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 Stage 1 Registered Report: The relationship between handedness and language ability in children

2019 ◽  
Vol 4 ◽  
pp. 30 ◽  
Author(s):  
Verena E. Pritchard ◽  
Stephanie A. Malone ◽  
Kelly Burgoyne ◽  
Michelle Heron-Delaney ◽  
Dorothy V.M. Bishop ◽  
...  
Keyword(s):  
Risk Factor ◽  
Language Skills ◽  
Hand Preference ◽  
Receptive Vocabulary ◽  
Motor Tasks ◽  
Standardized Measures ◽  
Language Difficulties ◽  
Preference Task ◽  
Stage 1 ◽  
The Relationship

Weak or inconsistent hand preference may be a risk factor for developmental language delay.  This study will test the extent to which variations in language skills are associated with the strength of hand preference. 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 is assessed using the Quantitative Hand Preference task (QHP) and five uni-manual motor tasks. Language skills (expressive and receptive vocabulary, receptive grammar, and morphological awareness) are assessed with standardized measures. If weak cerebral lateralisation (as assessed by the QHP task) is a risk factor for language difficulties, it should be possible to detect such effects in the large representative sample of children examined here.

scholarly journals A Prosodically Controlled Word and Nonword Repetition Task for 2- to 4-Year-Olds

2004 ◽  
Vol 47 (1) ◽  
pp. 223-234 ◽  
Author(s):  
Penny Roy ◽  
Shula Chiat
Keyword(s):  
Developmental Change ◽  
Language Skills ◽  
Receptive Vocabulary ◽  
Nonword Repetition ◽  
School Age Children ◽  
Prosodic Structure ◽  
School Age ◽  
Very Young Children ◽  
Language Difficulties ◽  
Repetition Task

An association has been found between nonword repetition and language skills in school-age children with both typical and atypical language development (C. Dollaghan & T. F. Campbell, 1998; S. Ellis Weismer et al., 2000; S. E. Gathercole & A. D. Baddeley, 1990; J. W. Montgomery, 2002). This raises the possibility that younger children's repetition performance may be predictive of later language deficits. In order to investigate this possibility, it is important to establish that elicited repetition with very young children is both feasible and informative. To this end, a repetition task was designed and carried out with 66 children between 2 and 4 years of age. The task consisted of 18 words and 18 matched nonwords that were systematically manipulated for length and prosodic structure. In addition, an assessment of receptive vocabulary was administered. The repetition task elicited high levels of response. Total scores as well as word and nonword scores were sensitive to age. Lexical status and item length affected performance regardless of age: Words were repeated more accurately than nonwords, and 1-syllable items were repeated more accurately than 2-syllable items, which were in turn repeated more accurately than 3-syllable items. The effect of prosodic structure was also significant. Whole syllable errors were almost exclusive to unstressed syllables, with those preceding stress being most vulnerable. Performance on the repetition task was significantly correlated with performance on the receptive vocabulary test. This repetition task effectively elicited responses from most of the 2- to 4-year-old participants, tapped developmental change in their repetition skills, and revealed patterns in their performance; and thus it has the potential to identify deficits in very early repetition skills that may be indicative of wider language difficulties.

Predicting Motor Skills From Strengths and Difficulties Questionnaire Scores, Language Ability, and Other Features of New Zealand Children Entering Primary School

2014 ◽  
Vol 31 (1) ◽  
pp. 32-46
Author(s):  
Rebecca J. Sargisson ◽  
Cheniel Powell ◽  
Peter Stanley ◽  
Rosalind de Candole
Keyword(s):  
Motor Skills ◽  
Language Skills ◽  
Language Ability ◽  
School Entry ◽  
Fine Motor ◽  
Prosocial Behaviour ◽  
Medical Problems ◽  
Gross Motor ◽  
Left Handed ◽  
Strengths And Difficulties

The motor and language skills, emotional and behavioural problems of 245 children were measured at school entry. Fine motor scores were significantly predicted by hyperactivity, phonetic awareness, prosocial behaviour, and the presence of medical problems. Gross motor scores were significantly predicted by the presence of medical problems. The fine motor scores of Māori children were poorer than those of Pākekā or children of other ethnicities, and right-handed children had better fine motor scores than left-handed children. There was some evidence that left-handed boys performed particularly poorly on tasks requiring fine motor skills. Children with medical problems had poorer gross motor scores than children without medical problems. Implications for the identification of problems at school entry are discussed.

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.

Morphological Awareness Skills of Second- and Third-Grade Students With and Without Speech Sound Disorders

2020 ◽  
Vol 51 (3) ◽  
pp. 603-616
Author(s):  
Kenn Apel ◽  
Victoria S. Henbest
Keyword(s):  
Word Reading ◽  
Speech Sound ◽  
Morphological Awareness ◽  
Literacy Skills ◽  
Receptive Vocabulary ◽  
Real Word ◽  
Speech Sound Disorders ◽  
Word Level ◽  
Third Grade Students ◽  
Pseudoword Reading

Purpose Morphological awareness is the ability to consciously manipulate the smallest units of meaning in language. Morphological awareness contributes to success with literacy skills for children with typical language and those with language impairment. However, little research has focused on the morphological awareness skills of children with speech sound disorders (SSD), who may be at risk for literacy impairments. No researcher has examined the morphological awareness skills of children with SSD and compared their skills to children with typical speech using tasks representing a comprehensive definition of morphological awareness, which was the main purpose of this study. Method Thirty second- and third-grade students with SSD and 30 with typical speech skills, matched on age and receptive vocabulary, completed four morphological awareness tasks and measures of receptive vocabulary, real-word reading, pseudoword reading, and word-level spelling. Results Results indicated there was no difference between the morphological awareness skills of students with and without SSD. Although morphological awareness was moderately to strongly related to the students' literacy skills, performance on the morphological awareness tasks contributed little to no additional variance to the children's real-word reading and spelling skills beyond what was accounted for by pseudoword reading. Conclusions Findings suggest that early elementary-age students with SSD may not present with concomitant morphological awareness difficulties and that the morphological awareness skills of these students may not play a unique role in their word-level literacy skills. Limitations and suggestions for future research on the morphological awareness skills of children with SSD are discussed.

scholarly journals A-079 Hand Preference in Men and Women with Parkinson’s Disease: A Preliminary Investigation

2020 ◽  
Vol 35 (6) ◽  
pp. 871-871
Author(s):  
Ryan J ◽  
Kreiner D ◽  
Gontkovsky S ◽  
Paolo A
Keyword(s):  
Parkinson’S Disease ◽  
Parkinson's Disease ◽  
Neurological Disorders ◽  
Rating Scale ◽  
Preliminary Investigation ◽  
Hand Preference ◽  
Dominant Hand ◽  
Healthy Individuals ◽  
Left Handed ◽  
Increased Risk

Abstract Objective Research has identified common genetic influences on handedness and neurological/mental health phenotypes. It also has been shown there may be increased risk for development of neurological disorders/diseases among individuals naturally left-handed or demonstrating non-right-hand preference. This investigation examined prevalence of right-handed versus non-right-handed individuals with Parkinson’s disease (PD) compared to controls. Method Participants were 264 patients with PD (mean age = 69.83 years) and 256 control volunteers (mean age = 71.42 years). Mean Dementia Rating Scale composites for the groups were 123.68 and 136.00, respectively. Participants self-identified their dominant hand for writing and usage was confirmed during the session. Results Proportions of non-right- and right-handed controls (7.0% and 93.0%) versus individuals with PD (6.8% and 93.2%) did not differ. Changes in proportions of non-right- and right-handedness across age ranges were not significant for controls or patients. There was a trend for a larger proportion of women (55.9%) versus men among controls (44.1%), □ 2 (1) = 3.29, p < .10; whereas, the proportion of men (64.4%) with PD was larger than that of women. (35.6%), □ 2 (1) = 21.31, p < .001. For controls and patients, non-right and right handedness gender proportions were similar. Conclusions This study is the first to assess handedness prevalence rates in PD. Results suggest prevalence of non-right handedness is similar in PD and healthy individuals and does not appear to differ markedly by gender or with advancing age. The occurrence of a trend for a larger proportion of women than men among controls is consistent with census-based statistics.

Phonological Awareness and Phonemic Perception in 4-Year-Old Children With Delayed Expressive Phonology Skills

2003 ◽  
Vol 12 (4) ◽  
pp. 463-471 ◽  
Author(s):  
Susan Rvachew ◽  
Alyssa Ohberg ◽  
Meghann Grawburg ◽  
Joan Heyding
Keyword(s):  
Phonological Awareness ◽  
Early Literacy ◽  
Emergent Literacy ◽  
Language Skills ◽  
Receptive Language ◽  
Receptive Vocabulary ◽  
Vocabulary Skills ◽  
Literacy Knowledge ◽  
Age Appropriate ◽  
Expressive Phonology

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.

scholarly journals Research on the Role of Situational Teaching in Second Language Teaching

2019 ◽  
Vol 3 (2) ◽  
pp. 59
Author(s):  
Lijuan Gao
Keyword(s):  
Second Language ◽  
Teaching Method ◽  
Language Teaching ◽  
Language Skills ◽  
Colleges And Universities ◽  
Language Ability ◽  
Second Language Teaching ◽  
The Times ◽  
Different Levels

<p>With the development of society and the progress of the times, it is very important for people to master a second language. Nowadays, the development of our country is becoming more and more international. Under such an environment, the application of second language is becoming more and more popular. At present, various colleges and universities have listed second language as a compulsory course, mainly to attract students' attention. In the process of second language teaching, in order to effectively enhance students' language skills and promote the teaching results of second language, the author believes that language teaching and situational teaching should be fully combined to effectively enhance students' second language ability. On this basis, the application of situational teaching method in second language teaching is discussed and analyzed in details from different levels.</p>

scholarly journals KONTRIBUSI PEMANFAATAN MEDIA AUDIO AKSI TERHADAP PENGEMBANGAN KEMAMPUAN BERBAHASA PADA ANAK USIA DINI

2017 ◽  
Vol 5 (1) ◽  
pp. 51
Author(s):  
Faiza Indriastuti
Keyword(s):  
Early Childhood ◽  
Experimental Method ◽  
School Environment ◽  
Language Skills ◽  
Language Ability ◽  
The Family ◽  
Development Of Language ◽  
User Friendly ◽  
Stimulation Of

AbstractDevelopment of early childhood language is very important in developingthe communication and interaction skills with others. Stimulation of the development of language skills can be done in the family and school environment. The purpose of this study is to determine the extent of contributionof media audio AKSI utilization in developing early childhood language ability. This study uses an experimental method to early childhood that using media audio AKSI as a learning treatment. The result of this study revealed that media audio AKSI has a signi cantly contribution for developing early childhood’s languange skills because enabling to improve the quality of children’s learning achievements, enabling to make teacher more productive, enabling to provide alternative learning media that more user friendly, and enabling to the ease of audio  les storage, retrieval, and utilization makes learning become more  exible. AbstrakPengembangan berbahasa anak usia dini sangat penting dilakukan untuk mengembangkan keterampilan berkomunikasi dan berinteraksi dengan orang lain. Stimulasi pengembangan kemampuan berbahasa tersebut dapat dilakukan, baik di lingkungan keluarga maupun lingkungan sekolah. Tujuan penelitian ini adalah mengetahui sejauhmana kontribusi pemanfaatan media audio AKSI terhadap pengembangan kemampuan berbahasa anak usia dini. Penelitian ini menggunakan metode eksperimen terhadap peserta didik usia dini melalui treatmen penggunaan media audio AKSI dalam pembelajaran. Hasil penelitian ini mengungkapkan bahwa media audio AKSI memberikan kontribusi yang cukup besar terhadap pengembangan kemampuan berbahasa anak usia dini karena mampu meningkatkan kualitas hasil belajar anak, mampu membuat pendidik lebih produktif, dan mampu memberikan alternatif media pembelajaran yang lebih user friendly, dan kemudahan penyimpanan, pengambilan, dan pemanfaatan  le audio menjadikan pembelajaran menjadi lebih  eksibel. 

scholarly journals Prevalence and Heritability of Handedness in a Hong Kong Chinese Twin and Singleton Sample

2019 ◽  
Author(s):  
Mo Zheng ◽  
Catherine McBride ◽  
Connie Suk-Han Ho ◽  
Jonathan Ka-Chun Chan ◽  
Kwong Wai Choy ◽  
...  
Keyword(s):  
Hong Kong ◽  
Genetic Factors ◽  
Reference Data ◽  
Hand Preference ◽  
Hong Kong Chinese ◽  
Left Handedness ◽  
Left Handed ◽  
Chinese School ◽  
Heritability Analysis ◽  
Definition Of

Left-Handedness prevalence has been consistently reported at around 10% with heritability estimates at around 25%. Higher left-handedness prevalence has been reported in males and in twins. Lower prevalence has been reported in Asia, but it remains unclear whether this is due to biological or cultural factors. Most studies are based on samples with European ethnicities and using the preferred hand for writing as the key assessment. Here, we investigated handedness in a sample of Chinese school children in Hong Kong, including 426 singletons and 205 pairs of twins, using both the Edinburgh Handedness Inventory and Pegboard Task. Based on a binary definition of writing hand, we found a higher prevalence of left-handedness (8%) than what was previously reported in Asian datasets. We found no evidence of increased left-handedness in twins, but our results were in line with previous findings showing that males have a higher tendency to be left-handed than females. Heritability was similar for both hand preference (21%) and laterality indexes (22%). However, these two handedness measures present only a moderate correlation (.42) and appear to be underpinned by different genetic factors. In summary, we report new reference data for an ethnic group usually underrepresented in the literature. Our heritability analysis supports the idea that different measures will capture different components of handedness and, as a consequence, datasets assessed with heterogeneous criteria are not easily combined or compared.

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