
Author(s):  
Sabrina HORVATH ◽  
Leslie RESCORLA ◽  
Sudha ARUNACHALAM
Keyword(s):  
Language Development ◽  
Retrospective Analysis ◽  
Language Disorders ◽  
Mixed Effects ◽  
Group Classification ◽  
Semantic Features ◽  
Typically Developing ◽  
Expressive Vocabulary ◽  
Typically Developing Children ◽  
Late Talkers

AbstractChildren with language disorders have particular difficulty with verbs, but when this difficulty emerges is unknown. We examined syntactic (transitive, intransitive, ditransitive) and semantic (manner, result) features of two-year-olds’ verb vocabularies, contrasting late talkers and typically developing children to look for early differences in verb vocabulary. We conducted a retrospective analysis of parent-reported expressive vocabulary from the Language Development Survey (N = 564, N(LT) = 62) (Rescorla, 1989). Verbs were coded for the presence or absence of each syntactic and semantic feature. Binomial mixed-effects regressions revealed the effect of feature on children's knowledge and whether feature interacted with group classification. Our results revealed mostly similarities between late talkers and typically developing children. All children's vocabularies showed a bias against verbs that occur in ditransitive frames. One feature showed a difference between groups: late talkers showed a bias against manner verbs that typically developing children did not.

scholarly journals Baby sign but not spontaneous gesture predicts later vocabulary in children with Down Syndrome

2015 ◽  
Vol 43 (4) ◽  
pp. 948-963 ◽  
Author(s):  
ŞEYDA ÖZÇALIŞKAN ◽  
LAUREN B. ADAMSON ◽  
NEVENA DIMITROVA ◽  
JHONELLE BAILEY ◽  
LAUREN SCHMUCK
Keyword(s):  
Down Syndrome ◽  
Developmental Disorders ◽  
Vocabulary Development ◽  
Typically Developing ◽  
Vocabulary Size ◽  
Children With Down Syndrome ◽  
Baby Sign ◽  
Deictic Gesture ◽  
One Year ◽  
Gesture Production

AbstractEarly spontaneous gesture, specifically deictic gesture, predicts subsequent vocabulary development in typically developing (TD) children. Here, we ask whether deictic gesture plays a similar role in predicting later vocabulary size in children with Down Syndrome (DS), who have been shown to have difficulties in speech production, but strengths in spontaneous gesture and baby sign use. We compared the gestures and baby signs produced by twenty-three children with DS (Mage = 2;6) and twenty-three TD children (Mage = 1;6), in relation to their expressive spoken vocabulary size one year later. Children with DS showed significant deficits in gesture production, particularly for deictic gestures, but strengths in baby sign production, compared to their typically developing peers. More importantly, it was the baby signs produced by children with DS, but not deictic gestures, that predicted their spoken vocabulary size one year later. Our results further highlight the important role baby signs can play in language development in children with developmental disorders.

Issues around child templates

2019 ◽  
pp. 163-196
Author(s):  
Marilyn May Vihman
Keyword(s):  
Observational Study ◽  
Word Learning ◽  
Brazilian Portuguese ◽  
Longitudinal Analyses ◽  
Typically Developing ◽  
Typically Developing Children ◽  
British English ◽  
Late Talkers ◽  
Comprehension Skills ◽  
Lebanese Arabic

This chapter adds longitudinal analyses of children learning two languages not yet included here, Lebanese Arabic and Brazilian Portuguese. It then looks at two more children learning British English, a diary and an observational study, each of which permits closer examination of the emergence and facing of templates. The chapter then reviews a study of expressive late talkers, providing a procedure for quantifying template use and illustrating it with analyses of three British late talkers with good comprehension skills. The study was too small to draw firm conclusions, but it did show that for late talkers, unlike typically developing children, templates may prove more of a hindrance than a help in phonological and lexical advance. In concluding the chapter considers the function of child templates, noting ways in which they may be supporting of word learning for children whose strongest phonetic limitations fall within the first two years.

Age 13 Language and Reading Outcomes in Late-Talking Toddlers

2005 ◽  
Vol 48 (2) ◽  
pp. 459-472 ◽  
Author(s):  
Leslie Rescorla
Keyword(s):  
Reading Comprehension ◽  
Language Development ◽  
Verbal Memory ◽  
Receptive Language ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Reading Outcomes ◽  
Late Talkers ◽  
Nonverbal Ability ◽  
The Average Range

Language and reading outcomes at 13 years of age were examined in 28 children identified at 24 to 31 months as late talkers, all of whom came from middle- to upper-class socioeconomic status (SES) families and had normal nonverbal ability and age-adequate receptive language at intake. Late talkers were compared with a group of 25 typically developing children matched at intake on age, SES, and nonverbal ability. As a group, late talkers performed in the average range on all standardized language and reading tasks at age 13. However, they scored significantly lower than SES-matched peers on aggregate measures of vocabulary, grammar, and verbal memory, as well as on reading comprehension. They were similar to comparison peers in reading mechanics and writing aggregates. Intercorrelations between outcome measures were moderately high, suggesting considerable shared variance. Regression analyses indicated that age 2 Language Development Survey vocabulary score was a significant predictor of age 13 vocabulary, grammar, verbal memory, and reading comprehension. Findings suggest that slow language development at age 2–1/2 is associated with a weakness in language-related skills into adolescence relative to typically developing peers.

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