An Exploratory Study on the Language Skills for Topic Maintenance of 3-5 Years Old Typically Developing Children and Children with Vocabulary Delay According to Adults’ Question Type in Free Play

2020 ◽  
Vol 20 (4) ◽  
pp. 159-179
Author(s):  
Dongsun Yim ◽  
Jeewoo Choi ◽  
Jinju Kim ◽  
GangEun Lee ◽  
Wonjeong Park
Keyword(s):  
Exploratory Study ◽  
Language Skills ◽  
Free Play ◽  
Question Type ◽  
Typically Developing ◽  
Typically Developing Children

scholarly journals The Association between Difficulties with Speech Fluency and Language Skills in a National Age Cohort of Children with Down Syndrome

2021 ◽  
Vol 11 (6) ◽  
pp. 704
Author(s):  
Kari-Anne B. Næss ◽  
Egil Nygaard ◽  
Hilde Hofslundsengen ◽  
J. Scott Yaruss
Keyword(s):  
Down Syndrome ◽  
Language Skills ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Cross Sectional ◽  
Exact Test ◽  
Children With Down Syndrome ◽  
Speech Fluency ◽  
Age Cohort ◽  
Student’S T

The present study (a) addressed difficulties in speech fluency in children with Down syndrome and typically developing children at a similar non-verbal level and (b) examined the association between difficulties with speech fluency and language skills in children with Down syndrome. Data from a cross-sectional parent survey that included questions about children’s difficulties with speech fluency, as well as clinical tests from a national age cohort of 43 six-year-olds with Down syndrome and 57 young typically developing children, were collected. Fisher’s exact test, Student’s t-test, linear regression, and density ellipse scatter plots were used for analysis. There was a significantly higher occurrence of parent-reported difficulties with speech fluency in the children with Down syndrome. Higher language scores were significantly associated with a lower degree of difficulties; this association was strongest for vocabulary and phonological skills. Although difficulties with speech fluency were not reported for all children with Down syndrome, a substantially higher occurrence of such difficulties was reported compared to that for typically developing children. The significant association between difficulties with speech fluency and the level of language functioning suggests that speech fluency and language skills should be taken into consideration when planning treatment for children with Down syndrome.

scholarly journals Comprehension of Welcher -Questions in German-Speaking Children With and Without Developmental Language Disorder

2021 ◽  
pp. 1-13
Author(s):  
Anne Dorothée Roesch ◽  
Vasiliki Chondrogianni
Keyword(s):  
Working Memory ◽  
Language Disorder ◽  
Working Memory Capacity ◽  
Question Type ◽  
Typically Developing ◽  
Developmental Language Disorder ◽  
Typically Developing Children ◽  
Phonological Working Memory ◽  
Case Marking ◽  
German Speaking

Purpose This study examined whether monolingual German-speaking preschool children with developmental language disorder (DLD) were facilitated by the presence of case-marking cues in their interpretation of German subject and object welcher (“which”)-questions, as reported for their typically developing peers. We also examined whether knowledge of case-marking and/or phonological working memory modulated children's ability to revise early assigned interpretations of ambiguous questions. Method Sixty-three monolingual German-speaking children with and without DLD aged between 4;0 and 5;11 (years;months) participated in an offline picture selection task targeting the comprehension of welcher -questions in German. We manipulated question type (subject, object), case-marking transparency, and case-marking position within the question (sentence-initial/-final). Results The typically developing children outperformed the children with DLD across conditions, and all children performed better on subject than on object wh -questions. Transparent and early cues elicited higher accuracy than late-arriving cues. For the DLD children, their working memory capacity explained their inability to revise early assigned interpretations to ambiguous questions, whereas their knowledge of case did not. Conclusions The results suggest that disambiguating morphosyntactic cues can only partly facilitate comprehension of German welcher -questions in children with DLD, whose poor phonological working memory rather than their knowledge of case-marking mediates performance on these structures.

scholarly journals Typically Developing Preschoolers’ Behavior Toward Peers With Disabilities in Inclusive Classroom Contexts

2019 ◽  
Vol 42 (1) ◽  
pp. 49-68
Author(s):  
Soo-Young Hong ◽  
Jungwon Eum ◽  
Yanjie Long ◽  
Chaorong Wu ◽  
Greg Welch
Keyword(s):  
Social Interactions ◽  
Free Play ◽  
Inclusive Classroom ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Outdoor Classroom ◽  
Group Activities ◽  
And Training ◽  
Indoor And Outdoor ◽  
Small Group Activities

This study aimed to investigate typically developing preschoolers’ behavior toward peers with disabilities in inclusive classrooms, focusing on the co-occurrence of the interactions between children with and without disabilities with various classroom contexts. Behaviors of 22 typically developing preschoolers were observed and coded on two different days in both indoor and outdoor classrooms during free play, small group activities, transitions, and meals/snack. Typically developing children interacted with peers with disabilities for a small amount of time; the interactions were significantly more likely in the outdoor classroom, in either child- or teacher-directed activities, and in play activities. There was a lack of adults’ intentional scaffolding for social interactions between children with and without disabilities even when they were near the children. Activity contexts contribute to children’s social behavior, and teachers need more support and training with inclusive and collaborative practices.

Lexical Development and Retrieval in Treating Children Who Stutter

2004 ◽  
Vol 35 (1) ◽  
pp. 57-69 ◽  
Author(s):  
Nancy E. Hall
Keyword(s):  
Word Learning ◽  
Language Skills ◽  
Lexical Acquisition ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Lexical Development ◽  
Assessment And Treatment ◽  
Treatment Considerations

This article describes the role of lexical acquisition in stuttering by examining the research on word learning and interactions between semantics and syntax in typically developing children and children who stutter. The potential effects of linguistic mismatches, or dysynchronies in language skills, on the possible onset and development of stuttering are discussed. The article concludes with assessment and treatment considerations.

Children’s Responses to Educators’ Questions in Day Care Play Groups

2005 ◽  
Vol 14 (1) ◽  
pp. 14-26 ◽  
Author(s):  
Christina de Rivera ◽  
Luigi Girolametto ◽  
Janice Greenberg ◽  
Elaine Weitzman
Keyword(s):  
Early Childhood ◽  
Small Groups ◽  
Day Care ◽  
Exploratory Study ◽  
Response Rate ◽  
Free Play ◽  
Question Type ◽  
Developmental Level ◽  
Preschool Educators ◽  
Early Childhood Settings

An exploratory study examined adults’ questions to small groups of children to determine how questions influenced their response rate and complexity of response. Thirteen educators of toddlers and 13 educators of preschoolers were videotaped during free-play. Both groups of educators used an equivalent frequency of open-ended and closed questions, but the preschool educators used more topic-continuing questions. Consistent with their developmental level, preschoolers responded more frequently than toddlers. Toddlers demonstrated few effects of question type. In contrast, preschoolers used more multiword utterances following open-ended questions and topic-continuing questions. Implications for in-service education for staff of early childhood settings include increasing the use of both open-ended and topic-continuing questions.

What’s happening? And other questions obligating complete sentences as responses

2017 ◽  
Vol 34 (2) ◽  
pp. 191-202
Author(s):  
Rachel Jean-Baptiste ◽  
Harriet B Klein ◽  
Danielle Brates ◽  
Nelson Moses
Keyword(s):  
Semantic Content ◽  
Question Type ◽  
Syntactic Complexity ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Speech Language Pathologists ◽  
Question Types ◽  
Significant Difference ◽  
Effect Of Age ◽  
Play Context

This study was designed to examine the strength of question types to obligate complete responses from children, and the effect of age and play context. Participants were typically developing children (mean ages 2;8, 3;4 and 4;7), who engaged in play with three speech-language pathologists in play contexts. Questions posed to the children were coded by semantic content (Epistemic, Procedural Action, External State, and Causal). Children’s responses were coded for syntactic complexity (complete or incomplete sentences). The effect of question type on response was analysed. All questions yielded high proportions of complete responses, which increased with age. There were no statistically significant differences between question type and completeness of response except for a significant difference found for External State when multi-verb responses were analysed. The results support the use of these question types in play settings with children to promote expression of complete sentences.

scholarly journals Early Phonological Predictors of Toddler Language Outcomes

2019 ◽  
Vol 72 (6) ◽  
pp. 442-453
Author(s):  
Kayla Gerhold ◽  
Catherine Torrington Eaton ◽  
Rochelle S. Newman ◽  
Nan Bernstein Ratner
Keyword(s):  
Language Skills ◽  
Expressive Language ◽  
Syllable Structure ◽  
Typically Developing ◽  
Phonological Development ◽  
Language Outcomes ◽  
Language Performance ◽  
Typically Developing Children ◽  
Mean Length Of Utterance ◽  
Structure Patterns

<b><i>Purpose:</i></b> Several studies have explored relationships between children’s early phonological development and later language performance. This literature has included a more recent focus on the potential for early phonological profiles to predict later language outcomes. <b><i>Methods:</i></b> The present study longitudinally examined the nature of phonetic inventories and syllable structure patterns of 48 typically developing children at 7, 11, and 18 months, and related them to expressive language outcomes at 2 years of age. <b><i>Results:</i></b> Findings provide evidence that as early as 11 months, phonetic inventory and mean syllable structure level are related to 24-month expressive language outcomes, including mean length of utterance and vocabulary diversity in spontaneous language samples, and parent-reported vocabulary scores. Consonant inventories in particular differed at 11 and 18 months for 2-year-olds with lower versus higher language skills. <b><i>Conclusion:</i></b> Limited inventories and syllable repertoires may add to risk profiles for later language delays.

Sign in / Sign up

Export Citation Format

Share Document