The Effect of Transition Time-Based Word-Play Activities on Expressive Language Ability and Phonological Awareness of Four-Year-Old Children

2017 ◽  
Vol 16 (1) ◽  
pp. 53-74
Author(s):  
Ji-Hyun Lyu ◽  
Seung Yeon Lee
Keyword(s):  
Phonological Awareness ◽  
Expressive Language ◽  
Language Ability ◽  
Transition Time ◽  
Word Play

A comparison of the performance of five aphasic patients on different tests of language ability

1974 ◽  
Vol 21 (1) ◽  
Author(s):  
Barbara Solarsh
Keyword(s):  
Differential Diagnosis ◽  
Expressive Language ◽  
Language Ability ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Accurate Predictor ◽  
Communicative Ability ◽  
Communicative Success ◽  
Language Sample

The performance of five aphasic patients was rated on three tests of language ability: The Minnesota Test for  Differential  Diagnosis; Luria's Tests of aphasia; and a Test of expressive language based on graded stimuli from the Peabody Picture Vocabulary Test. In order to assess communicative-ability of the subjects, each expressive language sample was administered to four judges and a score of communicative success was computed. The study aimed at comparing each subject's performance on these tests of aphasia and its relationship to the degree of communicative success, in an attempt to ascertain which test is the most accurate predictor of  "amount" of aphasic impairment. It also aimed at extracting those variables most useful and appropriate in the diagnosis of the impairment found in aphasic patients. Inter-test correlations revealed that tests of aphasia appear to be accurate predictors of "amount" of communicative success. Inter-item comparison revealed fourteen sub-tests which indicated greatest difference in the performance of all the subjects.

scholarly journals The role of language ability and self-regulation in the development of inattentive–hyperactive behavior problems

2014 ◽  
Vol 27 (1) ◽  
pp. 221-237 ◽  
Author(s):  
Isaac T. Petersen ◽  
John E. Bates ◽  
Angela D. Staples
Keyword(s):  
Behavior Problems ◽  
Expressive Language ◽  
Self Regulation ◽  
Language Ability ◽  
Differential Ability Scales ◽  
Panel Models ◽  
Hyperactive Behavior ◽  
Longitudinal Effects ◽  
Differential Ability

AbstractPrevious research has found associations but not established mechanisms of developmental linkage between language ability and inattentive–hyperactive (I-H) behavior problems. The present study examined whether self-regulation mediates the effect of language ability on later I-H behavior problems among young children (N = 120) assessed at 30, 36, and 42 months of age. Cross-lagged panel models tested the direction of effect between language ability and self-regulation and longitudinal effects of language ability on later I-H problems mediated by self-regulation. Language ability was measured by children's scores on the receptive and expressive language subtests of the Differential Ability Scales. Self-regulation was measured by three behavioral tasks requiring inhibitory control. I-H problems were reported by parents and secondary caregivers. Language ability predicted later self-regulation as measured by all three tasks. There was no association, however, between self-regulation and later language ability, suggesting that the direction of effect was stronger from language ability to later self-regulation. Moreover, the effect of language ability on later I-H behavior problems was mediated by children's self-regulation in one of the tasks (for secondary caregivers' but not parents' ratings). Findings suggest that language deficits may explain later I-H behavior problems via their prediction of poorer self-regulatory skills.

scholarly journals Descubriendo el lenguaje a través de la realidad aumentada y la pizarra digital

2017 ◽  
Vol 21 (3) ◽  
pp. 1 ◽  
Author(s):  
Sandra Ruperta Pérez-Lisboa
Keyword(s):  
Experimental Study ◽  
Augmented Reality ◽  
Phonological Awareness ◽  
Expressive Language ◽  
Interactive Whiteboard ◽  
Test Evaluation ◽  
Post Test ◽  
Quasi Experimental ◽  
The University ◽  
Semantic Aspect

This study analyzed the development of phonological, semantic, and syntactic aspects by using augmented reality and interactive whiteboard with boys and girls in the kindergarten of Liceo San Felipe, San Felipe, Chili. With the implementation of these tools, learning experiences were carried out, enhancing the understanding of sentences and words in their successive components: linguistic segmentation, phonological awareness, and reflection on the meaning of words and sentences. The experiments were carried out in a didactic classroom of the course of Educacion Parvularia (Pre-School Education) at the University of Playa Ancha, San Felipe Campus, for 60 minutes, once a week for four months. It was a quasi-experimental study, and through pre- and post-tests, it was possible to verify the development of 18 children of a municipal school in San Felipe. The instruments used were the Linguistic Segmentation Test, Comprehensive and Expressive Language Examination Test (ELCE); Subtest semantic aspect, Test Evaluation O; Subtest words and phrases. The results, based on the comparison of pre- and post-test, showed changes in the management of the semantic, syntactic, and phonological aspects achieved by the children with this methodology. However, more research is needed to validate this proposal in teaching metalinguistic.

scholarly journals Excess of non-verbal cases of autism spectrum disorders (ASDs) presenting to orthodox clinical practice in Africa - a trend possibly resulting from late diagnosis and intervention

2011 ◽  
Vol 17 (4) ◽  
pp. 3 ◽  
Author(s):  
Muideen O Bakare ◽  
Kerim M Munir
Keyword(s):  
Autism Spectrum Disorders ◽  
Clinical Practice ◽  
Large Scale ◽  
Expressive Language ◽  
Case Reports ◽  
Case Series ◽  
Autism Spectrum ◽  
Language Ability ◽  
Common Denominator ◽  
Spectrum Disorders

<p><strong>Objectives.</strong> Characteristics of children with autism spectrum disorders (ASDs) in Africa are not known because of unavailability of large-scale epidemiological studies in this region. This review explored the age at first presentation to orthodox clinical practice of African children with ASDs and their expressive language ability at presentation.</p><p><strong>Methods.</strong> A literature search of case series and case reports of ASDs from Africa was done through PubMed/MEDLINE, Google Scholar, African Journals Online (AJOL), and archives of the Nigerian Journal of Psychiatry. Six articles included content relating to age of the child at first presentation to orthodox clinical practice and symptoms at presentation related to expressive language ability and therefore fulfilled the inclusion criteria. Suggestions are made to explain the observations emanating from the review.<strong> </strong></p><p><strong>Results.</strong> An excess of non-verbal over verbal cases of ASDs have been presenting to orthodox clinical practice and there is a common denominator of late presentation/diagnosis and in turn late intervention, with most cases presenting for the first time well above 8 years of age. Attempts to explain these observations included low levels of knowledge and awareness about ASDs in Africa; problems with help-seeking behaviour; and lack of mental healthcare facilities and trained personnel.</p><p><strong>Conclusions.</strong> Enhancement of processes directed at ensuring early diagnosis and interventions, especially interventions aimed at improving speech and language development well and sufficiently early, may bring about a shift in the trend of excess non-verbal cases of ASDs over verbal cases presenting to orthodox clinical practice.</p>

Preschool children's awareness of private speech

2006 ◽  
Vol 30 (6) ◽  
pp. 537-549 ◽  
Author(s):  
Louis Manfra ◽  
Adam Winsler
Keyword(s):  
Language Skills ◽  
Expressive Language ◽  
Language Assessment ◽  
Language Ability ◽  
Private Speech ◽  
The Self ◽  
Attention Task ◽  
Child Interview ◽  
Children's Beliefs ◽  
Beliefs And Attitudes

The present study explored: (a) preschool children's awareness of their own talking and private speech (speech directed to the self); (b) differences in age, speech use, language ability, and mentalizing abilities between children with awareness and those without; and (c) children's beliefs and attitudes about private speech. Fifty-one children between the ages of 3 and 5 completed a selective attention task from which a sample of private speech was video-recorded for use during a subsequent experimenter–child interview. Children also completed a standardized language assessment and a battery of mentalizing tasks. Roughly half of the children (54%) showed awareness of talking during the task, and 52% of the children who talked during the task stated that their speech was self-directed. Children who were aware of their private speech were significantly older, had greater expressive language skills, used more private speech, and had higher deceptive-box scores than children who were not aware of their private speech. Participants believed that private speech was positive and helpful. Implications of this work for researchers and early childhood educators are discussed.

scholarly journals 061 The effects of pregnancy planning, time to conception and art on expressive language ability at 3 years

2010 ◽  
Vol 64 (Suppl 1) ◽  
pp. A24-A25
Author(s):  
C. Carson ◽  
Y. Kelly ◽  
J. J. Kurinczuk ◽  
A. Sacker ◽  
M. Redshaw ◽  
...  
Keyword(s):  
Expressive Language ◽  
Language Ability ◽  
Planning Time ◽  
Pregnancy Planning

Early Reading Achievement in Children With Expressive Phonological Disorders

1999 ◽  
Vol 8 (2) ◽  
pp. 118-128 ◽  
Author(s):  
Linda S. Larrivee ◽  
Hugh W. Catts
Keyword(s):  
Reading Achievement ◽  
Phonological Awareness ◽  
First Grade ◽  
Language Ability ◽  
Control Group ◽  
Poor Reading ◽  
Reading Outcomes ◽  
Phonological Disorders ◽  
Good Reading ◽  
Expressive Phonology

In this study, 30 children with expressive phonological disorders and 27 children with normally developing phonological and language abilities were administered measures of expressive phonology, phonological awareness, and language ability at the end of kindergarten. A year later, children were given tests of reading achievement. Although the group with expressive phonological disorders performed significantly less well than the control group on tests of reading achievement, a great deal of within-group variability was observed. Children with expressive phonological disorders were divided into those with good and poor reading outcomes and compared on measures of expressive phonology, phonological awareness, and language ability. Children with poor reading outcomes had more severe expressive phonological disorders (as measured by a multisyllabic word and nonword repetition task; MULTI-PCC), poorer phonological awareness, and poorer language skills than did children in the good reading outcome group. Hierarchical multiple regression indicated that expressive phonology (as measured by MULTI-PCC) and phonological awareness in kindergarten accounted for significant amounts of variance in first-grade reading achievement. Variability in children’s expressive phonology and phonological awareness may be a reflection of individual differences in their development of phonological representations. Clinical implications of these findings for identification and remediation of reading disabilities are discussed.

scholarly journals Expressive language of children with hearing impairment

2018 ◽  
Author(s):  
Elsa Efrina ◽  
Mega Iswari ◽  
Fauzi Irwanto
Keyword(s):  
Hearing Impairment ◽  
Alternative Hypothesis ◽  
Expressive Language ◽  
Language Ability ◽  
Post Test ◽  
Auditory Experience ◽  
Natural Conversation

Language is an important aspect of communication. The success in communication is determined by the language ability, including the expressive language. Children with hearing impairment have obstacles to conduct expressive language due to the lack of auditory experience. Thus, maternal reflective method can be used to improve the expressive language ability. This method is applied in a structured natural conversation by presenting the language fairly through conversation, visualization, deposit and reflection in order to retrieve the linguistic aspects. The findings showed that the method was effective for improving the ability of expressive language. This research was conducted by the pre-test and post-test values using the Mann Whitney U test, it was obtained that U = 6 and Utab = 2 with n = 5 at a significant level of 95% and α = 0.05. As U was higher than Utab, the alternative hypothesis was accepted.

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