Co-existing weak language skills and weak social skills in 33-month-old Norwegian children referred to the School Psychology Service for language difficulties or social difficulties

2018 ◽  
Vol 26 (6) ◽  
pp. 909-926
Author(s):  
Anne Elisabeth Dahle ◽  
Inger Kristine Løge
Keyword(s):  
Social Skills ◽  
School Psychology ◽  
Language Skills ◽  
Language Difficulties ◽  
Social Difficulties ◽  
Psychology Service

The Relationship between Language Skills and Outcomes of the PATHS Curriculum

2008 ◽  
Vol 25 (2) ◽  
pp. 62-77
Author(s):  
Luisa Rossi ◽  
Janet Fletcher ◽  
Robin Harvey
Keyword(s):  
Social Skills ◽  
Language Development ◽  
Western Australia ◽  
Language Skills ◽  
Language Ability ◽  
Significant Trend ◽  
Post Intervention ◽  
Language Difficulties ◽  
Language Measures ◽  
The Relationship

AbstractPrevious research has established a relationship between children's language development and their behaviour. The aim of the present study was to determine whether children's language ability influenced the degree to which their behaviour changed following participation in the PATHS (Promoting Alternative Thinking Strategies) curriculum. Participants were 86 pre-primary children who attended two mainstream schools in regional Western Australia. Analyses of pre- and post-intervention behaviour and language measures found PATHS to be effective for improving the behaviour and social skills of children with language difficulties. Changes in children with better language skills showed a positive but non-significant trend. Although a relationship was found between children's general language skills and their behaviour at pre-intervention, changes observed in behaviour were not accompanied by changes in language skills at post-intervention.

Dynamic Assessment of Learners of a Spoken Language

2021 ◽  
pp. 87-99
Author(s):  
Natalie Hasson
Keyword(s):  
Language Learners ◽  
Language Skills ◽  
Dynamic Assessment ◽  
First Language ◽  
Target Language ◽  
Test Taker ◽  
Learning Potential ◽  
Hyperactivity Disorder ◽  
Assessment Of Learning ◽  
Language Difficulties

Dynamic assessment (DA), or the assessment of learning potential, is becoming recognized as an alternative method that has wide application within the assessment of language. In moving away from comparison to normative data, the assessment enables a wider range of children to be assessed, including all of those for whom the norms do not apply, such as children with autistic spectrum conditions, attention deficit hyperactivity disorder (ADHD), hearing loss, and bi- or multilingual children. In addition to differentiating language difficulties due to lack of experience with the target language from developmental language disorders (DLD), the DA procedure contributes a considerable amount of qualitative information about the learning skills of the test-taker. This chapter reviews the multiple models and methods of DA and the work that has been done to develop tools to assess language skills in first language learners.

scholarly journals Stage 2 Registered Report: There is no appreciable relationship between strength of hand preference and language ability in 6- to 7-year-old children

2019 ◽  
Vol 4 ◽  
pp. 81
Author(s):  
Verena E. Pritchard ◽  
Stephanie A. Malone ◽  
Kelly Burgoyne ◽  
Michelle Heron-Delaney ◽  
Dorothy V.M. Bishop ◽  
...  
Keyword(s):  
Language Skills ◽  
Morphological Awareness ◽  
Hand Preference ◽  
Language Ability ◽  
Receptive Vocabulary ◽  
Motor Tasks ◽  
Standardized Measures ◽  
Left Handed ◽  
Language Difficulties ◽  
Stage 1

Background: Weak or inconsistent hand preference has been postulated to be a risk factor for developmental language delay. Following on from our Registered Stage 1 report this study assessed the extent to which variations in language skills are associated with the strength of hand preference. Methods: Data are drawn from a large sample (N = 569) of 6- to 7-year-old children unselected for ability, assessed at two time points, 6 months apart. Hand preference was assessed using the Quantitative Hand Preference (QHP) task and five uni-manual motor tasks. Language skills (expressive and receptive vocabulary, receptive grammar, and morphological awareness) were assessed with standardized measures. Results: We found QHP scores did not distinguish children with weaker language skills from those with stronger language skills and the correlation between QHP scores and language ability was negligible in this study. Hand preference on the QHP task was significantly stronger among right-handed than left-handed children and left-handed children were typically inconsistent in the hand used across different tasks.  Conclusions: The findings presented here fail to provide any support for the theory that weak cerebral lateralisation (as assessed here by the QHP task) places children at risk of language difficulties. Stage 1 report: https://doi.org/10.12688/wellcomeopenres.15077.1

scholarly journals Speech and Language Characteristics in Kabuki Syndrome

2010 ◽  
Author(s):  
Parul Malik ◽  
Anuradha Sharma ◽  
Sachin Sakhuja ◽  
Sanjay Munjal ◽  
Naresh Panda
Keyword(s):  
Language Production ◽  
Motor Coordination ◽  
Standardized Test ◽  
Language Skills ◽  
Receptive Language ◽  
Kabuki Syndrome ◽  
Oral Motor ◽  
Normal Limits ◽  
Language Difficulties ◽  
Language Characteristics

The aim of this study was to delineate the language difficulties in Kabuki Syndrome. At presentation, the child with Kabuki Syndrome had waddling gait, dolicocephaly, and frontal bossing. On administering an Indian standardized test (Linguistic Profile Test), different aspects of spontaneous language production were analysed. Receptive language skills were within normal limits, but expressive language skills showed deficits in semantic and syntactic areas. Articulation errors appeared mainly due to poor oral-motor coordination and hypotonia. A dull flat pattern of speech was characteristic to the child.

Preschool Speech Intelligibility and 8-Year Literacy: A Moderated Mediation Analysis

2020 ◽  
Vol 63 (10) ◽  
pp. 3380-3391
Author(s):  
Fufen Jin ◽  
Synnve Schjølberg ◽  
Patricia Eadie ◽  
Ragnhild Bang Nes ◽  
Espen Røysamb
Keyword(s):  
Family History ◽  
Speech Intelligibility ◽  
Maternal Education ◽  
Language Skills ◽  
Reading Difficulties ◽  
Literacy Skills ◽  
Child Gender ◽  
Language Difficulties ◽  
History Of ◽  
The Relationship

Purpose The aims of this study were (a) to examine the relationship between speech intelligibility at the age of 5 years and literacy skills at the age of 8 years, (b) to explore the possible mediating or moderating role of broader language skills at 5 years in the relationship of interest, and (c) to assess whether the potential risk factors (child gender; maternal education levels; and family history of speech, language, reading, and writing difficulties) influence the relationship between speech intelligibility and literacy in terms of moderated mediation effects. Method We used mother-reported questionnaire data on 16,184 children participating in the population-based, prospective Norwegian Mother, Father and Child Cohort Study as well as conducted linear regression analyses using the PROCESS macro in SPSS. In addition, logistic regression was conducted to make predictions about risk. Results The association between speech intelligibility at 5 years and literacy skills at 8 years was statistically significant (β = .168, p < .001). Children with speech problems at 5 years had a risk ratio of 2.38 (95% CI [2.10, 2.70]) and an odds ratio of 2.74 (95% CI [2.35, 3.19]), as compared to children without such problems. Broader language skills at 5 years partially mediated the relationship between speech intelligibility at 5 years and literacy at 8 years, and the effect of language skills appeared to be moderated by child gender, a family history of language difficulties, a family history of reading difficulties, and maternal education. Conclusions Severity of speech problems indexed by parent-reported speech intelligibility in preschool predicted school-age literacy problems. Broader language skills are a crucial mediating mechanism through which these problems are linked, and the mediated relationship is amplified by female gender, low maternal education, family history of language difficulties, and family history of reading difficulties. The findings call for increased use of a multiple-risk model when planning early interventions in children with unclear speech.

Sign in / Sign up

Export Citation Format

Share Document