Teacher-Identified Oral Language Difficulties among Boys with Attention Problems

1994 ◽  
Vol 15 (2) ◽  
pp. 92???98 ◽  
Author(s):  
TOM HUMPHRIES ◽  
HADLEY KOLTUN ◽  
MOLLY MALONE ◽  
WENDY ROBERTS
Keyword(s):  
Oral Language ◽  
Attention Problems ◽  
Language Difficulties

Significance of oral language delays and writing for early detection of developmental disorders

2017 ◽  
Vol 41 (S1) ◽  
pp. S435-S435
Author(s):  
F.J. De Santiago Herrero ◽  
D.M. García-Mateos ◽  
I. Arconada Díez ◽  
C. Torres Delgado ◽  
A.M. Trigo Bensusan
Keyword(s):  
Reading Comprehension ◽  
Early Detection ◽  
Intellectual Disabilities ◽  
Reading Fluency ◽  
Oral Language ◽  
Developmental Disorders ◽  
Written Language ◽  
Medical Centers ◽  
Language Difficulties ◽  
Competing Interest

IntroductionThe study of the oral and written language delayed at the school makes possible the early detection of scholar, behavioral and psychiatric disorders. These difficulties could affect to the personal and professional development.ObjectivesTo confirm the relationship between language oral and written delayed for the early detection of developmental disorders.MethodA sample of 350 subjects among 5 and 23 years of age is analyzed with oral and/or written language difficulties. It is studied diagnosis, gender, age, reason for treatment, grade and submitter.ResultsThe specific learning disabilities (SLD) request a 62.3% of the treatment among 7–10 years. The percentages of SLD are: reading comprehension difficulties (17.4%), dysorthography (13.4%), reading fluency and reading comprehension difficulties (12.9%), reading fluency (11.7%) and, dysorthography and reading fluency (6.9%). There exist percentage differences between repeaters (39.4%) and no repeaters (22.9%) students with DALE. The oral/written language provides the early detection of Intellectual disabilities (8.6% of the simple). The relation between the reason for treatment and diagnosis do not coincide: the consults was 3.7% for oral language delay, 2.6% for reading comprehension difficulties, 1.4% for dysorthography and 0.9% for reading fluency. The school demand more treatment (50.9%), next to medical centers (22.3%) and family initiative (15.7%).ConclusionsThe oral/written language delayed – especially the reading comprehension difficulties – are a good early detection for the developmental disorders (intellectual disabilities minor, SLD and TDAH at the primary stage). There is more percentage of boys than girls (2:1) with language delayed, except at Intellectual disabilities, because there is an identical percentage (4.3%).Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals Differentiating ADHD from oral language difficulties in children: role of movements and effects of stimulant medication

2014 ◽  
Vol 14 (1) ◽  
Author(s):  
Carroll W Hughes ◽  
Joyce Pickering ◽  
Kristi Baker ◽  
Gina Bolanos ◽  
Cheryl Silver
Keyword(s):  
Oral Language ◽  
Stimulant Medication ◽  
Language Difficulties

Event-related potentials reveal anomalous morphosyntactic processing in developmental dyslexia

2012 ◽  
Vol 34 (6) ◽  
pp. 1135-1162 ◽  
Author(s):  
CHIARA CANTIANI ◽  
MARIA LUISA LORUSSO ◽  
PAOLO PEREGO ◽  
MASSIMO MOLTENI ◽  
MARIA TERESA GUASTI
Keyword(s):  
Language Processing ◽  
Developmental Dyslexia ◽  
Oral Language ◽  
Event Related Potentials ◽  
Electrophysiological Data ◽  
Verb Agreement ◽  
Subject Number ◽  
Language Difficulties ◽  
Related Potentials ◽  
Main Factors

ABSTRACTIn the light of the literature describing oral language difficulties in developmental dyslexia (DD), event-related potentials were used in order to compare morphosyntactic processing in 16 adults with DD (aged 20–28 years) and unimpaired controls. Sentences including subject–verb agreement violations were presented auditorily, with grammaticality and subject number as main factors. Electrophysiological data revealed differences between groups concerning both the latency of the P600 component and the additional presence in the DD group of a negativity broadly diffused all over the scalp. Moreover, these electrophysiological anomalies increased when plural sentences were processed. On the whole, the results support the hypothesis of a linguistic deficit and of different language processing modalities in DD participants.

scholarly journals Phonological Deficit Traits in Verbal Language of Dyslexics

2021 ◽  
Author(s):  
Aya Adel ◽  
Marwa Mahmoud Saleh
Keyword(s):  
Phonological Processing ◽  
Oral Language ◽  
Short Term Memory ◽  
Educational Opportunities ◽  
Phonological Representations ◽  
Verbal Language ◽  
Phonological Learning ◽  
Language Difficulties ◽  
Common Learning ◽  
Delayed Language Development

Developmental dyslexia is a common learning disorder which is defined as a specific deficit in reading acquisition that cannot be accounted for by low IQ , lack of typical educational opportunities, or an obvious sensory or neurological damage. Dyslexic children commonly present with delayed language development first, which selectively affects phonological processing more than other aspects of language. The problem at the level of phonological representations causes a range of typical symptoms which include problems of verbal short-term memory, non-word repetitions, phonological learning of new verbal information, word retrieval, and rapid naming. This chapter will address the picture of early oral language difficulties especially phonological deficits in dyslexia, and how reading problems are related to them.

scholarly journals Screening for the Identification of Oral Language Difficulties in Brazilian Preschoolers: A Validation Study

2020 ◽  
Vol 51 (3) ◽  
pp. 852-865
Author(s):  
Marina L. Puglisi ◽  
Helena F. Blasi ◽  
Margaret J. Snowling
Keyword(s):  
Preschool Children ◽  
Oral Language ◽  
Operating Characteristic ◽  
Good Accuracy ◽  
Preschool Teachers ◽  
Language Disorders ◽  
False Alarms ◽  
Language Performance ◽  
Language Difficulties ◽  
Confirmatory Factor

Purpose This study aimed to develop and validate a screening questionnaire for the early identification of language difficulties in Brazilian Portuguese–speaking preschool children. Method The article is divided into two studies. In the first study, we reported the theoretical principles that guided the development of the Screening for Identification of Oral Language Difficulties by Preschool Teachers (SIOLD) and tested the validity of its structure. The psychometric properties of the SIOLD were tested using a sample of 754 children attending Year 1 of preschool. Thirty-two teachers coming from eight different schools completed individual questionnaires for all their students. Confirmatory factor analysis was used to assess the validity of the SIOLD. In the second study, we investigated the accuracy of the questionnaire for identifying children with oral language difficulties using a different sample of 100 preschool children. Using receiver operating characteristic and precision recall curves, we assessed the sensitivity and specificity of the SIOLD to identify children who showed impaired language performance in a short battery of tests. Results The SIOLD has been shown to be a valid and accurate questionnaire for assessing the form and content of oral language in preschool children. It showed good accuracy, with sensitivity ranging between .750 and .857 and specificity of .946 for the identification of language difficulties. Among the cases positively identified by the SIOLD as having language difficulties, 54.5% were true cases of language disorders, while 45.5% were false alarms. The combination of these findings shows that the SIOLD overpredicts positive cases but identifies most children with true language disorders and passes most children without language disorders, as required of a good screening test. Conclusions The questionnaire provides a useful tool for enabling Brazilian teachers to refer children with language difficulties to the speech-language services. The theoretical and clinical implications are discussed.

scholarly journals Children’s Language Skills Can Be Improved: Lessons From Psychological Science for Educational Policy

2020 ◽  
Vol 29 (4) ◽  
pp. 372-377 ◽  
Author(s):  
Charles Hulme ◽  
Margaret J. Snowling ◽  
Gillian West ◽  
Arne Lervåg ◽  
Monica Melby-Lervåg
Keyword(s):  
Reading Comprehension ◽  
Educational Policy ◽  
Oral Language ◽  
Long Term Effects ◽  
Policy And Practice ◽  
Educational Failure ◽  
Psychological Science ◽  
Language Interventions ◽  
Language Difficulties

Oral language is crucial for social interaction and for learning in the classroom; it also provides the foundation for reading comprehension. It follows that children with language difficulties are at high risk of educational failure. Recently, a number of studies have demonstrated that it is possible to produce small but significant improvements in children’s oral language through targeted language interventions ( d = 0.16) and, furthermore, that studies with high-quality implementation show larger effects ( d = 0.24). There is also evidence that effects of language intervention can generalize to produce improvements in reading comprehension. Although further research examining the long-term effects of language interventions are needed, current findings have important implications for educational policy and practice.

Sentence repetition as a marker of language skills in children with dyslexia

2013 ◽  
Vol 36 (2) ◽  
pp. 203-221 ◽  
Author(s):  
KRISTINA MOLL ◽  
CHARLES HULME ◽  
SONALI NAG ◽  
MARGARET J. SNOWLING
Keyword(s):  
Oral Language ◽  
Language Skills ◽  
Group Effect ◽  
Function Words ◽  
Complex Sentences ◽  
Sentence Repetition ◽  
Error Analyses ◽  
Language Difficulties ◽  
Independent Effects

ABSTRACTThis study investigated the role of length and complexity on sentence repetition in children with dyslexia and typical readers. Length and complexity each had independent effects on sentence repetition, and children with dyslexia performed more poorly than typical readers. This group effect was attributable to individual differences in language rather than memory skills. Error analyses revealed that content words (specifically adjectives) were more likely to be omitted in longer than in shorter sentences independent of complexity. In complex sentences, function words (specifically prepositions) were the most vulnerable to errors, particularly for a subgroup of children with dyslexia who had oral language difficulties. It is proposed that deficits in sentence repetition are indicative of language difficulties in children with dyslexia.

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