Higher Order Language: Risk, Promotive, and Risk-Based Protective Associations with Youth Offending

2021 ◽  
pp. 001112872110077
Author(s):  
Stavroola A. S. Anderson ◽  
David J. Hawes ◽  
Pamela C. Snow
Keyword(s):  
Oral Language ◽  
Figurative Language ◽  
Protective Factor ◽  
Language Skills ◽  
Theoretical Models ◽  
Higher Order ◽  
Protective Effects ◽  
Youth Offenders ◽  
Order Language ◽  
Nonverbal Skills

Research has implicated oral language deficits as risk factors for antisocial behavior. The aim of this study was to investigate the relationship between higher order language skills and youth offending through a risk, promotive and risk-based protective factor paradigm. In a sample of adolescent males ( n = 130; 13 to 20 years; 62% youth offenders) skills in understanding ambiguity, making inferences, and understanding figurative language were demonstrated to have risk and promotive effects in association with youth offending. Figurative language also met criteria for having risk-based protective effects for youth at high offending risk due to poor nonverbal skills. Conceptualization of higher order language skills through this paradigm promotes a broader frame of reference for considering theoretical models and practical interventions.

Testing Oral Language Skills via the Computer

2013 ◽  
Vol 18 (1) ◽  
pp. 53-66 ◽  
Author(s):  
Jerry W. Larson
Keyword(s):  
Oral Language ◽  
Language Skills ◽  
Oral Language Skills

The relevance of oral language skills to early literacy: A multivariate analysis

1999 ◽  
Vol 20 (2) ◽  
pp. 167-190 ◽  
Author(s):  
DEBORAH L. SPEECE ◽  
FROMA P. ROTH ◽  
DAVID H. COOPER ◽  
SUSAN DE LA PAZ
Keyword(s):  
Early Literacy ◽  
Oral Language ◽  
Language Skills ◽  
A Priori ◽  
Kindergarten Children ◽  
Language And Literacy ◽  
Direct Role ◽  
Oral Language Skills ◽  
Subtype Differences

This study examined relationships between oral language and literacy in a two-year, multivariate design. Through empirical cluster analysis of a sample of 88 kindergarten children, four oral language subtypes were identified based on measures of semantics, syntax, metalinguistics, and oral narration. Validation efforts included (a) concurrent and predictive analyses of subtype differences on reading, spelling, and listening comprehension measures based on a priori hypotheses and (b) a comparison of the teacher classification of the children with the empirical classification. The subtypes represented high average, low average, high narrative, and low overall patterns of oral language skill. The high average subtype received the most consistent evidence for validation. The pattern of validation results indicates that the relationship between oral language and literacy is not uniform and suggests a modification of the assumption that oral language skills have a direct role in reading acquisition.

Joint picture-book reading correlates of early oral language skill

1993 ◽  
Vol 20 (2) ◽  
pp. 455-461 ◽  
Author(s):  
Barbara D. Debaryshe
Keyword(s):  
Oral Language ◽  
Picture Book ◽  
Age Of Onset ◽  
Language Skills ◽  
Threshold Level ◽  
Language Skill ◽  
Book Reading ◽  
Home Reading ◽  
Oral Language Skills ◽  
Picture Book Reading

ABSTRACTThe purpose of this study was to explore the relation between joint picture-book-reading experiences provided in the home and children's early oral language skills. Subjects were 41 two-year-old children and their mothers. Measures included maternal report of the age at which she began to read to the child, the frequency of home reading sessions, the number of stories read per week, and the frequency of visits by the child to the local library. Measures of language skill used were the child's receptive and expressive scores on the revised Reynell Developmental Language Scales. Multiple regression analyses indicated that picture-book reading exposure was more strongly related to receptive than to expressive language. Age of onset of home reading routines was the most important predictor of oral language skills. Directions of effect, the importance of parental beliefs as determinants of home reading practices, and the possible existence of a threshold level for reading frequency are discussed.

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