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.

scholarly journals Doubling down on serendipity

2017 ◽  
Vol 24 ◽  
Author(s):  
Catherine E. Snow
Keyword(s):  
Language Acquisition ◽  
Young Children ◽  
Language Development ◽  
Social Interactions ◽  
Social Environment ◽  
Language Skills ◽  
Doctoral Student ◽  
To Come ◽  
Minority View ◽  
The Relationship

The lessons I have learned over the last many years seem always to come in pairs – a lesson about the findings that brings with it a lesson about life as a researcher...Lesson 1. Even as a doctoral student, I believed that the sorts of social interactions young children had with adults supported language acquisition. In 1971, when I completed my dissertation, that was a minority view, and one ridiculed by many. I was, unfortunately, deflected from a full-on commitment to research on the relationship between social environment and language development for many years by the general atmosphere of disdain for such claims. In the intervening years, of course, evidence to support the claim has accumulated, and now it is generally acknowledged that a large part of the variance among children in language skills can be explained by their language environments. This consensus might have been achieved earlier had I and others been braver about pursuing it.[Download the PDF and read more...]

Phonetic, Phonological, and Language Skills of Children with a Cleft Palate

2003 ◽  
Vol 40 (5) ◽  
pp. 460-470 ◽  
Author(s):  
Helen Morris ◽  
Anne Ozanne
Keyword(s):  
Language Development ◽  
Cleft Palate ◽  
Language Proficiency ◽  
Language Skills ◽  
Expressive Language ◽  
Speech Development ◽  
Group Differences ◽  
Language Abilities ◽  
Significant Group ◽  
Language Measures

Objective To evaluate the language, phonetic, and phonological skills at age 3 years of two groups of young children with a cleft palate, with different expressive language proficiency at 2 years of age. Design Two groups of children with a cleft palate with differing abilities in early expressive language skills were identified at age 2 years. Comparisons across groups were made over a range of speech and language measures at age 3 years. Participants Twenty children with cleft palate were allocated to two groups dependent on expressive language abilities at age 2 years. One group had normal language development, and the second group had been identified as having significantly delayed (8 to 12 months’ delay) expressive language development. Main Outcome Measures The children were assessed at 3 years of age using standardized assessments and spontaneous speech samples. Comparisons between the two groups were made on a range of language measures including comprehension, expressive language, and speech. Results Group differences were found on both language and speech abilities at age 3 years. Significant group differences were found in expressive language, percentage of consonants correct, phonetic inventory, and phonological process usage. The group with delayed early expressive language abilities at 2 years continued to have expressive language difficulties at 3 years of age and had more disordered speech development, compared with the nondelayed group. Conclusions A subgroup of children with a cleft palate was identified who exhibited delays in early expressive language and continued to have delayed language and disordered phonological patterns at a later age. Support for three possible etiologies including a structural/anatomical deficit, cognitive/linguistic delay, or language/phonological disorder are discussed.

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

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.

scholarly journals Examination of the Relationship between Demographic Characteristics of the Family and the Language Development of Children

2017 ◽  
Vol 6 (5) ◽  
pp. 168
Author(s):  
Ahmet Akçay
Keyword(s):  
Language Development ◽  
Sampling Method ◽  
Personal Information ◽  
Language Skills ◽  
Educational Background ◽  
Demographic Characteristics ◽  
Demographic Structure ◽  
Purposeful Sampling ◽  
The Family ◽  
The Relationship

The aim of this study is to determine the relationship between the demographic characteristics and the language development of children. In the research, a "Personal Information Form" consisting of 14 items containing information about the demographic structure of the family was used and a "Language Development Checklist" consisting of 25 items that the students are required to possess the language skills in the learning process was used. The sample of the study consists of 147 children who are studying in Ağrı province center determined by purposeful sampling method. Descriptive statistics, t-test and one-way analysis of variance (ANOVA) and Tukey test of multiple comparison tests were used for the analysis of data in the study. As a result of the research, it was determined that there is a direct relationship between the demographic characteristics of the family and the language development of the children. The increase in the level of income and the level of educational background of the parents has influenced the language development of the child; besides, families with democratic attitude have been found to be more successful in terms of children's language development.

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 Higher Utilization of Social Services Is Associated with Higher Language Scores in Children from Deeply Impoverished Urban Families

2020 ◽  
Vol 17 (22) ◽  
pp. 8607
Author(s):  
Morgan A. Finkel ◽  
Sonya V. Troller-Renfree ◽  
Kimberly G. Noble
Keyword(s):  
Language Development ◽  
Social Services ◽  
Low Income ◽  
Social Service ◽  
Service Use ◽  
Language Skills ◽  
Poverty Level ◽  
Linear Predictor ◽  
Infant Language ◽  
The Relationship

Language development has been consistently linked with socioeconomic status (SES), with children from lower SES backgrounds at higher risk for language delays. The objective of this study is to investigate the relationship between familial social service use and language development during the first year of life. Thirty-one low-income mothers and their infants were recruited from the New York metropolitan area. Mothers provided information about demographics and utilization of social services (Women, Infants, and Children (WIC), food stamps, Medicaid, and public housing). Infant language skills were assessed using the Preschool Language Scale. Multiple linear regressions were used to investigate the relationship between social service use and language skills. We found that the number of social services utilized was not an overall significant linear predictor of language skills. However, social service use interacted with poverty level to predict language skills. Specifically, for families living in deep poverty, higher service use significantly predicted higher infant language scores (β = 3.4, p = 0.005). These results suggest that social services may be an appropriate target to help narrow socioeconomic disparities in language development.

Lexical Learning and Language Abilities in Preschoolers with Perinatal Brain Damage

1989 ◽  
Vol 54 (3) ◽  
pp. 395-402 ◽  
Author(s):  
Kristen A. Keefe ◽  
Heidi M. Feldman ◽  
Audrey L. Holland
Keyword(s):  
Language Development ◽  
Brain Damage ◽  
Language Skills ◽  
Phonological Development ◽  
Language Abilities ◽  
Lexical Development ◽  
Left Brain ◽  
Linguistic System ◽  
Brain Injured ◽  
Language Measures

Studies of children with early-acquired brain damage have noted limitations on language development following such damage and have raised questions regarding the process by which these children acquire language skills. The purpose of this study was to examine the effects of perinatally acquired brain damage on early language abilities and on lexical development through the use of standard assessments, language samples, and a miniature linguistic system approach to teach a novel lexicon. Four children, ages 26–41 months, with localized, perinatal brain lesions documented on ultrasound or CT scan were selected for this study and were compared to 4 matched controls. The results show no differences in the pattern of scores and learning in children with right and left brain damage. With the exception of phonological development, subjects scored below controls on all formal language measures; however, the subjects often scored at or above test norms. Brain-injured subjects were similar to controls with respect to the number of novel words that they initially learned on comprehension and production tasks and the number that they consistently comprehended. Brain-injured subjects generally acquired fewer words when the criterion was consistent accurate production. Interestingly, subjects required more exposures to novel lexical items than did controls before reaching a given level of proficiency. Production seemed to be more difficult for all children, but more so for the brain-injured subjects. It appears that the effects of early damage have an impact on many aspects of language development and that these apparent deficits may reflect the child's need for greater exposure to language skills and structures before acquiring them.

scholarly journals The Relationship between Wide Reading and Listening Comprehension of Written Language

1995 ◽  
Vol 27 (3) ◽  
pp. 425-438 ◽  
Author(s):  
Wanda B. Hedrick ◽  
James W. Cunningham
Keyword(s):  
Language Development ◽  
Listening Comprehension ◽  
First Language ◽  
Indirect Evidence ◽  
Language Ability ◽  
Hierarchical Regression ◽  
Wide Reading ◽  
Related Language ◽  
Comprehension Ability ◽  
The Relationship

This study was the first to examine the relationship between wide reading and listening comprehension in the first language. It answered two questions concerning this relationship. First, higher levels of wide reading were associated with stronger listening comprehension ability. Second, there was indirect evidence to suggest that wide readers may be increasing their listening comprehension ability. One hundred and twenty fourth graders were measured on general language ability, estimated amount of wide reading, and reading-related language ability. A hierarchical regression logic was used to isolate the relationship between wide reading and reading-related language development. Further research that more directly investigates the relationship between wide reading and reading-related language development is called for.

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