Comparison of receptive vocabulary and reading abilities between school-age children from multicultural and non-multicultural families - using subskills of the reading test of KISE-BAAT.

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.

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Mothers’ depressive symptoms and their children’s Turkish heritage language vocabulary development

International Journal of Bilingualism ◽

10.1177/1367006917709095 ◽

2017 ◽

Vol 23 (1) ◽

pp. 71-86 ◽

Cited By ~ 2

Author(s):

Jessica A Willard ◽

Carol Scheffner Hammer ◽

Dana Bitetti ◽

Lauren M Cycyk ◽

Birgit Leyendecker

Keyword(s):

Depressive Symptoms ◽

Language Development ◽

Heritage Language ◽

Vocabulary Development ◽

Fourth Grade ◽

Sixth Grade ◽

Receptive Vocabulary ◽

School Age Children ◽

School Age ◽

Educational Professionals

Aims: This study examined associations between mothers’ depressive symptoms and the Turkish heritage vocabulary of their school-age children. We expected that mothers’ depressive symptoms would be associated with lower Turkish vocabulary scores in fourth grade as well as slower growth in vocabulary scores from fourth to sixth grade. Design: We collected longitudinal data on 139 mothers of Turkish origin in Germany and their children in fourth, fifth, and sixth grade. Mothers reported on the level of their depressive symptoms, and children were administered a Turkish receptive vocabulary test. Analysis: Data were analyzed with growth curve modeling. Findings and conclusions: Mothers’ depressive symptoms were not significantly associated with children’s vocabulary in fourth grade. However, mothers’ depressive symptoms did predict slower growth in children’s vocabulary from fourth to sixth grade. The higher a mother’s depressive symptoms score, the slower the growth of her child’s Turkish vocabulary. Originality: To our knowledge, this is the first study to examine the association between mothers’ depressive symptoms and their children’s vocabulary development during the school-age years, and the second to examine it for heritage language development. Significance and implications: Our findings suggest that mothers’ depressive symptoms may be one risk factor limiting parents in successfully passing on the heritage language to their children, even during school-age. Families as well as medical, psychological, and educational professionals should be made aware of the role of mothers’ depressive symptoms in their children’s language development.

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Vocabulary Abilities and Parents’ Emotional Regulation Predict Emotional Regulation in School-Age Children but Not Adolescents With and Without Developmental Language Disorder

Frontiers in Psychology ◽

10.3389/fpsyg.2021.748283 ◽

2021 ◽

Vol 12 ◽

Author(s):

Mari Aguilera ◽

Nadia Ahufinger ◽

Núria Esteve-Gibert ◽

Laura Ferinu ◽

Llorenç Andreu ◽

...

Keyword(s):

Children And Adolescents ◽

Middle Childhood ◽

Emotional Regulation ◽

Language Disorder ◽

Receptive Vocabulary ◽

School Age Children ◽

School Age ◽

Developmental Language Disorder ◽

Expressive Vocabulary ◽

The Impact

A comprehensive approach, including social and emotional affectations, has been recently proposed as an important framework to understand Developmental Language Disorder (DLD). There is an increasing considerable interest in knowing how language and emotion are related, and as far as we know, the role of the emotional regulation (ER) of parents of children with and without DLD, and their impact on their children’s ER is still unknown. The main aims of this study are to advance our knowledge of ER in school-age children and adolescents with and without DLD, to analyze the predictive value of expressive and receptive vocabulary on ER in school-age children and adolescents, and to explore parental ER and their effect on their children’s and adolescents’ ER. To cover all objectives, we carried out three studies. In the first and second study, expressive and receptive vocabulary were assessed in wave 1, and ER (Emotional Regulation Checklist -ERC- for children and Emotion Regulation Scale -DERS- for adolescents) was assessed in wave 2, 4 years later. Participants in the first study consisted of two groups of school-aged children (13 had DLD and 20 were typically developing children -TD). Participants in the second study consisted of two groups of adolescents (16 had DLD and 16 were TD adolescents). In the third study, the ER of 65 of the parents of the children and adolescents from study 1 were assessed during wave 2 via self-reporting the DERS questionnaire. Results showed no significant differences in ER between DLD and TD groups neither in middle childhood nor in adolescence. Concerning vocabulary and ER, expressive language predicted ER in school-age children but not in adolescents. Finally, parental ER explained their school-age children’s ER, but this was not the case in adolescents. In conclusion, the present data indicated that expressive vocabulary has a fundamental role in ER, at least during primary school years, and adds new evidence of the impact of parents’ ER upon their children’s ER, encouraging educators and speech language pathologists to include parents’ assessments in holistic evaluations and interventions for children with language and ER difficulties.

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Does neuromotor immaturity represents a risk for acquiring basic academic skills in school-age children?

Vojnosanitetski pregled ◽

10.2298/vsp170417011i ◽

2019 ◽

Vol 76 (10) ◽

pp. 1062-1070

Author(s):

Lidija Ivanovic ◽

Danijela Ilic-Stosovic ◽

Snezana Nikolic ◽

Veselin Medenica

Keyword(s):

Cognitive Development ◽

Motor Development ◽

Reading Skills ◽

Three Dimensional ◽

Academic Skills ◽

Reading Test ◽

School Age Children ◽

School Age ◽

Important Time

Background/Aim. Studies that investigated the presence of soft neurological signs in terms of neuromotor immaturity and impact on the ability of reading, writing and calculation are rare. At school age, cognitive development in children of the typical population is monitored over, while much less was focused on motor development. This is one of the important reasons for conducting this research. The aim of this study is to determine whether neuromotor immaturity of children poses a risk for the adoption of the basic academic skills in school children. Most authors investigated the presence of dysgraphia, dyslexia and dyscalculia in clinically diagnosed conditions. Methods. The data were obtained by testing. To assess neuromotor maturity, The Developmental Screening Test was used. The quality of handwriting was evaluated according to the criteria proposed by Simner and Eidlitz. Quality of reading skills is assessed by the Three-dimensional Reading Test. Evaluation of the presence of difficulties in numeracy was performed by a series of adapted tasks, taken from the Romanian Screening Instrument for Dyscalculia. Results. The sample was divided into two groups of pupils according to the results. The groups consisted of students with and without the presence of neuromotor immaturity. There was a significantly higher prevalence of students with difficulties in reading, writing and numeracy in the group of neuromotor immature students. Conclusion. The results clearly indicated that neuromotor immaturity of children represents a risk to the adoption of the basic academic skills in children in school age. We believe that the school age is very important time to monitor motor development of a child to the same extent as the cognitive development. In this way, we would have the opportunity to intervene on time and reduce a possibility of school failure. Wider studies in this area are urgently needed.

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A Therapeutic Technique for the Improvement of Lingua-Alveolar Valving Abilities

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.0903.169 ◽

1978 ◽

Vol 9 (3) ◽

pp. 169-175 ◽

Cited By ~ 3

Author(s):

James Paul Dworkin

Keyword(s):

School Age Children ◽

School Age ◽

Bite Block ◽

Therapeutic Technique ◽

Remedial Program

This study was designed to determine if a remedial program using a bite-block device could inhibit hypermandibular activity (HMA) and thereby improve the lingua-alveolar valving (LAV) abilities of four school-age children who demonstrated multiple lingua-alveolar (LA) phonemic errors. The results revealed significant improvements in LAV and LA phoneme articulatory skills in all of the children who used the bite-block device to reduce HMA subsequent to comprehensive training sessions.

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Dimensions of Multiskilling

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.3001.04 ◽

1999 ◽

Vol 30 (1) ◽

pp. 4-10 ◽

Cited By ~ 2

Author(s):

Carole E. Johnson

Keyword(s):

Hearing Loss ◽

Service Delivery ◽

Monitoring Program ◽

School Age Children ◽

School Age ◽

Support Personnel ◽

Educational Personnel ◽

Educational Audiology ◽

Children With Hearing Loss ◽

Improve Service Delivery

Educational audiologists often must delegate certain tasks to other educational personnel who function as support personnel and need training in order to perform assigned tasks. Support personnel are people who, after appropriate training, perform tasks that are prescribed, directed, and supervised by a professional such as a certified and licensed audiologist. The training of support personnel to perform tasks that are typically performed by those in other disciplines is calledmultiskilling. This article discusses multiskilling and the use of support personnel in educational audiology in reference to the following principles: guidelines, models of multiskilling, components of successful multiskilling, and "dos and don’ts" for multiskilling. These principles are illustrated through the use of multiskilling in the establishment of a hearing aid monitoring program. Successful multiskilling and the use of support personnel by educational audiologists can improve service delivery to school-age children with hearing loss.

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The Influence of Language Context on Repetitive Speech Use in Children With Autism Spectrum Disorder

American Journal of Speech-Language Pathology ◽

10.1044/2019_ajslp-19-00003 ◽

2020 ◽

Vol 29 (1) ◽

pp. 327-334 ◽

Cited By ~ 1

Author(s):

Allison Gladfelter ◽

Cassidy VanZuiden

Keyword(s):

Autism Spectrum Disorder ◽

Autism Spectrum ◽

Individual Characteristics ◽

Receptive Vocabulary ◽

Spectrum Disorder ◽

School Age Children ◽

Social Responsiveness ◽

Contributing Factors ◽

Children With Asd ◽

Language Context

Purpose Although repetitive speech is a hallmark characteristic of autism spectrum disorder (ASD), the contributing factors that influence repetitive speech use remain unknown. The purpose of this exploratory study was to determine if the language context impacts the amount and type of repetitive speech produced by children with ASD. Method As part of a broader word-learning study, 11 school-age children with ASD participated in two different language contexts: storytelling and play. Previously collected language samples were transcribed and coded for four types of repetitive speech: immediate echolalia, delayed echolalia, verbal stereotypy, and vocal stereotypy. The rates and proportions of repetitive speech were compared across the two language contexts using Wilcoxon signed-ranks tests. Individual characteristics were further explored using Spearman correlations. Results The children produced lower rates of repetitive speech during the storytelling context than the play-based context. Only immediate echolalia differed between the two contexts based on rate and approached significance based on proportion, with more immediate echolalia produced in the play-based context than in the storytelling context. There were no significant correlations between repetitive speech and measures of social responsiveness, expressive or receptive vocabulary, or nonverbal intelligence. Conclusions The children with ASD produced less immediate echolalia in the storytelling context than in the play-based context. Immediate echolalia use was not related to social skills, vocabulary, or nonverbal IQ scores. These findings offer valuable insights into better understanding repetitive speech use in children with ASD.

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Perceptions of Stuttering of Different Age Groups

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_pers-sig4-2018-0007 ◽

2019 ◽

Vol 4 (6) ◽

pp. 1311-1315

Author(s):

Sergey M. Kondrashov ◽

John A. Tetnowski

Keyword(s):

Age Groups ◽

School Age Children ◽

Clinical Implications ◽

School Age ◽

Fourth Edition ◽

Self Perception ◽

Behavioral Measures ◽

Self Rating ◽

Comparison Results ◽

Subject Pool

Purpose The purpose of this study was to assess the perceptions of stuttering of school-age children who stutter and those of adults who stutter through the use of the same tools that could be commonly used by clinicians. Method Twenty-three participants across various ages and stuttering severity were administered both the Stuttering Severity Instrument–Fourth Edition (SSI-4; Riley, 2009 ) and the Wright & Ayre Stuttering Self-Rating Profile ( Wright & Ayre, 2000 ). Comparisons were made between severity of behavioral measures of stuttering made by the SSI-4 and by age (child/adult). Results Significant differences were obtained for the age comparison but not for the severity comparison. Results are explained in terms of the correlation between severity equivalents of the SSI-4 and the Wright & Ayre Stuttering Self-Rating Profile scores, with clinical implications justifying multi-aspect assessment. Conclusions Clinical implications indicate that self-perception and impact of stuttering must not be assumed and should be evaluated for individual participants. Research implications include further study with a larger subject pool and various levels of stuttering severity.

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The Speech-Language Pathologists' Role in Mild Traumatic Brain Injury for Middle and High School–Age Children: Viewpoints on Guidelines From the Centers for Disease Control and Prevention

American Journal of Speech-Language Pathology ◽

10.1044/2019_ajslp-18-0296 ◽

2019 ◽

Vol 28 (3) ◽

pp. 1363-1370 ◽

Cited By ~ 2

Author(s):

Jessica Brown ◽

Katy O'Brien ◽

Kelly Knollman-Porter ◽

Tracey Wallace

Keyword(s):

High School ◽

Traumatic Brain Injury ◽

Brain Injury ◽

Disease Control ◽

Mild Traumatic Brain Injury ◽

School Age Children ◽

School Age ◽

Speech Language Pathologists ◽

Control And Prevention ◽

Centers For Disease Control

Purpose The Centers for Disease Control and Prevention (CDC) recently released guidelines for rehabilitation professionals regarding the care of children with mild traumatic brain injury (mTBI). Given that mTBI impacts millions of children each year and can be particularly detrimental to children in middle and high school age groups, access to universal recommendations for management of postinjury symptoms is ideal. Method This viewpoint article examines the CDC guidelines and applies these recommendations directly to speech-language pathology practices. In particular, education, assessment, treatment, team management, and ongoing monitoring are discussed. In addition, suggested timelines regarding implementation of services by speech-language pathologists (SLPs) are provided. Specific focus is placed on adolescents (i.e., middle and high school–age children). Results SLPs are critical members of the rehabilitation team working with children with mTBI and should be involved in education, symptom monitoring, and assessment early in the recovery process. SLPs can also provide unique insight into the cognitive and linguistic challenges of these students and can serve to bridge the gap among rehabilitation and school-based professionals, the adolescent with brain injury, and their parents. Conclusion The guidelines provided by the CDC, along with evidence from the field of speech pathology, can guide SLPs to advocate for involvement in the care of adolescents with mTBI. More research is needed to enhance the evidence base for direct assessment and treatment with this population; however, SLPs can use their extensive knowledge and experience working with individuals with traumatic brain injury as a starting point for post-mTBI care.

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