Language-Impaired Preschoolers

1998 ◽  
Vol 41 (2) ◽  
pp. 407-418 ◽  
Author(s):  
Susan E. Stothard ◽  
Margaret J. Snowling ◽  
D. V. M. Bishop ◽  
Barry B. Chipchase ◽  
Carole A. Kaplan
Keyword(s):  
Language Impairment ◽  
Phonological Processing ◽  
Peer Group ◽  
Delay Group ◽  
Literacy Skills ◽  
Literacy Skill ◽  
Language And Literacy ◽  
Language Impaired ◽  
Language Problems ◽  
History Of

This paper reports a longitudinal follow-up of 71 adolescents with a preschool history of speech-language impairment, originally studied by Bishop and Edmundson (1987). These children had been subdivided at 4 years into those with nonverbal IQ 2 SD below the mean (General Delay group), and those with normal nonverbal intelligence (SLI group). At age 5;6 the SLI group was subdivided into those whose language problems had resolved, and those with persistent SLI. The General Delay group was also followed up. At age 15–16 years, these children were compared with age-matched normal-language controls on a battery of tests of spoken language and literacy skills. Children whose language problems had resolved did not differ from controls on tests of vocabulary and language comprehension skills. However, they performed significantly less well on tests of phonological processing and literacy skill. Children who still had significant language difficulties at 5;6 had significant impairments in all aspects of spoken and written language functioning, as did children classified as having a general delay. These children fell further and further behind their peer group in vocabulary growth over time.

Toward an Understanding of Developmental Language and Reading Disorders

1986 ◽  
Vol 51 (4) ◽  
pp. 337-347 ◽  
Author(s):  
Alan G. Kamhi ◽  
Hugh W. Catts
Keyword(s):  
Language Impairment ◽  
Phonological Processing ◽  
School Age Children ◽  
Phonological Information ◽  
Normal Children ◽  
Language Impaired ◽  
Sentence Repetition ◽  
History Of ◽  
Reading Impairments ◽  
Impaired Children

The primary purpose of this study was to compare the ability of language-impaired and reading-impaired children to process (i.e., encode and retrieve) phonological information. Four measures of phonological awareness and several measures of word and sentence repetition abilities were used to evaluate phonological processing skills. Two additional measures assessed children's awareness of lexical and morphological information. Subjects were 12 language-impaired (LI), 12 reading-impaired (RI), and 12 normal children between the ages of 6 and 8 years. The findings supported previous claims that children with reading impairments have difficulty processing phonological information. To our surprise, however, the LI children performed significantly worse than the RI children on only three measures, all involving word and sentence repetition. These findings raise questions about the distinctiveness of school-age children with a history of language impairment and poor readers with no history of language impairment.

Using Picture Books With Instructional Strategies to Address New Challenges and Teach Literacy Skills in a Digital World

2021 ◽  
pp. 38-58
Author(s):  
William Bintz ◽  
Lisa M. Ciecierski ◽  
Emma Royan
Keyword(s):  
Instructional Strategies ◽  
Picture Books ◽  
Mass Communication ◽  
Literacy Skills ◽  
Literacy Skill ◽  
Digital World ◽  
History Of ◽  
New Challenges ◽  
Literacy Skill Development ◽  
Over Time

This chapter highlights new challenges that have developed over time in a digital world and use picture books with research-based instructional strategies to help teachers, K-8, address these challenges and develop student literacy skills at the same time. It identifies and describes picture books that teachers, K-8, can use as well as present instructional strategies that might be utilized to address these challenges and teach literacy skills in our ever-evolving digital world. This chapter consists of seven sections: 1) major technologies in the history of mass communication, 2) the digital world and pop culture, 3) using picture books to address new challenges in a digital world, 4) picture books and instructional strategies to support literacy skill development, 5) digital storytelling, 6) the need for caution, 7) suggested additional resources to address new challenges in a digital world.

Bidirectional Associations Between Preschool Classroom Behavior and Language and Literacy Skills

2020 ◽  
Vol 40 (3) ◽  
pp. 143-158
Author(s):  
Elizabeth B. Cashiola ◽  
Rebecca J. Bulotsky-Shearer ◽  
Daryl B. Greenfield
Keyword(s):  
Listening Comprehension ◽  
Classroom Behavior ◽  
Research Policy ◽  
Literacy Skills ◽  
Literacy Skill ◽  
Equation Modeling ◽  
Language And Literacy ◽  
Preschool Classroom ◽  
Comprehension Skills ◽  
Bidirectional Associations

Potential bidirectional associations between preschool classroom overactive (or externalizing) and underactive (or internalizing) behaviors and language and literacy skills (i.e., vocabulary and listening comprehension) were examined in a sample of children enrolled in Head Start ( N = 297). Cross-lagged panel designs using structural equation modeling (SEM) were conducted using data gathered through teacher ratings and direct assessments developed for use in preschool programs serving diverse populations of young children. Significant associations varied by type of behavior and language and literacy skill. Higher overactive behavior in the fall was associated with lower listening comprehension skills in the spring, whereas higher underactive behavior in the fall was associated with lower vocabulary skills in the spring. In addition, lower listening comprehension skills in the fall were associated with higher levels of underactive behavior in the spring. Implications for future research, policy, and practice are discussed.

Familial Concentration of Developmental Language Impairment

1989 ◽  
Vol 54 (2) ◽  
pp. 287-295 ◽  
Author(s):  
J. Bruce Tomblin
Keyword(s):  
Language Impairment ◽  
Language Disorder ◽  
Family Members ◽  
Second Graders ◽  
Second Grade ◽  
Language Impaired ◽  
Familial Association ◽  
The Family ◽  
History Of ◽  
Considerable Range

A questionnaire concerning the history of treatment of developmental language disorder was used to evaluate the prevalence of these problems within the immediate family members of second-grade children with and without language impairment. The data obtained from these families revealed strong evidence that such language problems are not randomly distributed across families but rather tend to concentrate within families. Although all family members of the language-impaired second graders demonstrated substantially increased odds for language impairment over those who came from families with normal second graders, a considerable range of increased odds for language impairment existed among the family members. Specifically, brothers and to a lesser degree sisters had a higher familial association with language impairment than did the parents. These results suggest that the factors that contribute to developmental language disorders are at least in part associated with the family unit.

scholarly journals Language Development and Impairment in Children With Mild to Moderate Sensorineural Hearing Loss

2017 ◽  
Vol 60 (6) ◽  
pp. 1551-1567 ◽  
Author(s):  
Lorna F. Halliday ◽  
Outi Tuomainen ◽  
Stuart Rosen
Keyword(s):  
Hearing Loss ◽  
Phonological Processing ◽  
Maternal Education ◽  
Language Impairments ◽  
Parental Report ◽  
Expressive Vocabulary ◽  
Language Problems ◽  
History Of ◽  
Nonverbal Ability ◽  
Clinically Significant

PurposeThe goal of this study was to examine language development and factors related to language impairments in children with mild to moderate sensorineural hearing loss (MMHL).MethodNinety children, aged 8–16 years (46 children with MMHL; 44 aged-matched controls), were administered a battery of standardized language assessments, including measures of phonological processing, receptive and expressive vocabulary and grammar, word and nonword reading, and parental report of communication skills. Group differences were examined after controlling for nonverbal ability.ResultsChildren with MMHL performed as well as controls on receptive vocabulary and word and nonword reading. They also performed within normal limits, albeit significantly worse than controls, on expressive vocabulary, and on receptive and expressive grammar, and worse than both controls and standardized norms on phonological processing and parental report of communication skills. However, there was considerable variation in performance, with 26% showing evidence of clinically significant oral or written language impairments. Poor performance was not linked to severity of hearing loss nor age of diagnosis. Rather, outcomes were related to nonverbal ability, maternal education, and presence/absence of family history of language problems.ConclusionsClinically significant language impairments are not an inevitable consequence of MMHL. Risk factors appear to include lower maternal education and family history of language problems, whereas nonverbal ability may constitute a protective factor.

From Research to Reality: Use of literacy-based targets in Speech-Language Therapy and Special Education Classrooms

2015 ◽  
Vol 22 (3) ◽  
pp. 103-109 ◽  
Author(s):  
Mary Beth Schmitt ◽  
Sherine Tambyraja
Keyword(s):  
Special Education ◽  
Public Schools ◽  
Language Impairment ◽  
Oral Language ◽  
Speech Therapy ◽  
Literacy Skills ◽  
Literacy Intervention ◽  
Language And Literacy ◽  
Language Therapy ◽  
Literacy Interventions

Children with language impairment (LI) are at substantial risk for short and long term delays in reading development. This fact is neither surprising nor new information, as language and literacy skills have been shown to be highly correlated. Empirical evidence suggests that literacy interventions are effective in boosting the reading outcomes of children with LI; however, research into business-as-usual practices in the public schools suggests that children with LI receive very little time devoted to literacy-based instruction, including speech-therapy and special education classrooms. This article discusses the connection between oral language and literacy for children with LI, federal mandates that guide intervention, and current research regarding provision of literacy intervention for children with LI.

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