Relation of teachers' linguistic responsiveness to children's language and literacy outcomes

AbstractFunctional brain networks undergo extensive development within the first few years of life. Previous studies have linked infant functional connectivity to cognitive abilities in toddlerhood. However, little is known regarding the long-term relevance of functional connections established in infancy for the protracted development of higher-order abilities of language and literacy. Employing a five-year longitudinal imaging project starting in infancy, this study utilizes resting-state functional MRI to demonstrate prospective associations between infant functional connectivity fingerprints and subsequent language and foundational literacy skills at a mean age of 6.5. These longitudinal associations are preserved when key environmental influences are controlled for and are independent of emergent language abilities in infancy, suggesting early development of functional network characteristics in supporting the acquisition of high-order language and pre-literacy skills. Altogether, the current results highlight the importance of functional organization established in infancy as a neural scaffold underlying the learning process of complex cognitive functions.

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The effects of bilingual education on the English language and literacy outcomes of Chinese-speaking children

Cross-linguistic Transfer in Reading in Multilingual Contexts - Benjamins Current Topics ◽

10.1075/bct.89.06hip ◽

2016 ◽

pp. 121-144

Author(s):

Kathleen Hipfner-Boucher ◽

Katie Lam ◽

Xi Chen

Keyword(s):

Bilingual Education ◽

English Language ◽

Language And Literacy ◽

Literacy Outcomes

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Assistive Hearing Technology for Deaf and Hard-of-Hearing Spoken Language Learners

Education Sciences ◽

10.3390/educsci9020153 ◽

2019 ◽

Vol 9 (2) ◽

pp. 153 ◽

Cited By ~ 2

Author(s):

Frush Holt

Keyword(s):

Cochlear Implants ◽

Hearing Aids ◽

Hard Of Hearing ◽

Spoken Language ◽

School Age Children ◽

Future Research ◽

Language And Literacy ◽

Language Outcomes ◽

Related Factors ◽

Literacy Outcomes

Radical advancements in hearing technology in the last 30 years have offered some deaf and hard-of-hearing (DHH) children the adequate auditory access necessary to acquire spoken language with high-quality early intervention. However, meaningful achievement gaps in reading and spoken language persist despite the engineering marvel of modern hearing aids and cochlear implants. Moreover, there is enormous unexplained variability in spoken language and literacy outcomes. Aspects of signal processing in both hearing aids and cochlear implants are discussed as they relate to spoken language outcomes in preschool and school-age children. In suggesting areas for future research, a case is made for not only expanding the search for mechanisms of influence on outcomes outside of traditional device- and child-related factors, but also for framing the search within Biopsychosocial systems theories. This theoretical approach incorporates systems of risk factors across many levels, as well as the bidirectional and complex ways in which factors influence each other. The combination of sophisticated hearing technology and a fuller understanding of the complex environmental and biological factors that shape development will help maximize spoken language outcomes in DHH children and contribute to laying the groundwork for successful literacy and academic development.

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Exploring the Language and Literacy Outcomes of Pediatric Cochlear Implant Users

Ear and Hearing ◽

10.1097/01.aud.0000069231.72244.94 ◽

2003 ◽

Vol 24 (3) ◽

pp. 236-247 ◽

Cited By ~ 105

Author(s):

Linda J. Spencer ◽

Brittan A. Barker ◽

J. Bruce Tomblin

Keyword(s):

Cochlear Implant ◽

Language And Literacy ◽

Literacy Outcomes

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How can speech-language therapists and audiologists enhance language and literacy outcomes in South Africa? (And why we urgently need to)

South African Journal of Communication Disorders ◽

10.4102/sajcd.v58i2.27 ◽

2011 ◽

Vol 58 (2) ◽

Cited By ~ 6

Author(s):

Harsha Kathard ◽

Lebogang Ramma ◽

Michelle Pascoe ◽

Heila Jordaan ◽

Sharon Moonsamy ◽

...

Keyword(s):

South Africa ◽

Basic Education ◽

Language And Literacy ◽

Speech Language Pathology ◽

Implementation Challenges ◽

Literacy Outcomes ◽

Literacy Crisis ◽

Systemic Factors ◽

Language Pathology ◽

Socially Responsive

Basic education in South Africa faces a crisis as learners fail to achieve the necessary outcomes in the related areas of language and literacy. The aims of this paper are twofold. Firstly, we aim to describe and discuss the education crisis by outlining the educational landscape, relevant policy imperatives and implementation challenges in post-apartheid education. The systemic factors contributing to the literacy crisis are emphasised. Secondly, we argue that speech language therapists and audiologists (SLTAs) have a role to play in supporting basic education in South Africa through developing language and literacy. It is suggested that the professions of speech-language pathology and audiology must be socially responsive and population-focused in order to make meaningful contributions to development in South Africa. The potential roles of SLTAs are discussed with suggestions for further actions required by the professions to enable a contextually relevant practice in a resource-constrained environment.

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The Interplay Between Pragmatics and Reading Comprehension in Children Who Are Deaf or Hard of Hearing

The Oxford Handbook of Deaf Studies in Literacy ◽

10.1093/oxfordhb/9780197508268.013.12 ◽

2020 ◽

pp. 155-170

Author(s):

Louise Paatsch ◽

Dianne Toe

Keyword(s):

Reading Comprehension ◽

Hard Of Hearing ◽

Social Contexts ◽

Metacognitive Skills ◽

Language And Literacy ◽

Social And Emotional ◽

Literacy Outcomes ◽

Emotional Outcomes ◽

Pragmatic Skills ◽

Children's Literacy

Strong language skills are linked to children’s literacy and social and emotional outcomes, and they are critical for educational success throughout life. However, many children who are deaf and hard of hearing (DHH) experience challenges with developing language and literacy outcomes that are commensurate with their peers with typical hearing. In particular, some children who are DHH have difficulties in understanding and using language in social contexts, specifically in regard to the more subtle and complex pragmatic skills such as contingency, inferencing, topic maintenance, and repair. This chapter suggests that such challenges evident in natural conversations may impact children’s reading comprehension. It further explores the interplay between pragmatic skills, Theory of Mind, and the complex inferential and metacognitive skills required for reading comprehension in children and young people who are DHH. Finally, the chapter addresses the implications of these links and suggests future directions for research.

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Shared Storybook Reading – An Authentic Context for Developing Literacy, Language, and Communication Skills

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac23.4.182 ◽

2014 ◽

Vol 23 (4) ◽

pp. 182-191 ◽

Cited By ~ 1

Author(s):

Sally Clendon ◽

Karen Erickson ◽

Retha J. van Rensburg ◽

Jessamy Amm

Keyword(s):

Communication Skills ◽

Augmentative And Alternative Communication ◽

Storybook Reading ◽

Language And Literacy ◽

Alternative Communication ◽

Literacy Outcomes ◽

Shared Storybook Reading ◽

Language And Communication ◽

Communication Needs ◽

Authentic Context

Shared storybook reading provides an authentic context for facilitating the literacy, language, and communication skills of children with complex communication needs who use augmentative and alternative communication (AAC). This paper discusses the research surrounding the effectiveness of shared storybook reading and provides suggestions on how to maximize the language and literacy outcomes for children who use AAC. The paper highlights how simple AAC technologies, aided language displays, and picture communication symbols can be used to support communication during shared storybook reading for beginning communicators. In addition, it outlines how systematic strategies can be implemented to extend the communication skills of children with access to comprehensive AAC systems. Finally, the paper discusses the need to select books for shared storybook reading that are appealing, engaging, and age-appropriate, and the importance of providing frequent opportunities for repeated readings.

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