My Son Was a Late Talker

ASHA Leader ◽  
2018 ◽  
Vol 23 (10) ◽  
pp. 72-72
Author(s):  
Carol Karlow
Keyword(s):  
Late Talker

Early Language Delay and Risk for Language Impairment

2008 ◽  
Vol 15 (3) ◽  
pp. 93-100 ◽  
Author(s):  
Erica M. Ellis ◽  
Donna J. Thal
Keyword(s):  
Language Impairment ◽  
Language Disorder ◽  
Language Delay ◽  
Clinical Implications ◽  
Early Language ◽  
Late Talkers ◽  
Late Talker ◽  
Early Language Delay ◽  
Clinically Significant ◽  
Normal Variability

Abstract Clinicians are often faced with the difficult task of deciding whether a late talker shows normal variability or has a clinically significant language disorder. This article provides an overview of research investigating identification, characteristics, outcomes, and predictors of late talkers. Clinical implications for speech-language pathologists in the identification and treatment of children who are late talkers are discussed.

A Prospective Longitudinal Study of Language Development in Late Talkers

1994 ◽  
Vol 37 (4) ◽  
pp. 852-867 ◽  
Author(s):  
Susan Ellis Weismer ◽  
Jamie Murray-Branch ◽  
Jon F. Miller
Keyword(s):  
Language Development ◽  
Late Onset ◽  
Expressive Language ◽  
Language Outcomes ◽  
Prospective Longitudinal Study ◽  
Late Talkers ◽  
Late Talker ◽  
Prospective Assessment ◽  
Language Assessments ◽  
Prospective Longitudinal

This longitudinal investigation charted the course of cognitive and language development from the prelinguistic period to multiword productions in 19 typically developing (TD) toddlers and 4 toddlers who were subsequently identified as having late onset of expressive language. Assessments were conducted at 3-month intervals over a 21-month period, with 12 months of prospective assessment data comparing the TD and late talker (LT) subjects (mean CA: 13 to 25 months) and 9 months of follow-up data (mean CA: 25–34 months) on the 4 subjects who were identified as late talkers at age 2. Three different developmental profiles were identified, and predictors of expressive language outcomes for the LT subjects were evaluated.

A Clinical Synthesis of the "Late Talker" Literature

1998 ◽  
Vol 29 (2) ◽  
pp. 76-84 ◽  
Author(s):  
Donna J. Kelly
Keyword(s):  
Language Acquisition ◽  
Service Provision ◽  
Expressive Language ◽  
Review Of The Literature ◽  
Speech Language Pathologists ◽  
Late Talkers ◽  
Late Talker

"Late talkers" are most often differentiated from their normally developing peers by their limited expressive lexicons. In the majority of the studies conducted on late talkers, these children are described as producing fewer than 50 words and/or producing limited word combinations by 24 months of age. The expressive language of some of the late talkers will eventually resemble their same-age peers; however, a substantial number of these children will continue to evidence difficulties with their expressive language acquisition. This article provides a review of the literature on late talkers in order to assist speech-language pathologists as they tackle those issues that are specific to service provision with this population of children.

scholarly journals The Corpus of Lithuanian Children Language: Development and application for modern studies in language acquisition

Kalbotyra ◽  
2019 ◽  
Vol 71 ◽  
pp. 7-25
Author(s):  
Ingrida Balčiūnienė ◽  
Laura Kamandulytė-Merfeldienė
Keyword(s):  
Experimental Data ◽  
Language Acquisition ◽  
Data Collection ◽  
Language Development ◽  
School Age Children ◽  
Typically Developing ◽  
Language Studies ◽  
Data Compilation ◽  
Late Talker ◽  
Methodological Principles

[full article and abstract in English] This paper describes The Corpus of Lithuanian Children’s Language and its possible applications for modern studies on the first language acquisition. First of all, the procedure of data collection for the Corpus is discussed. Furthermore, the main methodological principles of longitudinal and experimental data compilation and transciption are decribed. Finally, different studies in developmental psycholinguistics which have been carried out so far and which demonstrate possible ways of the application of the Corpus data for different scientific purposes are introduced. The Corpus of Lithuanian Children’s Language developed at Vytautas Magnus University comprises typical and atypical, longitudinal and experimental data of the Lithuanian language development. The Corpus was compiled using different methodological approaches, such as natural observation and semi-experiment. The longitudinal data (conversations between the target children and their caretakers) compiled according to the requirement of natural observation includes transcribed and morphologically annotated speech of two typically-developing children, one late talker, one early talker, one child from a low SES family, and a pair of twins. The data was collected during the period of 1993–2017 and and it can be divided into three cohorts. The semi-experimentaldata (~ 124 hours) comes from numerous studies in narratives and spontaneous dialogues elicited from typically-developing and language-impaired monolingual and bilingual (pre-) school age children. From the very beginning of data collection for the The Corpus of Lithuanian Children’s Language, studies in the develomental changes of typical child language have been carried out. Over the past decade, these studies have been supplemented by statistical analysis of elicited semi-experimental data; the majority of these studies deal with typical vs. atypical (delayed or impaired) language acquisition and with differences between acquision of Lithuanian in a monolingual vs. bi-/polylingual settings. The paper provides an overview of data of The Corpus of Lithuanian Children’s Language, which have been collected from 1993 but still needed to be structurized according to the employed methodology of data compilation and possible applications for different scientific purposes.

scholarly journals "HE USED TO BE A LATE TALKER” : PARENTS’ NARRATION OF A FIVE YEAR OLD CHILD NAMED HASAN

2021 ◽  
Vol 8 (2) ◽  
pp. 81-105
Author(s):  
Emy Sudarwati ◽  
Ary Setya Budhi Ningrum
Keyword(s):  
Language Development ◽  
Language Learning ◽  
Speech Therapy ◽  
Research Subject ◽  
Classroom Activities ◽  
Video Recordings ◽  
Catching Up ◽  
Book Medical ◽  
Late Talker ◽  
Catch Up

Abstract: This narrative inquiry is based on the lived experiences of parents who have a speech delayed child. A child with a language delay must go through in order to appropriately have strong competence in the language learning process. The data were derived from parents’ stories, a speech therapy progress book, medical records, and video recordings of classroom activities. Findings were focused on the thorough process a research subject has undergone to finally survive in catching up his lag of language development compared to the mainstream children of his age. After four years of intensive labor requiring parental involvement and three years of programmed therapy, the research subject achieves improvement milestones that enable him to catch up to conventional children's language development, which he should have completed. More research into the deployment of other linguistic aspects is needed  to provide a clear picture of the development of his language learning.  

The Clinical Features of Late Talker

2015 ◽  
Vol 23 (3) ◽  
pp. 91-98
Author(s):  
박진경 ◽  
이창호 ◽  
김진경 ◽  
이은주 ◽  
홍석진 ◽  
...  
Keyword(s):  
Clinical Features ◽  
Late Talker

Generalized Slowing Rather Than Inhibition Is Associated With Language Outcomes in Both Late Talkers and Children With Typical Early Development

2021 ◽  
pp. 1-13
Author(s):  
Anna Kautto ◽  
Eira Jansson-Verkasalo ◽  
Elina Mainela-Arnold
Keyword(s):  
Processing Speed ◽  
Response Times ◽  
Flanker Task ◽  
School Age ◽  
Language Outcomes ◽  
Late Talkers ◽  
Late Talker ◽  
History Of ◽  
Catch Up ◽  
General Response

Purpose While most of the children who are identified as late talkers at the age of 2 years catch up with their peers before school age, some continue to have language difficulties and will later be identified as having developmental language disorder. Our understanding of which children catch up and which do not is limited. The aim of the current study was to find out if inhibition is associated with late talker outcomes at school age. Method We recruited 73 school-aged children (ages 7–10 years) with a history of late talking ( n = 38) or typical development ( n = 35). Children completed measures of language skills and a flanker task to measure inhibition. School-age language outcome was measured as a continuous variable. Results Our analyses did not reveal associations between inhibition and school-age language index or history of late talking. However, stronger school-age language skills were associated with shorter overall response times on the flanker task, in both congruent and incongruent trials. This effect was not modulated by history of late talking, suggesting that a relationship between general response times and language development is similar in both children with typical early language development and late talkers. Conclusions Inhibition is not related to late talker language outcomes. However, children with better language outcomes had shorter general response times. We interpret this to reflect differences in general processing speed, suggesting that processing speed holds promise for predicting school-age language outcomes in both late talkers and children with typical early development. Supplemental Material https://doi.org/10.23641/asha.14226722

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