Expanding Language Norms for School-Age Children and Adolescents

1995 ◽  
Vol 26 (4) ◽  
pp. 342-352 ◽  
Author(s):  
Jan Norris
Keyword(s):  
Children And Adolescents ◽  
School Age Children ◽  
School Age ◽  
Social Environments ◽  
Older Children ◽  
Pragmatic Development ◽  
Language Norms ◽  
Pragmatic Performance

Despite decades of research, we currently have only limited norms of pragmatic development and use. These generally consist of skills that are aspects of pragmatic functioning, but in themselves do not capture the pragmatic difficulties exhibited by children in classroom, home, and social environments. A discussion of some of the problems associated with deriving pragmatic norms is presented, along with some of the current insights we have concerning the pragmatic abilities of older children and adolescents. These diverse findings are organized into a single coherent model for analyzing and comparing pragmatic performance across tasks. Implications for further research also are presented.

Language Norms in School-Age Children and Adolescents

1995 ◽  
Vol 26 (4) ◽  
pp. 307-308 ◽  
Author(s):  
Marilyn A. Nippold
Keyword(s):  
Public School ◽  
Language Development ◽  
Language Learning ◽  
Children And Adolescents ◽  
Special Interest ◽  
Division I ◽  
School Age Children ◽  
School Age ◽  
Speech Language Pathologists ◽  
Language Norms

The four articles in this clinical forum developed out of a series of two miniseminars presented at the 1992 and 1993 Annual Conventions of the American Speech-Language-Hearing Association (ASHA). The miniseminars, entitled "School-Age Children and Adolescents: Establishing Language Norms" (Parts I and II), were sponsored by Special Interest Division I, now known as "Language Learning and Education." The sessions were offered in response to requests from a number of public school speech-language pathologists for additional normative information on various aspects of later language development. The authors of the forum (and their topics) are Cheryl M. Scott and Sharon L. Stokes (syntax), Marilyn A. Nippold (word definition), Cynthia J. Johnson (narration), and Janet A. Norris (pragmatics).

Measures of Syntax in School-Age Children and Adolescents

1995 ◽  
Vol 26 (4) ◽  
pp. 309-319 ◽  
Author(s):  
Cheryl M. Scott ◽  
Sharon L. Stokes
Keyword(s):  
Preschool Children ◽  
Children And Adolescents ◽  
Sentence Length ◽  
School Age Children ◽  
School Age ◽  
Sources Of Information ◽  
Older Children ◽  
Language Tests ◽  
Yield Information ◽  
Structural Content

Syntactic measures developed for preschool children are insensitive to later-developing forms produced by older children. Information concerning syntax in school-age children and adolescents is available but has not yet emerged as a set of measures widely used by speech-language pathologists. This article identifies several sources of information about syntax from language samples (spoken and written) and from standardized language tests. Language samples yield information on sentence length, clause density, and use of higher level, discourse-motivated structures. Syntactic subtests from three standardized language tests for school-age children and adolescents are analyzed in order to determine structural content and processing format.

Time-Based Prospective Memory in Schoolchildren

2011 ◽  
Vol 219 (2) ◽  
pp. 92-99 ◽  
Author(s):  
Babett Voigt ◽  
Ingo Aberle ◽  
Judith Schönfeld ◽  
Matthias Kliegel
Keyword(s):  
Primary School ◽  
Prospective Memory ◽  
Age Differences ◽  
Memory Retrieval ◽  
Primary Schools ◽  
School Age Children ◽  
School Age ◽  
Older Children ◽  
Strategic Monitoring ◽  
Primary School Age

The present study examined age differences in time-based prospective memory (TBPM) in primary school age children and tested the role of self-initiated memory retrieval and strategic time monitoring (TM) as possible developmental mechanisms. Fifty-four children were recruited from local primary schools (27 younger children, mean age = 7.2 ± 0.55 years, and 27 older children, mean age = 9.61 ± 0.71 years). The task was a driving game scenario in which children had to drive a vehicle (ongoing task) and to remember to refuel before the vehicle runs out of gas (TBPM task, i.e., the fuel gauge served as child-appropriate time equivalent). Fuel gauge was either displayed permanently (low level of self-initiation) or could only be viewed on demand by hitting a button (high level of self-initiation). The results revealed age-dependent TBPM differences with better performance in older children. In contrast, level of self-initiated memory retrieval did not affect TBPM performance. However, strategies of TM influenced TBPM, as more frequent time checking was related to better performance. Patterns of time checking frequency differed according to children’s age and course of the game, suggesting difficulties in maintaining initial strategic TM in younger children. Taken together, the study revealed ongoing development of TBPM across primary school age. Observed age differences seemed to be associated with the ability to maintain strategic monitoring.

Prevalence of vitamin A deficiency and dietary inadequacy in Indian school-age children and adolescents

2021 ◽  
Author(s):  
Geereddy Bhanuprakash Reddy ◽  
Tattari Shalini ◽  
Santu Ghosh ◽  
Raghu Pullakhandam ◽  
Boiroju Naveen Kumar ◽  
...  
Keyword(s):  
Vitamin A ◽  
Children And Adolescents ◽  
Vitamin A Deficiency ◽  
School Age Children ◽  
School Age ◽  
Indian School

scholarly journals Role of Serum Mycoplasma pneumoniae IgA, IgM, and IgG in the Diagnosis of Mycoplasma pneumoniae-Related Pneumonia in School-Age Children and Adolescents

2016 ◽  
Vol 24 (1) ◽  
Author(s):  
Wei-Ju Lee ◽  
Eng-Yen Huang ◽  
Chih-Min Tsai ◽  
Kuang-Che Kuo ◽  
Yi-Chuan Huang ◽  
...  
Keyword(s):  
Children And Adolescents ◽  
Mycoplasma Pneumoniae ◽  
Immunoglobulin A ◽  
Fold Increase ◽  
Laboratory Diagnosis ◽  
Diagnostic Value ◽  
Immunoglobulin M ◽  
School Age Children ◽  
School Age ◽  
Content Type

ABSTRACT Mycoplasma pneumoniae is an important causative pathogen of community-acquired pneumonia in children. Rapid and reliable laboratory diagnosis of M. pneumoniae infection is important so that appropriate antibiotic treatment can be initiated to reduce the misuse of drugs and resistance rates. Anti-M. pneumoniae immunoglobulin M (IgM) is an indicator of recent primary infection but can persist for several months after initial infection. It has been suggested that anti-M. pneumoniae immunoglobulin A (IgA) can be a reliable indicator for recent M. pneumoniae infection in adults. We investigated the clinical diagnostic value of M. pneumoniae IgA in school-age children and adolescents with M. pneumoniae-related pneumonia. Eighty children with pneumonia and seropositive for M. pneumoniae IgM or with a 4-fold increase of anti-M. pneumoniae immunoglobulin G (IgG) were enrolled from May 2015 to March 2016. The titers of M. pneumoniae IgA, IgM, and IgG, the clinical features, and laboratory examinations of blood, C-reactive protein, and liver enzymes were analyzed. The initial positivity rates for M. pneumoniae IgM and IgA upon admission to the hospital were 63.6 and 33.8%, respectively. One week after admission, the cumulative positivity rates for M. pneumoniae IgM and IgA increased to 97.5 and 56.3%, respectively. Detection of M. pneumoniae IgM was more sensitive than detection of M. pneumoniae IgA for the diagnosis of M. pneumoniae-related pneumonia in school-age children and adolescents; however, paired sera are necessary for a more accurate diagnosis.

Effects of Eye Color on the Accuracy of Ball Throwing of Elementary School Children

1989 ◽  
Vol 68 (1) ◽  
pp. 163-166 ◽  
Author(s):  
John Beer ◽  
Paula Fleming
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
School Age Children ◽  
School Age ◽  
Older Children ◽  
Eye Color ◽  
Elementary School Age

Light-eyed individuals generally perform better at self-paced activities while dark-eyed individuals perform better at reactive activities. In throwing a ball at a target there were no differences between light- and dark-eyed elementary school-age children. Boys hit the target more times than did girls, and older children in upper grades hit the target more often than did younger children in lower grades.

Effect of Educational Program on Level of Self -Esteem of School Age Children and Adolescents Exposed to Bullying

2022 ◽  
Vol 2 (2) ◽  
pp. 98-106
Author(s):  
marwa zewiel ◽  
Zeinab El Sayed Hafez El Sayed ◽  
Mai Hassan Hassan El-Sharkawy ◽  
Amina Ahmed Wahba El salamony
Keyword(s):  
Children And Adolescents ◽  
Educational Program ◽  
Self Esteem ◽  
School Age Children ◽  
School Age
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