Who shall be Called Language Disordered? Some Reflections and One Perspective

1990 ◽  
Vol 55 (4) ◽  
pp. 612-620 ◽  
Author(s):  
Margaret Lahey
Keyword(s):  
At Risk ◽  
Language Skills ◽  
Language Disorders ◽  
Chronological Age ◽  
Language Performance ◽  
C Language ◽  
Language System ◽  
Language Knowledge ◽  
Language Problems ◽  
Mental Abilities

This paper discusses some issues involved in identifying children who have language problems. The perspective taken is that (a) the goal of identification must be clearly distinguished from other goals of assessment; (b) identification of children with language disorders is better based on language performance than on inferences about the language knowledge that underlies this performance; (c) language performance must be sampled in more than one context, including, for purposes of identification, contexts that stress the language system; (d) the standards of expectations for comparing performance and determining differences must be explicit; (e) standards used to determine differences are better based on the performance of chronological-age peers than on the performance of children with similar mental abilities; and (f) children who do not evidence poor language performance but are considered at risk for language-related problems should be distinguished from children who demonstrate poor language skills.

Mild/Moderate Behaviorally Disordered Students

1988 ◽  
Vol 19 (2) ◽  
pp. 191-200 ◽  
Author(s):  
Stephen M. Camarata ◽  
Charles A. Hughes ◽  
Kathy L. Ruhl
Keyword(s):  
At Risk ◽  
Standard Deviation ◽  
Language Development ◽  
Behavior Disorders ◽  
Language Skills ◽  
Language Disorders ◽  
Behaviorally Disordered ◽  
Behavior Disordered

The purpose of the present investigation was to examine the language skills of a group of 38 mildly to moderately behavior-disordered students. At issue was whether such students suffer from language disorders as has been reported for Children with more severe behavior disorders such as autism. The results from the Test of Language Development-Intermediate (TOLD-I) (Hammill & Newcomer, 1982) revealed that 37 of the children (97%) fell a minimum of one standard deviation below the normative mean on one or more of the TOLD-I subtests. These findings are offered in support of the notion that the mildly to moderately behavior-disordered child is at risk for language disorders.

scholarly journals Linguistic Analysis of Children’s Speech: A Comparison of Four Procedures

1973 ◽  
Vol 38 (2) ◽  
pp. 240-249 ◽  
Author(s):  
Thomas M. Longhurst ◽  
Trudy A. M. Schrandt
Keyword(s):  
Language Development ◽  
Oral Language ◽  
Language Skills ◽  
Chronological Age ◽  
Tabular Form ◽  
Language Performance ◽  
Language Differences ◽  
Mental Age ◽  
Oral Language Skills ◽  
Children's Speech

The use of four current linguistic procedures for assessing the development of children’s language was investigated. Clinicians need an accurate, reliable, and easily applied procedure to assess language performance that will enable them to prescribe treatment. Two subjects, one advanced and one delayed in language development, were chosen on the basis of their chronological age, mental age, and oral language skills. An examiner collected language samples from the two children and scored them according to instructions for the four procedures. The four procedures were then represented in similar tabular form to facilitate comparison. Each procedure was analyzed for its ease of application, interscorer reliability, ability to discriminate language differences between the two subjects, and ability to describe specifically the differences between the subjects. The procedures using a slot-filler (tagmemic) analysis appeared to handle the language samples most adequately. The authors believe that a renewed interest in basic structural linguistic concepts should prove valuable to the assessment of language development.

scholarly journals Influence of language skills on the choice of terms used to describe lung sounds in a language other than English: a cross-sectional survey of staff physicians, residents and medical students

BMJ Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. e044240
Author(s):  
Abraham Bohadana ◽  
Hava Azulai ◽  
Amir Jarjoui ◽  
George Kalak ◽  
Ariel Rokach ◽  
...  
Keyword(s):  
Medical Students ◽  
Dual Language ◽  
Language Skills ◽  
Cross Sectional Study ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
C Language ◽  
Audio Recordings ◽  
Chest Auscultation ◽  
English Speaking

IntroductionThe value of chest auscultation would be enhanced by the use of a standardised terminology. To that end, the recommended English terminology must be transferred to a language other than English (LOTE) without distortion.ObjectiveTo examine the transfer to Hebrew—taken as a model of LOTE—of the recommended terminology in English.Design/settingCross-sectional study; university-based hospital.Participants143 caregivers, including 31 staff physicians, 65 residents and 47 medical students.MethodsObservers provided uninstructed descriptions in Hebrew and English of audio recordings of five common sounds, namely, normal breath sound (NBS), wheezes, crackles, stridor and pleural friction rub (PFR).Outcomes(a) Rates of correct/incorrect classification; (b) correspondence between Hebrew and recommended English terms; c) language and auscultation skills, assessed by crossing the responses in the two languages with each other and with the classification of the audio recordings validated by computer analysis.ResultsRange (%) of correct rating was as follows: NBS=11.3–20, wheezes=79.7–87.2, crackles=58.6–69.8, stridor=67.4–96.3 and PFR=2.7–28.6. Of 60 Hebrew terms, 11 were correct, and 5 matched the recommended English terms. Many Hebrew terms were adaptations or transliterations of inadequate English terms. Of 687 evaluations, good dual-language and single-language skills were found in 586 (85.3%) and 41 (6%), respectively. However, in 325 (47.3%) evaluations, good language skills were associated with poor auscultation skills.ConclusionPoor auscultation skills surpassed poor language skills as a factor hampering the transfer to Hebrew (LOTE) of the recommended English terminology. Improved education in auscultation emerged as the main factor to promote the use of standardised lung sound terminology. Using our data, a strategy was devised to encourage the use of standardised terminology in non-native English-speaking countries.

Outcome of toddlers with specific expressive language delay

1990 ◽  
Vol 11 (4) ◽  
pp. 393-407 ◽  
Author(s):  
Leslie Rescorla ◽  
Ellen Schwartz
Keyword(s):  
Expressive Language ◽  
Receptive Language ◽  
Language Delay ◽  
Chronological Age ◽  
Past Tense ◽  
Auxiliary Verbs ◽  
Language Problems ◽  
Articulation Disorders ◽  
Expressive Language Delay

ABSTRACTThis article describes a follow-up of 25 boys diagnosed as having specific expressive language delay (SELD) in the 24- to 31-month age period. At the time of diagnosis, all subjects had Bayley MDI scores above 85, Reynell Receptive Language Age scores within 4 months of their chronological age, and Reynell Expressive Language Age scores at least 5 months below chronological age; most had vocabularies of fewer than 50 words and few if any word combinations. At follow-up, 16 boys were 3 years old, 7 were 3½, and 2 were 4 years of age. When seen for follow-up, half the 25 boys still had very poor expressive language. These boys were speaking at best in short, telegraphic sentences, and many had moderately severe articulation disorders with quite poor intelligibility. The 12 boys with better outcome had a range of language skills. All spoke in sentences to some extent, and each displayed some mastery of early morphemes (prepositions, plurals, articles, progressive tense, and possessives). However, few if any of the children spoke in completely fluent, syntactically complex, and morphologically correct language. Problems with copula and auxiliary verbs, with past tense inflections, and with pronouns seemed especially common. This research suggests that children with SELD at 24 to 30 months are at considerable risk for continuing language problems.

Relationships Between Teachers and Preschoolers Who Are At Risk: Contribution of Children's Language Skills, Temperamentally Based Attributes, and Gender

2008 ◽  
Vol 19 (4) ◽  
pp. 600-621 ◽  
Author(s):  
Laura M. Justice ◽  
Elizabeth A. Cottone ◽  
Andrew Mashburn ◽  
Sara E. Rimm-Kaufman
Keyword(s):  
At Risk ◽  
Language Skills ◽  
Risk Contribution ◽  
And Gender

Patterns of Language Behavior in Children with Developmental Language Disorders

1975 ◽  
Vol 18 (2) ◽  
pp. 229-241 ◽  
Author(s):  
Dorothy M. Aram ◽  
James E. Nation
Keyword(s):  
Factor Analysis ◽  
Language Disorders ◽  
Older Children ◽  
Language Performance ◽  
Developmental Language Disorders ◽  
Factor I ◽  
Factor Ii ◽  
Language Behavior ◽  
Low Performance ◽  
Comprehension Deficit

Tests to measure comprehension, formulation, and repetition of certain phonologic, syntactic, and semantic aspects of language were administered to 47 children who had developmental language disorders. A factor analysis of the resultant scores indicated that three factors were present in the data. These factors are presented as six patterns of language performance, one for high loadings on the factor and one for low loadings. The six patterns are (1) repetition strength (Factor I, high); (2) nonspecific formulation-repetition deficit (Factor I, low); (3) generalized low performance (Factor II, high); (4) phonologic comprehension-formulation-repetition deficit (Factor II, low); (5) comprehension deficit (Factor III, high); and (6) formulation-repetition deficit (Factor III, low). Possible relations among these patterns and nonlinguistic measures (sex, race, age, nonverbal intelligence, socioeconomic status, and status of the peripheral speech mechanism) were investigated. Two of the patterns of language performance were found to be related significantly to age. On Factor II, the younger children tended to get high loadings (generalized low performance) while the older children tended to get low loadings (phonologic comprehension-formulation-repetition deficit).

Relationship of Morphology and Other Language Skills to Literacy Skills in At-Risk Second-Grade Readers and At-Risk Fourth-Grade Writers.

2003 ◽  
Vol 95 (4) ◽  
pp. 730-742 ◽  
Author(s):  
William Nagy ◽  
Virginia Berninger ◽  
Robert Abbott ◽  
Katherine Vaughan ◽  
Karin Vermeulen
Keyword(s):  
At Risk ◽  
Language Skills ◽  
Fourth Grade ◽  
Literacy Skills ◽  
Second Grade ◽  
Relationship Of

Language Skills of Children With and Without Mathematics Difficulty

2021 ◽  
pp. 1-7
Author(s):  
Jason C. Chow ◽  
Caitlyn E. Majeika ◽  
Amanda W. Sheaffer
Keyword(s):  
Working Memory ◽  
Young Children ◽  
School Readiness ◽  
Language Skills ◽  
Mathematics Learning ◽  
Mathematics Performance ◽  
Second Grade ◽  
Language Performance ◽  
Language Measures ◽  
Mathematics Difficulty

Purpose Language is an important skill required for children to succeed in school. Higher language skills are associated with school readiness in young children and general mathematics performance. However, many students with mathematics difficulty (MD) may be more likely to present difficulties with language skills than their peers. The purpose of this report was to compare the language performance of children with and without MD. Method We compared child vocabulary, morphology, and syntax between first- and second-grade children ( N = 247) classified as with or without MD, controlling for child working memory. Results Children with MD ( n = 119) significantly underperformed compared with their peers ( n = 155) on all language measures. The largest difference between children with and without MD was in syntax. Conclusions Children with MD present poorer language skills than their peers, which aligns with previous research linking the importance of syntax with mathematics learning. More research is needed to better understand the complex links between language skills and mathematical development.

scholarly journals Mobile Multimedia Education for Language Disorders

2020 ◽  
Vol 15 (06) ◽  
pp. 50
Author(s):  
Eugenia Gkeka ◽  
Eleni Agorastou ◽  
Athanasios S. Drigas
Keyword(s):  
Special Education ◽  
Language Learning ◽  
Oral Language ◽  
Language Skills ◽  
Interactive Media ◽  
Language Disorders ◽  
Mobile Multimedia ◽  
Multimedia Tools ◽  
Multimedia Education ◽  
The Senses

This article describes the importance of new multimedia tools that provide multi-sensory education for language learning, especially for students who need special education. These contemporary appliances stimulate the senses, enter the motiva-tion and reinforce the memory. In particular, these tools advance language skills such as comprehension, oral language and vocabulary, speaking expressions, reading capacities and writing abilities. Also, the evaluation for students with lan-guage disorders lies on cognitive and metacognitive capabilities, being created by these interactive media devices.

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