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.

Language and Reading Outcomes to Age 9 in Late-Talking Toddlers

2002 ◽  
Vol 45 (2) ◽  
pp. 360-371 ◽  
Author(s):  
Leslie Rescorla
Keyword(s):  
Middle Childhood ◽  
Reading Skills ◽  
Receptive Language ◽  
Typically Developing ◽  
Reading Outcomes ◽  
Early Language Development ◽  
Late Talkers ◽  
Wide Range ◽  
Nonverbal Ability ◽  
Language Measures

Language and reading outcomes at 6 to 9 years of age were examined in a sample of 34 children who were late talkers as toddlers. The late talkers, who all had normal nonverbal ability and age-adequate receptive language at intake, were compared to a group of 25 typically developing children matched at intake (24 to 31 months) on age, socioeconomic status, and nonverbal ability. Late talkers performed in the average range on most language tasks by age 5. However, they had significantly poorer scores on most language measures through age 9. The groups did not differ in reading skills at age 6 or 7, but the late talkers were slightly less skilled in reading at ages 8 and 9. Findings suggest that slow early language development reflects a predisposition for slower acquisition and lower asymptotic performance in a wide range of language-related skills into middle childhood.

scholarly journals Late-talking toddlers: MLU and IPSyn outcomes at 3;0 and 4;0

2000 ◽  
Vol 27 (3) ◽  
pp. 643-664 ◽  
Author(s):  
LESLIE RESCORLA ◽  
KATHERINE DAHLSGAARD ◽  
JULIE ROBERTS
Keyword(s):  
Expressive Language ◽  
Receptive Language ◽  
Group Differences ◽  
Typically Developing ◽  
Regression Analyses ◽  
Language Outcomes ◽  
Late Talkers ◽  
Nonverbal Ability ◽  
Standard Deviations ◽  
Predictive Relationship

Expressive language outcomes measured by MLU and the Index of Productive Syntax (IPSyn) at ages 3;0 and 4;0 were investigated in 34 late talkers with normal receptive language identified between 2;0 to 2;7 and 16 typically developing comparison children matched on age, SES, and nonverbal ability. Late talkers made greater gains than comparison children between 3;0 and 4;0 in both MLU and IPSyn raw score. However, when age-standardized z-scores were analysed, the late talkers were about 2·5 standard deviations below comparison children on both measures at both ages. At 3;0, 41% of the late talkers had MLUs above the 10th percentile based on Scarborough's (1990) benchmark sample; by 4;0, 71% did so. Using the IPSyn, a more stringent measure, 34% scored above the 10th percentile at 3;0 and only 29% did so at 4;0. MLU was significantly correlated with the IPSyn at both ages for the late talkers, but only at 3;0 for the comparison children. A converging set of regression analyses indicated no group differences in the predictive relationship between MLU and IPSyn, suggesting that the late talkers were delayed on both measures but not deviant in their development.

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 Contribution of discourse and morphosyntax skills to reading comprehension in Chinese dyslexic and typically developing children

2010 ◽  
Vol 62 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Pakey Pui-man Chik ◽  
Connie Suk-han Ho ◽  
Pui-sze Yeung ◽  
Yau-kai Wong ◽  
David Wai-ock Chan ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Typically Developing ◽  
Typically Developing Children

scholarly journals Lipreading Ability and Its Cognitive Correlates in Typically Developing Children and Children With Specific Language Impairment

2017 ◽  
Vol 60 (3) ◽  
pp. 485-493 ◽  
Author(s):  
Jenni Heikkilä ◽  
Eila Lonka ◽  
Sanna Ahola ◽  
Auli Meronen ◽  
Kaisa Tiippana
Keyword(s):  
Language Development ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Short Term Memory ◽  
Visual Speech ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Phonological Skills ◽  
Specific Language ◽  
Cognitive Correlates

PurposeLipreading and its cognitive correlates were studied in school-age children with typical language development and delayed language development due to specific language impairment (SLI).MethodForty-two children with typical language development and 20 children with SLI were tested by using a word-level lipreading test and an extensive battery of standardized cognitive and linguistic tests.ResultsChildren with SLI were poorer lipreaders than their typically developing peers. Good phonological skills were associated with skilled lipreading in both typically developing children and in children with SLI. Lipreading was also found to correlate with several cognitive skills, for example, short-term memory capacity and verbal motor skills.ConclusionsSpeech processing deficits in SLI extend also to the perception of visual speech. Lipreading performance was associated with phonological skills. Poor lipreading in children with SLI may be, thus, related to problems in phonological processing.

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.

From action to language through gesture

Gesture ◽  
2005 ◽  
Vol 5 (1-2) ◽  
pp. 155-177 ◽  
Author(s):  
Olga Capirci ◽  
Annarita Contaldo ◽  
Maria Cristina Caselli ◽  
Virginia Volterra
Keyword(s):  
Language Development ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Main Hypothesis ◽  
Data Analyses ◽  
Spontaneous Interaction ◽  
Changes Over Time ◽  
The Relationship ◽  
Over Time ◽  
First Words

The present study reports empirical longitudinal data on the early stages of language development. The main hypothesis is that the output systems of speech and gesture may draw on underlying brain mechanisms common to both language and motor functions. We analyze the spontaneous interaction with their parents of three typically-developing children (2 M, 1 F) videotaped monthly at home between 10 and 23 months of age. Data analyses focused on the production of actions, representational and deictic gestures and words, and gesture-word combinations. Results indicate that there is a continuity between the production of the first action schemes, the first gestures and the first words produced by children. The relationship between gestures and words changes over time. The onset of two-word speech was preceded by the emergence of gesture-word combinations. The results are discussed in order to integrate and support the evolutionary and neurophysiological views of language origins and development.

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.

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