Clinical Implications of the Natural History of Slow Expressive Language Development

1996 ◽  
Vol 5 (2) ◽  
pp. 5-21 ◽  
Author(s):  
Rhea Paul
Keyword(s):  
Natural History ◽  
Language Development ◽  
Expressive Language ◽  
Clinical Implications ◽  
History Of ◽  
Expressive Language Development

Reading and Metaphonological Outcomes in Late Talkers

1997 ◽  
Vol 40 (5) ◽  
pp. 1037-1047 ◽  
Author(s):  
Rhea Paul ◽  
Candace Murray ◽  
Kathleen Clancy ◽  
David Andrews
Keyword(s):  
Language Development ◽  
Cognitive Skills ◽  
Expressive Language ◽  
Language Impairments ◽  
Second Grade ◽  
Normal Range ◽  
Late Talkers ◽  
Specific Language Impairments ◽  
History Of ◽  
Expressive Language Development

Children with a history of slow expressive language development (SELD) were followed to second grade, at which point outcomes in terms of speech, language, cognitive skills, reading achievement, and metaphonological performance were evaluated. Although there were some statistically significant differences between groups, children with a history of SELD generally performed within the normal range on the measures collected. Relations among speech, reading, and metaphonology in the SELD cohort appeared to operate in a manner similar to that seen in groups with typical language development. The implications of these findings for understanding the nature of specific language impairments and for treating early circumscribed language delays are discussed.

Grammatical Morpheme Acquisition in 4-Year-Olds With Normal, Impaired, and Late-Developing Language

1993 ◽  
Vol 36 (6) ◽  
pp. 1271-1275 ◽  
Author(s):  
Rhea Paul ◽  
Sally Alforde
Keyword(s):  
Language Development ◽  
Early Stage ◽  
Expressive Language ◽  
Stage Iv ◽  
Sentence Length ◽  
Control Group ◽  
Grammatical Morphemes ◽  
History Of ◽  
Normal Language ◽  
Expressive Language Development

The production of the grammatical morphemes studied by Brown and his colleagues was examined in free speech samples from a cohort of 4-year-olds with a history of slow expressive language development (SELD) and a control group of normal speakers. Results suggest that children with SELD acquire morphemes in an order very similar to that shown in previous acquisition research. Children who were slow to begin talking at age 2 and who continued to evidence delayed expressive language development by age 4 showed mastery of the four earliest acquired grammatical morphemes, as would be expected, based on their MLUs, which fell at Early Stage IV. Four-year-olds with normal language histories produced all but one of the grammatical morphemes with more than 90% accuracy, as would be expected based on their late Stage V MLUs. Children who were slow to acquire expressive language as toddlers, but who "caught up" in terms of sentence length by age 4 did not differ in MLU from their peers with normal language histories. However, they had acquired fewer of the grammatical morphemes. The implications of these findings for understanding the phenomenon of slow expressive language development are discussed.

scholarly journals Sleep Disturbance and Expressive Language Development in Preschool-Age Children With Down Syndrome

2015 ◽  
Vol 86 (6) ◽  
pp. 1984-1998 ◽  
Author(s):  
Jamie O. Edgin ◽  
Ursula Tooley ◽  
Bianca Demara ◽  
Casandra Nyhuis ◽  
Payal Anand ◽  
...  
Keyword(s):  
Down Syndrome ◽  
Language Development ◽  
Sleep Disturbance ◽  
Expressive Language ◽  
Preschool Age ◽  
Children With Down Syndrome ◽  
Preschool Age Children ◽  
Expressive Language Development
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