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

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.

Current Approaches to Management of Attention Deficit Hyperactivity Disorder

1996 ◽  
Vol 13 (1) ◽  
pp. 46-55 ◽  
Author(s):  
Frederick C. Jarman
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Stimulant Medication ◽  
Scientific Evidence ◽  
Behaviour Modification ◽  
Hyperactivity Disorder ◽  
School Based ◽  
Long Term Prognosis

AbstractThe last five years in Australia have been marked by an explosion in the diagnosis and treatment of Attention Deficit Hyperactivity Disorder (ADHD). The use of stimulant medication for ADHD has increased exponentially across all states, raising questions about the appropriate role of drug treatment and its relationship to other therapies in these children. Despite widespread consensus that multimodal therapy is the preferred option for intervention, many treatments advocated for ADHD lack scientific evidence to support their use. Because no two children with ADHD or their families are the same, an individualised approach to management is advocated that targets both the primary symptoms of the disorder, its cornorbid pathology, and the secondary problems that have developed. Evidence indicates that stimulant medication used in conjunction with parent training, family support, and school based behaviour modification offers the best prospects for improving the disturbing long-term prognosis in these children.

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.

SLA and Classroom Instruction: Reading

1988 ◽  
Vol 9 ◽  
pp. 223-242 ◽  
Author(s):  
Patricia L. Carrell
Keyword(s):  
Language Acquisition ◽  
Oral Language ◽  
Written Language ◽  
Point Of View ◽  
Simple Explanation ◽  
Significant Extent ◽  
Reading Research ◽  
Reading And Writing ◽  
Broad Consensus

Theories and models of seond language acquisition have tended to focus on the role of oral language. While some acknowledgement is given to the role of reading (andwriting) in SLA (e.g., by Krashen 1984; 1985), the relative inattention given to reading in SLA had resulted in a dearth to reading research which is explicitly tied to the most popular theories and models of SLA or which is expressly designed to deal with issues commonly addressed in SLA. Although there is no simple explanation as to why SLAresearch has focused almost exclusively on oral language, to the neglect of written language, it is interesting to speculate about why the “canonical” theories of SLA do not to any significant extent deal with reading and writing, especially when there seems to be broad consensus that language has to be considered from a textual point of view, and when written as well as oral language may be a substantial source of language input. One possibility is that SLA, while in some sense part of the backlash against the structuralism of the audiolingual approach, has nonetheless simply maintained the focus on oral-aural language of audiolingualism (which itself originated as a reaction against earlier grammartranslation models relying heavily on reading and writing).

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