Predictors of Language Gains Among School-Age Children With Language Impairment in the Public Schools

2017 ◽  
Vol 60 (6) ◽  
pp. 1590-1605 ◽  
Author(s):  
Laura M. Justice ◽  
Hui Jiang ◽  
Jessica A. Logan ◽  
Mary Beth Schmitt
Keyword(s):  
Public Schools ◽  
Phonological Awareness ◽  
Language Impairment ◽  
Externalizing Behavior ◽  
Language Skills ◽  
Self Regulation ◽  
School Age Children ◽  
Multilevel Regression ◽  
The Public ◽  
Nonverbal Cognition

Purpose This study aimed to identify child-level characteristics that predict gains in language skills for children with language impairment who were receiving therapy within the public schools. The therapy provided represented business-as-usual speech/language treatment provided by speech-language pathologists in the public schools. Method The sample included 272 kindergartners and first-graders with language impairment who participated in a larger study titled “Speech-Therapy Experiences in the Public Schools.” Multilevel regression analyses were applied to examine the extent to which select child-level characteristics, including age, nonverbal cognition, memory, phonological awareness, vocabulary, behavior problems, and self-regulation, predicted children's language gains over an academic year. Pratt indices were computed to establish the relative importance of the predictors of interest. Results Phonological awareness and vocabulary skill related to greater gains in language skills, and together they accounted for nearly 70% of the explained variance, or 10% of total variance at child level. Externalizing behavior, nonverbal cognition, and age were also potentially important predictors of language gains. Conclusions This study significantly advances our understanding of the characteristics of children that may contribute to their language gains while receiving therapy in the public schools. Researchers can explore how these characteristics may serve to moderate treatment outcomes, whereas clinicians can assess how these characteristics may factor into understanding treatment responses.

The Efficacy of Phonological Awareness Intervention for Children With Spoken Language Impairment

2000 ◽  
Vol 31 (2) ◽  
pp. 126-141 ◽  
Author(s):  
Gail T. Gillon
Keyword(s):  
Phonological Awareness ◽  
Speech Production ◽  
Language Impairment ◽  
Language Skills ◽  
Reading Development ◽  
Control Program ◽  
Spoken Language ◽  
Language Intervention ◽  
Typically Developing ◽  
Speech And Language

Purpose:This study investigated the efficacy of an integrated phonological awareness intervention approach for children with spoken language impairment (SLI) who demonstrated early reading delay. Ninety-one, 5- to 7-year-old New Zealand children participated in this study: 61 children with SLI and 30 children with typically developing speech and language skills. All of the children with language impairment exhibited expressive phonological difficulties and some also had delayed semantic and syntactic development.Method:The children with SLI participated in either: (a) an integrated phonological awareness program, (b) a more traditional speech-language intervention control program that focused on improving articulation and language skills, or (c) a minimal intervention control program over a 4 1/2-month time period.Results:Effects of the interventions on phonological awareness ability, reading performance, and speech production were examined. The children who received phonological awareness intervention made significantly more gains in their phonological awareness ability and reading development than the children receiving the other types of speech and language intervention. Despite significant delays in phonological awareness prior to training, children who received the phonological awareness intervention reached levels of performance similar to children with typically developing speech and language skills at post-test assessment. The phonological awareness intervention also improved the children's speech articulation.Clinical Implications:The findings suggest that integrated phonological awareness intervention may be an efficient method to improve phonological awareness, speech production, and reading development of children with SLI. Findings are discussed with reference to a speech-literacy link model.

scholarly journals The Development of Language-Specific and Language-Independent Talker Processing

2013 ◽  
Vol 56 (3) ◽  
pp. 913-925 ◽  
Author(s):  
Susannah V. Levi ◽  
Richard G. Schwartz
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Auditory Processing ◽  
Language Skills ◽  
Language Impairments ◽  
Language Ability ◽  
School Age Children ◽  
School Age ◽  
Development Of Language ◽  
Perceptual Abilities

Purpose In this study, the authors aimed to investigate how differences in language ability relate to differences in processing talker information in the native language and an unfamiliar language by comparing performance for different ages and for groups with impaired language. Method Three groups of native English listeners with typical language development (TLD; ages 7–9, ages 10–12, adults) and 2 groups with specific language impairment (SLI; ages 7–9, ages 10–12) participated in the study. Listeners heard pairs of words in both English and German (unfamiliar language) and were asked to determine whether the words were produced by the same or different talkers. Results In English, talker discrimination improved with age. In German, performance improved with age for the school-age children but was worse for adult listeners. No differences were found between TLD and SLI children. Conclusion These results show that as listeners' language skills develop, there is a trade-off between more general perceptual abilities useful for processing talker information in any language and those that are relevant to their everyday language experiences and, thus, tied to the phonology. The lack of differences between the children with and without language impairments suggests that general auditory processing may be intact in at least some children with SLI.

The Preassessment Process for English Learners With Potential Language Impairment

2022 ◽  
pp. 321-338
Author(s):  
Celeste Roseberry-McKibbin
Keyword(s):  
Special Education ◽  
Public Schools ◽  
Language Impairment ◽  
English Learners ◽  
First Grade ◽  
Immigrant Family ◽  
Education Evaluation ◽  
The Public ◽  
True Story ◽  
Speech Language Pathologist

This chapter presents the case of Tanveer, a first-grade boy from an Urdu-speaking immigrant family from Pakistan. He is in the public schools and has been struggling academically since kindergarten. This chapter discusses the preassessment process and interventions that took place before Tanveer underwent a full special education evaluation, including testing by a speech-language pathologist for the possible presence of an underlying language impairment. (Note: this author personally worked with this child, and this is a true story with some details changed for confidentiality.) This chapter shows how even before formal special education testing commenced, conducting an extensive preassessment process helped to greatly increase the accuracy of the formal evaluation, eventual diagnosis, and intervention provided for Tanveer.

Stability of Language and Literacy Profiles of Children With Language Impairment in the Public Schools

2015 ◽  
Vol 58 (4) ◽  
pp. 1167-1181 ◽  
Author(s):  
Sherine R. Tambyraja ◽  
Mary Beth Schmitt ◽  
Kelly Farquharson ◽  
Laura M. Justice
Keyword(s):  
Public Schools ◽  
Language Impairment ◽  
Language And Literacy ◽  
The Public ◽  
Literacy Profiles

Cognitive, Noncognitive, and Home Environment Correlates of Reading Difficulties in Primary-Grade Students With Language Impairment

2020 ◽  
Vol 63 (6) ◽  
pp. 1933-1946
Author(s):  
Jayne Newbury ◽  
Laura M. Justice ◽  
Hui H. Jiang ◽  
Mary Beth Schmitt
Keyword(s):  
Working Memory ◽  
Public Schools ◽  
Social Competence ◽  
Phonological Awareness ◽  
Home Environment ◽  
Language Impairment ◽  
Reading Difficulties ◽  
Reading Difficulty ◽  
Cognitive Factors ◽  
Reading Group

Purpose This article first aimed to examine the cognitive (rapid automatized naming, phonological awareness, working memory, nonverbal cognition, and language) correlates of reading difficulty in children with language impairment (LI). Second, we considered whether noncognitive (effortful control, social competence, and behavior problems) correlates offered any explanatory value above that of cognitive factors. Third, we examined whether home environment (specifically household organization and home learning environment) would offer an additional explanatory value. Method The sample included 165 children in kindergarten and Grade 1 who were receiving intervention for LI in public schools. Standardized measures along with parent interviews/questionnaires were administered at the end of the school year. Results Logistic regression models indicated the noncognitive factors added discriminatory value to that of cognitive factors in predicting reading difficulties, whereas household factors did not. In the final model using all 11 predictors, prediction accuracy was 88.7% for the typical reading group and 54.2% for the reading difficulty group, with an overall accuracy of 76.4%. Only phonological awareness and working memory significantly contributed to predicting reading group membership when measured in kindergarten and Grade 1. Conclusions For this sample of children with LI, the most important predictors of reading were cognitive. The child's behavior and social competence improved prediction to a limited but statistically significant degree, whereas home environment did not. Overall classification was low, as only half of the children with reading difficulties were correctly predicted. Important factors differentiating good and poor emergent readers with LI were not captured in this study. Supplemental Material https://doi.org/10.23641/asha.12462428

The Preassessment Process for English Learners With Potential Language Impairment

2020 ◽  
pp. 1-18
Author(s):  
Celeste Roseberry-McKibbin
Keyword(s):  
Special Education ◽  
Public Schools ◽  
Language Impairment ◽  
English Learners ◽  
First Grade ◽  
Immigrant Family ◽  
Education Evaluation ◽  
The Public ◽  
True Story ◽  
Speech Language Pathologist

This chapter presents the case of Tanveer, a first-grade boy from an Urdu-speaking immigrant family from Pakistan. He is in the public schools and has been struggling academically since kindergarten. This chapter discusses the preassessment process and interventions that took place before Tanveer underwent a full special education evaluation, including testing by a speech-language pathologist for the possible presence of an underlying language impairment. (Note: this author personally worked with this child, and this is a true story with some details changed for confidentiality.) This chapter shows how even before formal special education testing commenced, conducting an extensive preassessment process helped to greatly increase the accuracy of the formal evaluation, eventual diagnosis, and intervention provided for Tanveer.

scholarly journals Lung function and functional capacity in school age children

2017 ◽  
Vol 30 (1) ◽  
pp. 77-84
Author(s):  
Fabiana S da Silva Dias de Andrade ◽  
Renato da Costa Teixeira ◽  
Diego Alberto Araújo ◽  
Thayrine Rocha Barbosa ◽  
Fabianne de Jesus Dias de Sousa ◽  
...  
Keyword(s):  
Public Schools ◽  
School Context ◽  
School Age Children ◽  
Maximum Speed ◽  
Entire Sample ◽  
Public And Private ◽  
The Public ◽  
Six Minute Walk Test ◽  
Private Network ◽  
Minute Walk

Abstract Introduction: Six-minute walk test (TC6’) and peak expiratory flow (PEF) can be influenced by variables like gender, age and body mass index (BMI). In the school context, these tests can identify losses caused by sedentary habits and/or manifestation of overweight/obesity. Nevertheless, although widely studied in the adult context, they have not been properly clarified in the child public. Objective: To assess the PEF and TC6’ between students in the public and private network and to correlate them with factors like age, gender and BMI. Methods: 39 male and female children between eight and ten years of age were selected for the study. The TC6’ was held at a sports court. The child was instructed to walk at maximum speed for six minutes and the PEF test took place in accordance to the recommendations by Pereira et al (1). Results: No significant correlation was found between the BMI and the PEF and TC6’ scores. No significant correlation was found between sex and PEF, with measures within normal parameters for the entire sample. The EPF measures did not influence the distance walked in the TC6’. A significant correlation was found between sex and distance walked in the TC6’ only among male children attending public schools. Conclusion: Both sex and BMI did not influence the PEF measures which, in turn, does not seem to have influenced the distance the sample walked in the TC6’. Also concerning the TC6’, only the children from public school reached the normal scores proposed in the literature.

scholarly journals The 50th Annual PDK Poll of the Public’s Attitudes Toward the Public Schools

2018 ◽  
Vol 100 (1) ◽  
pp. NP1-NP24 ◽  
Keyword(s):  
New York ◽  
Public Schools ◽  
National Sample ◽  
School Age Children ◽  
Internet Service ◽  
The Public ◽  
Local Schools ◽  
Annual Survey ◽  
Nationally Representative ◽  
Metal Detectors

The 2018 PDK Poll of the Public’s Attitudes Toward the Public Schools finds that Americans trust and support teachers, but they draw the line at wanting their own children to join a profession they see as undervalued and low-paid. An overwhelming 78% of public school parents say they would support teachers in their community if they went on strike for more pay. The 2018 poll also revealed that Americans lack strong confidence that schools can protect their children against a school shooting, but they favor arming police, expanding mental health screenings, and using metal detectors at school entrances over arming teachers. The poll also asked Americans about reforming the existing school system, spending to provide extra support to students with greater needs, comparing education today to education during earlier years, evaluating opportunities and expectations for various groups of children, affording college, valuing a college degree, changing school hours, and grading the schools. The lack of funding was identified as the biggest problem facing the local schools, the 19th consecutive year for such a result. The 2018 poll is PDK’s 50th annual survey. Langer Research Associates of New York, N.Y., produced this year’s poll using a random, representative, national sample of 1,042 adults with an oversample to 515 parents of school-age children. Sampling and data collection were provided by GfK Custom Research via its nationally representative, probability-based online KnowledgePanel®, in which participants are randomly recruited via address-based sampling to participate in survey research projects by responding to questionnaires online. Households without internet connections are provided with a web-enabled device and free internet service.

Certain Language Skills in Children: Their Development and Interrelationships

PEDIATRICS ◽  
1959 ◽  
Vol 23 (4) ◽  
pp. 819-819
Author(s):  
FREDERIC L. DARLEY
Keyword(s):  
Public Schools ◽  
Hearing Impairment ◽  
Child Behavior ◽  
Language Production ◽  
Language Skills ◽  
Valuable Contribution ◽  
Social Growth ◽  
The Public ◽  
Nursery Schools ◽  
Language Data

Every specialist in child behavior—every practitioner of the pediatric approach—will find in this detailed descriptive report the most comprehensive body of normative language data pertaining to children yet published. It is a valuable contribution to all whose work requires a grasp of the complexities of physical, intellectual, and social growth of children, including growth in language production and comprehension. Dr. Templin and her co-workers studied 480 children—white, urban, monolingual singletons of normal intelligence presenting no gross evidence of hearing impairment. Sixty children 30 boys and 30 girls), constituting a representative group socio-economically, were selected from the public schools, kindergartens, and nursery schools of Minneapolis and St. Paul at each of eight age levels 3, 3½, 4, 4½, 5, 6, 7, and 8 years).

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