Spoken Language and Written Expression—Interplay of Delays

1998 ◽  
Vol 7 (3) ◽  
pp. 77-84 ◽  
Author(s):  
Barbara A. Lewis ◽  
Becky O’Donnell ◽  
Lisa A. Freebairn ◽  
H. Gerry Taylor
Keyword(s):  
Language Disorders ◽  
Spoken Language ◽  
Written Expression ◽  
School Age ◽  
Language Abilities ◽  
History Of

Children with histories of early phonology disorders were assessed at school age for both spoken language and written expression skills. Results showed that children with a history of a phonology disorder performed more poorly on writing tasks than siblings developing normally. Children with histories of phonology disorders + additional language disorders performed more poorly on writing tasks than children with histories of phonology disorders alone. Spoken language abilities, as measured by the CELF-R, best predicted written expression skills for both groups of children with phonology disorders. However, measures of the semantic and syntactic capacity of spoken language abilities did not correlate with corresponding aspects of written expression.

scholarly journals Relationship between sensitivity to temporal fine structure and spoken language abilities in children with mild-to-moderate sensorineural hearing loss

2020 ◽  
Author(s):  
Laurianne Cabrera ◽  
Lorna Halliday
Keyword(s):  
Hearing Loss ◽  
Fine Structure ◽  
Sensorineural Hearing Loss ◽  
Spoken Language ◽  
Sensorineural Hearing ◽  
Temporal Fine Structure ◽  
Language Outcomes ◽  
Language Abilities ◽  
Normal Limits ◽  
History Of

Children with sensorineural hearing loss show considerable variability in spoken language outcomes. We tested whether specific deficits in supra-threshold auditory perception might contribute to this variability. In a previous study [Halliday, Rosen, Tuomainen, & Calcus, (2019), J. Acoust. Soc. Am, 146, 4299], children with mild-to-moderate sensorineural hearing loss (MMHL) were shown to perform more poorly than normally hearing (NH) controls on measures designed to assess sensitivity to the temporal fine structure (TFS, the rapid oscillations in the amplitude of narrowband signals over short time intervals). However, they performed within normal limits on measures assessing sensitivity to the envelope (E; the slow fluctuations in the overall amplitude). Here, individual differences in unaided sensitivity to TFS accounted for significant variance in the spoken language abilities of children with MMHL, after controlling for nonverbal IQ, family history of language difficulties, and hearing loss severity. Aided sensitivity to TFS and E cues was equally important for children with MMHL, whereas for children with NH, E cues were more important. These findings suggest that deficits in TFS perception may contribute to the variability in spoken language outcomes in children with sensorineural hearing loss.

A 200-Year History of the Study of Childhood Language Disorders of Unknown Origin: Changes in Terminology

2020 ◽  
Vol 5 (1) ◽  
pp. 6-11 ◽  
Author(s):  
Laurence B. Leonard
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Scientific Literature ◽  
Language Disorder ◽  
Language Disorders ◽  
Unknown Origin ◽  
Developmental Language Disorder ◽  
The Past ◽  
History Of ◽  
The Many

Purpose The current “specific language impairment” and “developmental language disorder” discussion might lead to important changes in how we refer to children with language disorders of unknown origin. The field has seen other changes in terminology. This article reviews many of these changes. Method A literature review of previous clinical labels was conducted, and possible reasons for the changes in labels were identified. Results References to children with significant yet unexplained deficits in language ability have been part of the scientific literature since, at least, the early 1800s. Terms have changed from those with a neurological emphasis to those that do not imply a cause for the language disorder. Diagnostic criteria have become more explicit but have become, at certain points, too narrow to represent the wider range of children with language disorders of unknown origin. Conclusions The field was not well served by the many changes in terminology that have transpired in the past. A new label at this point must be accompanied by strong efforts to recruit its adoption by clinical speech-language pathologists and the general public.

The Simple Views of Reading and Writing: Frameworks for Interpretation of the Woodcock–Johnson IV

2021 ◽  
pp. 073428292110233
Author(s):  
Jason R. Parkin
Keyword(s):  
Oral Language ◽  
Structural Equation ◽  
Task Demands ◽  
Written Expression ◽  
Equation Modeling ◽  
School Age ◽  
Specific Task ◽  
Reading And Writing ◽  
Technical Manual ◽  
Woodcock Johnson

The simple views of reading (SVRs) and writing (SVWs) reflect useful frameworks for the psychoeducational evaluation of literacy difficulties. They describe reading comprehension and written expression as the outcome of oral language, decoding, and transcription skills. Prior research has demonstrated that these components explain the vast majority of variance in comprehension and written expression. However, subtests’ specific task demands can influence the relationships among these components within the models. As a result, practitioners should know the degree to which various test batteries operationalize these frameworks. Using correlations from school-age participants provided in the technical manual, these analyses investigated the SVR and SVW within the Woodcock–Johnson IV battery through structural equation modeling. Results suggest that the battery’s measures conform to many of the expectations stemming from the SVR/SVW. However, its comprehension and written expression measures appear less language-influenced and more affected by decoding/spelling. Implications for psychoeducational practice are discussed.

scholarly journals Anger in infancy and its implications: History of attachment in mother–child and father–child relationships as a moderator of risk

2018 ◽  
Vol 31 (04) ◽  
pp. 1353-1366 ◽  
Author(s):  
Rebecca L. Brock ◽  
Grazyna Kochanska
Keyword(s):  
Preschool Age ◽  
Complex Nature ◽  
School Age ◽  
Strange Situation ◽  
Car Seat ◽  
Early School ◽  
History Of ◽  
Early School Age ◽  
The Impact ◽  
Parent Child

AbstractGrowing research has documented distinct developmental sequelae in insecure and secure parent–child relationships, supporting a model of early attachment as moderating future developmental processes rather than, or in addition to, a source of direct effects. We explored maladaptive developmental implications of infants’ anger proneness in 102 community families. Anger was assessed in infancy through observations in the Car Seat episode and parents’ ratings. Children's security with parents was assessed in the Strange Situation paradigm at 15 months. At preschool age, child negativity (defiance and negative affect) was observed in interactions with the parent, and at early school age, oppositionality was rated by parents and teachers. Security was unrelated to infant anger; however, it moderated associations between infant anger and future maladaptive outcomes, such that highly angry infants embarked on a negative trajectory in insecure, but not in secure, parent–child dyads. For insecure, but not secure, mother–child dyads, infants’ mother-rated anger predicted negativity at preschool age. For insecure, but not secure, father–child dyads, infants’ anger in the Car Seat predicted father- and teacher-rated oppositional behavior at early school age. Results highlight the developmentally complex nature of the impact of attachment, depending on the relationship with mother versus father, type of measure, and timing of effects.

History of the frontal lobes: Language and language disorders

2018 ◽  
Vol 174 (10) ◽  
pp. 739
Author(s):  
François Boller ◽  
Nicoletta Caputi
Keyword(s):  
Language Disorders ◽  
Frontal Lobes ◽  
History Of

scholarly journals The premorbid background and the most significant predictors of the development chronic gastroduodenal pathology in children

2021 ◽  
pp. 78-85
Author(s):  
Sh. T. Turdieva
Keyword(s):  
Helicobacter Pylori ◽  
Relative Risk ◽  
Confidence Interval ◽  
Fast Food ◽  
Overweight And Obesity ◽  
School Age ◽  
Spicy Food ◽  
Intestinal Infections ◽  
History Of ◽  
Confidence Interval Limit

The study features of premorbid background and the most significant predictors of the development of chronic gastroduodenal pathology in children and adolescents of school age. Materials and methods. The results of screening questioning of schoolchildren with chronic gastroduodenal pathology (CGDP) - n=286, and practically healthy schoolchildren - n=1023, from 6 to 15 years agо. The survey conducted according to the questionnaire developed by us, which includes 24 questions. The relative risk (RR) calculated using traditional statistical formulas with a confidence interval limit 95% CI (confidence interval). Results. In this study, it was found that the main nutritional reason for the development of СGDP in schoolchildren is a malnutrition - 69.2%, RR=2.25 (CI=1.81-2.79), and food for fast food - 65.0%, RR=4.19 (CI=3.45-5.09). The least observed was the abuse of spicy food - 4.9%, RR=1.24 (CI=0.80-1.91). The 42.7% of patients were constantly in a state of heightened psychoemotional stress - RR=1.6 (CI=1.32-1.93). Helicobacter pylori (HP) - infection was diagnosed in 57.7% of patients - RR=4.84 (CI=4.04-5.79), 29.0% of patients underwent acute intestinal infections - RR=2.74 (CI=2.29-3.27), and 62.3% had a history of hereditary burden of chronic diseases of the gastrointestinal tract - RR=1.65 (CI=1.34-2.02) Conclusion. The most significant predictors and premorbid backgrounds for the development of СGDP in schoolchildren are HP-infection (RR=4.84; CI=4.04-5.79; RRR=3.84), food for fast food (RR=4.19; CI=3.45-5,09; RRR=3.20) with the development of overweight and obesity (RR=3.64; CI=2.97-4.47; RRR=2.64), the presence of chronic foci of infection (RR=2.58; CI=2.05-3.23; RRR=1.58).

Sign in / Sign up

Export Citation Format

Share Document