Effects of Test Administration Order on Children's Neuropsychological Performance: Emerging One-word Expressive and Receptive Language Skills

The purpose of this study was to compare the phonological awareness abilities of 2 groups of 4-year-old children: one with normally developing speech and language skills and the other with moderately or severely delayed expressive phonological skills but age-appropriate receptive vocabulary skills. Each group received tests of articulation, receptive vocabulary, phonemic perception, early literacy, and phonological awareness skills. The groups were matched for receptive language skills, age, socioeconomic status, and emergent literacy knowledge. The children with expressive phonological delays demonstrated significantly poorer phonemic perception and phonological awareness skills than their normally developing peers. The results suggest that preschool children with delayed expressive phonological abilities should be screened for their phonological awareness skills even when their language skills are otherwise normally developing.

Download Full-text

The relationship between field dependence / field independence and receptive language skills – correlational research results

Linguodidactica ◽

10.15290/lingdid.2012.16.05 ◽

2012 ◽

Vol 16 ◽

pp. 109-115

Author(s):

Anna Jantarska

Keyword(s):

Field Dependence ◽

Language Skills ◽

Receptive Language ◽

Field Independence ◽

Research Results ◽

Correlational Research ◽

The Relationship

Download Full-text

Developing ‘receptive’ language skills—listening and reading

Teaching Modern Foreign Languages at Advanced Level ◽

10.4324/9780203458013_chapter_9 ◽

2010 ◽

pp. 160-183

Author(s):

Bob Powell

Keyword(s):

Language Skills ◽

Receptive Language

Download Full-text

Early Communication Skills and Special Education Outcomes at School Entry: Implications for Pediatric Care and Screening

Global Pediatric Health ◽

10.1177/2333794x19884185 ◽

2019 ◽

Vol 6 ◽

pp. 2333794X1988418

Author(s):

Matthew H. Kim ◽

Laura Lee McIntyre

Keyword(s):

Special Education ◽

Communication Skills ◽

Speech Therapy ◽

Language Skills ◽

Receptive Language ◽

Pediatric Care ◽

Special Education Services ◽

Education Services ◽

Early Communication ◽

Kindergarten Entry

Objective. To examine whether children’s early communication skills at age 3 predict special education outcomes at kindergarten entry. Methods. Data from 139 children eligible for early intervention or early childhood special education services were examined. Early communication was defined separately as expressive and receptive language skills and was measured by the Vineland Adaptive Behavior Scales–Second Edition. Outcome variables were parent-reported measures of special education use and dosage as well as speech therapy receipt and dosage at kindergarten entry. Results. Better expressive language skills at age 3—but not receptive language skills—predicted a significantly reduced likelihood (odds ratio = 0.79) of receiving speech therapy at kindergarten entry. There were no effects of early communication on broader receipt of special education services as well as on special education dosage. Conclusions. Screening of specific domains of early communication skills during routine pediatric care, in conjunction with the evaluations of other professionals involved in the child’s education and health, might be an effective method for identifying children who are likely to receive speech therapy and other special education services at kindergarten entry.

Download Full-text