Taalvaardigheidsonderzoek bij Taalgestoorde Leerlingen in het Voortgezet Onderwijs

1998 ◽  
Vol 60 ◽  
pp. 29-38
Author(s):  
E.A. Burger ◽  
G. Rijpma
Keyword(s):  
Special Education ◽  
Pilot Study ◽  
Language Development ◽  
Educational System ◽  
Financial Support ◽  
Language Disorder ◽  
Language Skills ◽  
Specific Language ◽  
Language Impaired ◽  
Grammatical Errors

Adolescent speakers of Dutch who have a language disorder cannot as yet be identified by generally acknowledged tests. However, in the future this will become necessary to apply for special education or financial support in the regular educational system. Based on a survey of the literature concerning normal and disordered language development in children up age 10, this article presents a pilot study in which the language skills of 10 specific language-impaired students are compared with those of 10 normally developing peers. Tasks are used both within academic and communicative contexts. Between the groups significant differences appear on two aspects only: the number of grammatical errors made while telling a story, and the length of the sentences used in writing a story. These two aspects therefore appear to be useful in the process of identifying language-disordered adolescents.

scholarly journals Promoting Reading Achievement in Children With Developmental Language Disorders: What Can We Learn From Research on Specific Language Impairment and Dyslexia?

2020 ◽  
Vol 63 (10) ◽  
pp. 3277-3292
Author(s):  
Suzanne M. Adlof
Keyword(s):  
Academic Achievement ◽  
Reading Comprehension ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Disorder ◽  
Language Skills ◽  
Future Research ◽  
Specific Language ◽  
School Identification ◽  
Potential Benefits

Purpose Specific language impairment (SLI; see also developmental language disorder) and dyslexia are separate, yet frequently co-occurring disorders that confer risks to reading comprehension and academic achievement. Until recently, most studies of one disorder had little consideration of the other, and each disorder was addressed by different practitioners. However, understanding how the two disorders relate to each other is important for advancing theories about each disorder and improving reading comprehension and academic achievement. The purpose of this clinical focus article is to integrate research on SLI and dyslexia as well as advocate for the consideration of comorbidities in future research and clinical practice. Method The first section reviews definitions as well as inclusionary and exclusionary criteria for SLI and dyslexia. The second section reviews research demonstrating that SLI and dyslexia are different disorders that often co-occur. Studies examining language, working memory, and academic achievement in children with separate versus co-occurring SLI and dyslexia are reviewed. The final section compares and contrasts school identification frameworks for children with SLI and dyslexia and considers the potential benefits of incorporating broad language skills into response to intervention (RTI) assessment frameworks. Conclusions Children with weak language skills are at a high risk of experiencing reading problems, but language difficulties are often hidden from view. Directly addressing language skills within school RTI frameworks can help improve the identification and treatment of children with SLI and dyslexia as well as support improved reading comprehension and academic achievement for all students. Presentation Video https://doi.org/10.23641/asha.13063793

scholarly journals Destrezas motoras y marcadores Genéticos en niños con Trastorno Específico del lenguaje y desarrollo típico del lenguaje (Motor skills and genetic markers in children with specific language impairment and typical language development)

Retos ◽  
2020 ◽  
pp. 235-241
Author(s):  
Patricio Avendaño Medina ◽  
Claudio Hernández-Mosqueira ◽  
Sandro Fernandes Da Silva ◽  
Sebastian Peña Troncoso ◽  
Gustavo Pavez-Adasme ◽  
...  
Keyword(s):  
Language Development ◽  
Genetic Markers ◽  
Motor Skills ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Disorder ◽  
Learning And Development ◽  
Specific Language ◽  
T Score ◽  
Mixed Language

El objetivo del estudio fue analizar las características Dermatoglíficas y Motoras en niños con trastorno específico del lenguaje mixto (TEL-m) y desarrollo típico del lenguaje (DTL). El diseño de investigación fue no experimental de carácter descriptivo, comparativo y transversal. La muestra estuvo conformada por 60 niños de 5 a 6 años 11 meses. Se utilizó el Test de aprendizaje y desarrollo infantil (TADI) y el protocolo de Cummings y Midlo (1961) para evaluar las características dermatoglíficas. Los resultados indican que los niños con TEL-m obtuvieron un puntaje T de 44.8 y los niños con DTL un puntaje T de 58.8 puntos y que el diseño más frecuente fue Presilha (L) 64% en niños con TEL-m y 66% en niños con DTL. Además, se observan diferencias significativas p<.00 en motricidad, pero sin observar diferencias significativas en las variables Dermatoglíficas. Dado esto se acepta que sólo existen diferencias significativas en el área de motricidad para p<.05 en niños con TEL-m y DTL. Abstract. The objective of the study was to analyze the Dermatoglyphic and Motor characteristics in children with specific mixed language disorder (TEL-m) and typical language development (DTL). The research design was non-experimental descriptive, comparative and transversal. The sample consisted of 60 children aged 5 to 6 years and 11 months old. The Childhood Learning and Development Test (TADI) and the Cummings and Midlo Protocol (1961) were used to evaluate the dermatoglyphic characteristics. The results indicate that children with TEL-m obtained a T-score of 44.8 and children with DTL a T-score of 58.8 points and that the most frequent design was Presilha (L) 64% in children with TEL-m and 66% in children with DTL. In addition, significant differences are observed (p <.00) in motor skills, yet they were not significant in the Dermatoglyphic variables. For the above, we may accept that significant differences with p set at 0.5 were only evident in the motor area in children with TEL-m and DTL.

Language learnability and specific language impairment in children

1989 ◽  
Vol 10 (2) ◽  
pp. 179-202 ◽  
Author(s):  
Laurence B. Leonard
Keyword(s):  
Language Development ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Developmental Stages ◽  
Specific Language ◽  
Language Impaired ◽  
Language Functioning ◽  
Normal Language ◽  
Impaired Children ◽  
Language Learnability

ABSTRACTTheories of language learnability have focused on “normal” language development, but there is a group of children, termed “specifically language-impaired,” for whom these theories are also appropriate. These children present an interesting learnability problem because they develop language slowly, the intermediate points in their development differ in certain respects from the usual developmental stages, and they do not always achieve the adult level of language functioning. In this article, specifically language-impaired children are treated as normal learners dealing with an input that is distorted in principled ways. When the children are viewed from this perspective, Pinker's (1984) theory can account for many of the features of their language.

Narrative Language Markers of Arabic Language Development and Impairment

2020 ◽  
Vol 63 (10) ◽  
pp. 3472-3487
Author(s):  
Natalia V. Rakhlin ◽  
Nan Li ◽  
Abdullah Aljughaiman ◽  
Elena L. Grigorenko
Keyword(s):  
Language Development ◽  
Standardized Test ◽  
Language Disorder ◽  
Arabic Language ◽  
Developmental Language Disorder ◽  
Standardized Measures ◽  
Verb Agreement ◽  
Language Groups ◽  
Specificity And Sensitivity ◽  
Omission Errors

Purpose We examined indices of narrative microstructure as metrics of language development and impairment in Arabic-speaking children. We examined their age sensitivity, correlations with standardized measures, and ability to differentiate children with average language and language impairment. Method We collected story narratives from 177 children (54.2% boys) between 3.08 and 10.92 years old ( M = 6.25, SD = 1.67) divided into six age bands. Each child also received standardized measures of spoken language (Receptive and Expressive Vocabulary, Sentence Imitation, and Pseudoword Repetition). Several narrative indices of microstructure were examined in each age band. Children were divided into (suspected) developmental language disorder and typical language groups using the standardized test scores and compared on the narrative indicators. Sensitivity and specificity of the narrative indicators that showed group differences were calculated. Results The measures that showed age sensitivity included subject omission error rate, number of object clitics, correct use of subject–verb agreement, and mean length of utterance in words. The developmental language disorder group scored higher on subject omission errors (Cohen's d = 0.55) and lower on correct use of subject–verb agreement (Cohen's d = 0.48) than the typical language group. The threshold for impaired performance with the highest combination of specificity and sensitivity was 35th percentile. Conclusions Several indices of narrative microstructure appear to be valid metrics for documenting language development in children acquiring Gulf Arabic. Subject omission errors and correct use of subject–verb agreement differentiate children with typical and atypical levels of language development.

scholarly journals Variations in the Home Language Environment and Early Language Development in Rural China

2021 ◽  
Vol 18 (5) ◽  
pp. 2671
Author(s):  
Yue Ma ◽  
Laura Jonsson ◽  
Tianli Feng ◽  
Tyler Weisberg ◽  
Teresa Shao ◽  
...  
Keyword(s):  
Language Development ◽  
Child Language ◽  
Language Skills ◽  
Rural China ◽  
Home Language ◽  
Early Language ◽  
Early Language Development ◽  
Language Environment ◽  
Conversational Turns ◽  
Home Language Environment

The home language environment is critical to early language development and subsequent skills. However, few studies have quantitatively measured the home language environment in low-income, developing settings. This study explores variations in the home language environment and child language skills among households in poor rural villages in northwestern China. Audio recordings were collected for 38 children aged 20–28 months and analyzed using Language Environment Analysis (LENA) software; language skills were measured using the MacArthur–Bates Mandarin Communicative Developmental Inventories expressive vocabulary scale. The results revealed large variability in both child language skills and home language environment measures (adult words, conversational turns, and child vocalizations) with 5- to 6-fold differences between the highest and lowest scores. Despite variation, however, the average number of adult words and conversational turns were lower than found among urban Chinese children. Correlation analyses did not identify significant correlations between demographic characteristics and the home language environment. However, the results do indicate significant correlations between the home language environment and child language skills, with conversational turns showing the strongest correlation. The results point to a need for further research on language engagement and ways to increase parent–child interactions to improve early language development among young children in rural China.

scholarly journals A multi-study examination of the role of repeated spaced retrieval in the word learning of children with developmental language disorder

2021 ◽  
Vol 13 (1) ◽  
Author(s):  
Laurence B. Leonard ◽  
Sharon L. Christ ◽  
Patricia Deevy ◽  
Jeffrey D. Karpicke ◽  
Christine Weber ◽  
...  
Keyword(s):  
Language Development ◽  
Outcome Measures ◽  
Word Learning ◽  
Language Disorder ◽  
Learning Condition ◽  
Modeling Framework ◽  
Spaced Retrieval ◽  
Retrieval Condition ◽  
Mixed Effects Modeling ◽  
Novel Word Learning

Abstract Background Many children with developmental language disorders (DLD) have well-documented weaknesses in vocabulary. In recent years, investigators have explored the nature of these weaknesses through the use of novel word learning paradigms. These studies have begun to uncover specific areas of difficulty and have provided hints about possible intervention strategies that might help these children learn words more accurately and efficiently. Among the studies of this type are those that incorporate repeated spaced retrieval activities in the learning procedures. Methods In this study, we examined the data from four of these studies that employed the same types of participants (4- and 5-year-old children with DLD and same-age children with typical language development), research design, and outcome measures. The studies differed primarily in the type of learning condition that was being compared to a spaced retrieval condition. A mixed-effects modeling framework was used, enabling the data from the four studies and different outcome measures to be aggregated. Results Across the studies, more words in the repeated spaced retrieval condition were recalled than those in the comparison conditions. This was true regardless of outcome measure. Children with typical language development recalled more words than the children with DLD. Both groups benefited from spaced retrieval, though effects were larger for the group with DLD. Children recalled words as accurately 1 week after learning as they did at the 5-min mark; the two groups were essentially identical in this respect. Conclusions Overall, the findings support the continued refinement of these types of repeated spaced retrieval procedures, as they may have potential to serve as effective approaches to intervention.

Early Lexical Acquisition in Children with Specific Language Impairment

1982 ◽  
Vol 25 (4) ◽  
pp. 554-564 ◽  
Author(s):  
Laurence B. Leonard ◽  
Richard G. Schwartz ◽  
Kathy Chapman ◽  
Lynne E. Rowan ◽  
Patricia A. Prelock ◽  
...  
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Lexical Acquisition ◽  
Normal Children ◽  
Linguistic Development ◽  
Specific Language ◽  
Language Impaired ◽  
Similar Tendency

This study examined the characteristics of early lexical acquisition in children with specific language impairment. Sixteen unfamiliar words and referents were exposed across 10 sessions to language-impaired and normal children matched for level of linguistic development. Posttesting revealed similar comprehension-production gaps in the two groups of children. In addition, both groups showed greater comprehension and production of words referring to objects than words referring to actions. However, the language-impaired children's object word bias was not as marked as that of the normal children. For both groups, words containing initial consonants within the children's production repertoires were more likely to be acquired in production than words containing consonants absent from the children's phonologies. A similar tendency was not seen for comprehension.

A Pilot Study Investigating the Use of Mobile Technology for Coordinating Educational Plans in Inclusive Settings

2021 ◽  
pp. 016264342110335
Author(s):  
Nur Siyam ◽  
Sherief Abdallah
Keyword(s):  
Special Education ◽  
Academic Success ◽  
Pilot Study ◽  
Mobile Technology ◽  
Participatory Design ◽  
Focal Point ◽  
Autism Spectrum ◽  
Mobile App ◽  
Educational Plan ◽  
Special Education Needs

Good coordination among school staff and families leads to increased learning quality and academic success for students with special education needs and disabilities (SEND). This pilot study aims to investigate the use of mobile technology for the coordination of therapy and learning for students with SEND. This study first follows a participatory design methodology to identify the key design principles required to inform the design of a coordination mobile app for special education. Then, a mobile app (IEP-Connect) is designed and implemented with the aim of facilitating information sharing between different parties involved in the intervention of students with SEND. The proposed app uses the Individualized Educational Plan (IEP) as the focal point of coordination. The evaluation of the app focused on students with autism spectrum disorder (ASD) as their learning requires sharing information from different distributed sources. Results from the usability study revealed that the app has “good” usability and that participants were satisfied with the use of the app for recording and sharing IEP information. The results of this study provide an understanding of the ways in which a coordination app for special education could be made easy and rewarding to use.

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