LANGUAGE LEARNING AND COMMUNICATION DISORDERS IN CHILDREN, by Gertrud L. Wyatt. New York: The Macmillan Company, 1969, 372 pp., $11.50

PEDIATRICS ◽  
1970 ◽  
Vol 46 (5) ◽  
pp. 828-828
Author(s):  
Charles B. Woodbury
Keyword(s):  
New York ◽  
Language Development ◽  
Language Learning ◽  
Communication Disorders ◽  
Speech Development ◽  
Speech And Language ◽  
Emotional Context ◽  
The Social ◽  
Normal Language ◽  
Speech And Language Development

This volume, by a psychologist who has devoted much of her interest and attention to problems of language and communication, goes far beyond the usual medical treatment of speech and language development. Wyatt has dealt, in a manner thoroughly useful to pediatricians, with the social and interpersonal bases of speech and language. Besides explicating the general viewpoint of normal language development as a transactional phenomenon in which emotional sharing and repetitive feedback play crucial early roles, she presents two extensive case histories which portray the vicissitudes of speech development in its personal-emotional context.

scholarly journals Potential Impact of the COVID-19 Pandemic on Communication and Language Skills in Children

2020 ◽  
pp. 019459982097824
Author(s):  
Sara A. Charney ◽  
Stephen M. Camarata ◽  
Alexander Chern
Keyword(s):  
Language Development ◽  
Language Learning ◽  
Language Skills ◽  
Pediatric Population ◽  
Speech And Language ◽  
Innovative Methods ◽  
Communication Environment ◽  
Virtual Meetings ◽  
Potential Impact ◽  
Speech And Language Development

The COVID-19 pandemic has led to many unintended, long-lasting consequences for society. Preventative practices such as mask wearing, social distancing, and virtual meetings and classrooms to address contagion concerns may negatively affect communication, particularly in the pediatric population, as schools have begun to open this fall. Increasing awareness and creating innovative methods to promote communication and language learning in settings both in person and virtual is paramount. Although more studies are needed to characterize the pandemic’s impact on pediatric speech and language development, clinicians and parents should be cognizant of this phenomenon and proactive in facilitating an optimal communication environment for children.

scholarly journals Efficacy of a Speech-Language Development and Disorders Awareness Lecture among Pre-Primary School Teachers in Lucknow

2021 ◽  
Vol 11 (5) ◽  
pp. 94-102
Author(s):  
Anne Varghese ◽  
Tripti Ojha
Keyword(s):  
Academic Success ◽  
Language Development ◽  
Primary School ◽  
Early Identification ◽  
Communication Disorders ◽  
Speech And Language ◽  
School Teachers ◽  
Primary School Teachers ◽  
Language And Communication ◽  
Speech And Language Development

Aim: The aim of the study was to measure the efficacy of an awareness lecture on speech and language development and disorders among pre-primary school teachers of Lucknow. Method: The study was carried out in 2 phases. In Phase I the questionnaire on the speech and language development and disorders and a lecture on speech and language development and disorders were prepared. The questionnaire contained questions on the components of speech and language, and on the importance of language for literacy and academic success. The lecture contained information on the components of speech, language and communication; the development of speech and language and its disorders; and the relationship between speech and language skills and academic success. In Phase II, the questionnaire was administered on 30 pre-primary school teachers before conducting and after conducting the awareness lecture on speech and language development and disorders in children. Results: The results demonstrated significant improvement in the mean scores on awareness of speech, language development and disorders post-lecture showing that the study was successful in creating awareness of speech and language development and disorders among the pre-primary school teachers of Lucknow. Conclusion: Creating awareness on speech, language development and disorders among teachers will facilitate early identification and timely intervention of children with communication disorders. Policies that promote orientation and training of positive strategies for speech, language and communication among ASHA workers and Aganwadi teachers will go a long way in early identification and intervention in India. Key words: Awareness, Efficacy, Teachers, Communication Disorder, Development.

scholarly journals A Systematic Review of Parent Training for Children with Communication Disorders in Korea

2021 ◽  
Vol 26 (3) ◽  
pp. 727-741
Author(s):  
Youngmee Lee ◽  
Heesun Park ◽  
Youjin Lee
Keyword(s):  
Systematic Review ◽  
Language Development ◽  
Parent Training ◽  
Data Extraction ◽  
Communication Disorders ◽  
Training Intervention ◽  
Speech And Language ◽  
Positive Effects ◽  
Current Systematic Review ◽  
Speech And Language Development

Objectives: The purpose of this study was to review the research trends in regards to parent training and the speech and language development of children with communication disorders in Korea, to evaluate the effectiveness of parent training for improvement of children’s communication skills, and to provide evidence-based directions for parent training.Methods: A search of 4 databases, and manual searching resulted in the identification of 1,222 relevant articles in domestic journals. The 19 articles published from 2001 to 2020 in domestic journals were selected according to the Participants, Intervention, Comparison, and Outcomes (PICO) criteria. Three authors did article selection, data extraction, and quality assessment using the Risk of Bias for Nonrandomized studies (ROBANS).Results: First, the quality of selected articles was high overall. Second, very few studies have empirically examined the effectiveness of parent training intervention on the speech and language development of children with communication disorders. Third, most programs have been provided for mothers and no program focused on supporting fathers. Most programs focused on infants, toddlers, and preschoolers with communication disorders. Fourth, regarding studies on research type and method of data collection; most studies were conducted by experimental study. Lastly, areas of measurement involved participant interactions, development, parent perceptions, and parent experiences. The research studies reported positive effects of parent training intervention on the speech and language development of children with communication disorders.Conclusion: Based on these results, we discussed the limitations of identified studies and limitations of the current systematic review are discussed, as well as implications of the findings for research and practice for children with communication disorders regarding parent training intervention.

scholarly journals Rearrangements of the Williams–Beuren syndrome locus: molecular basis and implications for speech and language development

2007 ◽  
Vol 9 (15) ◽  
pp. 1-16 ◽  
Author(s):  
Lucy R. Osborne ◽  
Carolyn B. Mervis
Keyword(s):  
Language Development ◽  
Language Impairment ◽  
Short Term Memory ◽  
Relative Strength ◽  
Genomic Rearrangements ◽  
Speech And Language ◽  
Human Speech ◽  
Hyperactivity Disorder ◽  
Low Copy Repeats ◽  
Speech And Language Development

AbstractThe Williams–Beuren syndrome (WBS) locus on human chromosome 7q11.23 is flanked by complex chromosome-specific low-copy repeats that mediate recurrent genomic rearrangements of the region. Common genomic rearrangements arise through unequal meiotic recombination and result in complex but distinct behavioural and cognitive phenotypes. Deletion of 7q11.23 results in WBS, which is characterised by mild to moderate intellectual disability or learning difficulties, with relative cognitive strengths in verbal short-term memory and in language and extreme weakness in visuospatial construction, as well as anxiety, attention-deficit hyperactivity disorder and overfriendliness. By contrast, duplication results in severely delayed speech and expressive language, with relative strength in visuospatial construction. Although deletion and duplication of the WBS region have very different effects, both cause forms of language impairment and suggest that dosage-sensitive genes within the region are important for the proper development of human speech and language. The spectrum and frequency of genomic rearrangements at 7q11.23 presents an exceptional opportunity to identify gene(s) directly involved in human speech and language development.

Assessment of Speech and Language Development in the Young Child

PEDIATRICS ◽  
1980 ◽  
Vol 66 (3) ◽  
pp. 350-354
Author(s):  
Martin Bax ◽  
Hilary Hart ◽  
Sue Jenkins
Keyword(s):  
Preschool Children ◽  
Young Child ◽  
Language Development ◽  
Behavior Problems ◽  
Expressive Language ◽  
Speech And Language ◽  
Clinical Method ◽  
Speech Therapist ◽  
Speech And Language Development ◽  
Normal Speech

A clinical method of assessing speech and language development in preschool children is described. Sixty-two 3-year-old children were assessed by a pediatrician, a speech therapist, and a psychologist. In 55 children there was agreement between all three examiners. Three children with articulation problems were rated as having normal comprehensive and expressive language by the psychologist. Three children were rated as having normal speech and language development by the pediatrician and speech therapist but delayed by the psychologist; all three had behavior problems. One further child rated as having a speech and language problem by the pediatrician was rated as normal by the speech therapist and psychologist. It is concluded that pediatricians can make reliable assessments of speech and language development.

scholarly journals Brak bezpośredniego wpływu umiejętności percepcyjnych na umiejętności narracyjne dzieci z niedokształceniem mowy pochodzenia korowego

2019 ◽  
Vol 26 (2) ◽  
pp. 11-25
Author(s):  
Renata Balcerzak Balcerzak
Keyword(s):  
Phonemic Awareness ◽  
Language Disorder ◽  
Verbal Working Memory ◽  
Speech Development ◽  
Speech And Language ◽  
Main Hypothesis ◽  
Narrative Skills ◽  
Spoken Text ◽  
Language Development Disorder ◽  
Speech And Language Development

In the paper, an analysis of information gathered during examinations of children with speech development disorder of cortical origin is presented. The study group consisted of 4 individuals (two girls and two boys), aged 5–10. The results of the examination of phonemic awareness and understanding of a few sentences-long spoken texts as well as articulating a few sentences-long texts suggested a possible correlation between these two types of skills (phonemic awareness, spoken text understanding and production). However, a thorough analysis of the results does not allow one to conclude that the specific phonemic awareness deficits and/or speech perception difficulties have a predominant influence on the narrative skills of children with speech development disorder of cortical origin. Although the main hypothesis was disproved, the results of the analysis shed light on another possible explanation of speech production difficulties in the abovementioned speech and language disorder: deficient/insufficient auditory attention and/or verbal working memory. Such explanation has not yet been taken into consideration in the research on speech and language development disorder of cortical origin.

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