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.

Communication and Socialization Skills at Ages 2 and 3 in “Late-Talking” Young Children

1991 ◽  
Vol 34 (4) ◽  
pp. 858-865 ◽  
Author(s):  
Rhea Paul ◽  
Shawn Spangle Looney ◽  
Pamela S. Dahm
Keyword(s):  
Expressive Language ◽  
Receptive Language ◽  
Vineland Adaptive Behavior Scales ◽  
Normal Children ◽  
Expressive Communication ◽  
Late Talkers ◽  
History Of ◽  
Expressive Language Development ◽  
Socialization Skills

Twenty-one apparently normal children between 18 and 34 months of age with slow expressive language acquisition were compared to a group of normally speaking children matched for age, SES, and sex ratio, on the Vineland Adaptive Behavior Scales (Sparrow, Balla, & Cicchetti, 1984) The late talkers (LTs) scored significantly lower not only in expressive communication, but also in receptive communication and socialization. A follow-up study of the same subjects, seen at age 3, showed nearly half the 3-year-olds with a history of LT remained delayed in expressive communication and socialization, while one third remained behind in receptive language. The data suggest that social skills are particularly vulnerable to disruption in children with late expressive language development, even after communication skills have moved into the normal range. They suggest, further, that receptive deficits do not seem, in themselves, to increase the risk of continued language delay Clinical implications of these findings are discussed.

Narrative Development in Late Talkers

1996 ◽  
Vol 39 (6) ◽  
pp. 1295-1303 ◽  
Author(s):  
Rhea Paul ◽  
Rita Hernandez ◽  
Lisa Taylor ◽  
Karen Johnson
Keyword(s):  
Language Development ◽  
Expressive Language ◽  
Language Delay ◽  
Second Grade ◽  
School Age ◽  
Normal Range ◽  
Lexical Diversity ◽  
Language History ◽  
Normal Language ◽  
Expressive Language Delay

Children with slow expressive language development (SELD) as toddlers and a control group of children with normal language development (NL) were followed to early school age. Children with SELD were, at that point, subdivided into two groups: those who had moved within the normal range of expressive language (the History of Expressive Language Delay [HELD] subgroup); and those who continued to score below the normal range in expressive language at school age (the Expressive Language Delay [ELD] subgroup). During their kindergarten, first, and second grade years, they were administered a narrative generation task. Narratives were analyzed for MLU, lexical diversity, amount of information included, proportion of complete cohesive ties, and overall stage of narrative maturity. In kindergarten, children with normal language history scored significantly higher than those with HELD and ELD on lexical diversity and narrative stage; and higher than those with ELD in proportion of complete cohesive ties. In first grade, children with normal language history again scored significantly higher than those with HELD and ELD on narrative maturity, with no other significant differences. In second grade, there were no significant differences among the groups.

Maternal Linguistic Input to Toddlers With Slow Expressive Language Development

1991 ◽  
Vol 34 (5) ◽  
pp. 982-988 ◽  
Author(s):  
Rhea Paul ◽  
Terril J. Elwood
Keyword(s):  
Language Development ◽  
Parent Training ◽  
Expressive Language ◽  
Speech Styles ◽  
Late Talkers ◽  
Frequency Of Use ◽  
Linguistic Input ◽  
Expressive Language Development ◽  
Maternal Speech ◽  
Do So

Maternal speech styles to children between 20 and 34 months of age who were slow to acquire expressive language were compared to those of mothers with normally speaking toddlers. Aspects of the mothers’ speech examined included use of various sentence types (declaratives, negative, questions, etc.), the mother’s lexical contingency with regard to the child’s utterance; mother’s use of pragmatic functions such as requests, comments, and conversational devices; and the mother’s use of topic management. Results revealed that mothers of toddlers with slow language development are different from mothers of normal speakers only in their frequency of use of lexical contingency devices, specifically, expansion and extension. However, the proportion of expansions and extensions relative to the number of child utterances is not different, indicating that when late talkers give their mothers something to expand, the mothers do so, but that the late talkers do not give their mothers as much speech to work with as do the normal toddlers. Implications of these findings for parent training are discussed

History of Middle Ear Involvement and Speech/Language Development in Late Talkers

1993 ◽  
Vol 36 (5) ◽  
pp. 1055-1062 ◽  
Author(s):  
Rhea Paul ◽  
Timothy F. Lynn ◽  
Marla Lohr-Flanders
Keyword(s):  
Language Development ◽  
Otitis Media ◽  
Middle Ear ◽  
Expressive Language ◽  
Language Outcomes ◽  
Speech And Language ◽  
Language Services ◽  
Late Talkers ◽  
Language Outcome ◽  
History Of

Late-talking and normally speaking toddlers with and without histories of middle ear involvement were followed for 2 years to assess speech and expressive language outcomes. Results revealed no differences in expressive language outcome that could be attributed to history of middle ear involvement in either group. There did seem to be differences in outcome on measures of articulation that were associated with history of middle ear involvement. The implications of these findings for treatment of otitis media and for referral of late-talking toddlers for speech and language services are discussed.

Phonological Behavior in Toddlers With Slow Expressive Language Development

1992 ◽  
Vol 35 (1) ◽  
pp. 99-107 ◽  
Author(s):  
Rhea Paul ◽  
Patricia Jennings
Keyword(s):  
Language Development ◽  
Expressive Language ◽  
Average Level ◽  
Phonological Development ◽  
Late Talkers ◽  
Expressive Language Development

Toddlers with slow expressive language development were compared to normally speaking age-mates on three global measures of phonological behavior: the average level of complexity of their syllable structures, the number of different consonant phonemes produced, and the percentage of consonants correctly produced in intelligible utterances. The groups were found to differ significantly on all three variables. Further analyses were done, breaking the groups down into narrower age ranges. These comparisons also revealed differences between late-talking and normal youngsters. Detailed analyses of the range of phonemes and syllable structures produced, as well as the appearance of phoneme classes within syllable structures and positions, revealed that late talkers showed a delayed rather than a deviant pattern of phonological development. The implications of these findings for identifying and monitoring expressive delay in toddlers 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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