scholarly journals Early Language Development of a Child with Expressive Language Disorder: A Parents’ Narration

2021 ◽  
Vol 8 (1) ◽  
pp. 86-96
Author(s):  
Dewi Rosmala ◽  
Arini Nurul Hidayati ◽  
Fuad Abdullah
Keyword(s):  
Language Development ◽  
Language Disorder ◽  
Expressive Language ◽  
Early Language ◽  
Early Language Development ◽  
Late Talker

Mainstream children generally experience typical stages throughout the milestones of their language development, from crying, cooing, babbling, until mature speech. Nevertheless, children with special condition usually have difficulties in getting through each phase of the development, such as those having expressive language disorder. These children usually encounter problems in communicating their needs and ideas verbally or non-verbally. This study attempts to present a story of the first five-year journey of Zaid’s language development, a child with expressive language disorder. Through interview, observation, and documentation, the study informs that Zaid was a late talker and experience difficulties in structuring well-ordered sentences. 

scholarly journals Early Language Development and Child Aggression

2020 ◽  
Vol 10 (1) ◽  
pp. 1
Author(s):  
Ceyhun Ersan
Keyword(s):  
Regression Analysis ◽  
Preschool Children ◽  
Language Development ◽  
Relational Aggression ◽  
Language Skills ◽  
Expressive Language ◽  
Negative Relationship ◽  
Aggressive Behaviors ◽  
Early Language ◽  
Early Language Development

Aggression observed in early childhood is considered to be an important problem. Multiple factors may play a decisive role in children’s aggressive behaviors. The aim of this study was to examine whether the receptive and expressive language skills of preschool children (39-75 months-old) had predictive role on the levels of physical and relational aggression. The sample of the present study consists of 109 preschool children (47 girls and 62 boys). The language development levels of children in the sample were evaluated by TEDIL (Turkish Early Language Development Test) and their aggression levels were evaluated via Preschool Social Behavior Scale which were filled by their teachers. Pearson product moment correlation coefficient and stepwise regression analysis were used to analyze the data. According to the findings of the study, there was a significant and negative relationship between children’s receptive and expressive language skills and physical and relational aggression levels. The results of regression analysis revealed that physical aggression was negatively and significantly predicted by expressive language skills. In addition, relational aggression is negatively and significantly predicted by both receptive and expressive language skills. The increase in children's language skills significantly explains the decrease in physical and relational aggressive behaviors. The relationship between language skills and aggressive behaviors of Turkish preschool children was examined for the first time in this study. It is thought that the present study will contribute to the literature since it reveals the current situation in terms of the relationships between children's language skills and aggression levels and provide opportunities to make comparisons with the results of international studies.

Overheard: Know Your Morphemes

ASHA Leader ◽  
2013 ◽  
Vol 18 (7) ◽  
pp. 16-17
Author(s):  
Julie Wolter
Keyword(s):  
Language Development ◽  
Literacy Development ◽  
Morphological Awareness ◽  
Early Language ◽  
Online Chat ◽  
Early Language Development

Julie Wolter, an expert in early language development, recently led an online chat about the contribution of morphological awareness to semantic understanding and literacy development. Here's what the Leader overheard ...

scholarly journals Variations in the Home Language Environment and Early Language Development in Rural China

2021 ◽  
Vol 18 (5) ◽  
pp. 2671
Author(s):  
Yue Ma ◽  
Laura Jonsson ◽  
Tianli Feng ◽  
Tyler Weisberg ◽  
Teresa Shao ◽  
...  
Keyword(s):  
Language Development ◽  
Child Language ◽  
Language Skills ◽  
Rural China ◽  
Home Language ◽  
Early Language ◽  
Early Language Development ◽  
Language Environment ◽  
Conversational Turns ◽  
Home Language Environment

The home language environment is critical to early language development and subsequent skills. However, few studies have quantitatively measured the home language environment in low-income, developing settings. This study explores variations in the home language environment and child language skills among households in poor rural villages in northwestern China. Audio recordings were collected for 38 children aged 20–28 months and analyzed using Language Environment Analysis (LENA) software; language skills were measured using the MacArthur–Bates Mandarin Communicative Developmental Inventories expressive vocabulary scale. The results revealed large variability in both child language skills and home language environment measures (adult words, conversational turns, and child vocalizations) with 5- to 6-fold differences between the highest and lowest scores. Despite variation, however, the average number of adult words and conversational turns were lower than found among urban Chinese children. Correlation analyses did not identify significant correlations between demographic characteristics and the home language environment. However, the results do indicate significant correlations between the home language environment and child language skills, with conversational turns showing the strongest correlation. The results point to a need for further research on language engagement and ways to increase parent–child interactions to improve early language development among young children in rural China.

Early Language Delay and Risk for Language Impairment

2008 ◽  
Vol 15 (3) ◽  
pp. 93-100 ◽  
Author(s):  
Erica M. Ellis ◽  
Donna J. Thal
Keyword(s):  
Language Impairment ◽  
Language Disorder ◽  
Language Delay ◽  
Clinical Implications ◽  
Early Language ◽  
Late Talkers ◽  
Late Talker ◽  
Early Language Delay ◽  
Clinically Significant ◽  
Normal Variability

Abstract Clinicians are often faced with the difficult task of deciding whether a late talker shows normal variability or has a clinically significant language disorder. This article provides an overview of research investigating identification, characteristics, outcomes, and predictors of late talkers. Clinical implications for speech-language pathologists in the identification and treatment of children who are late talkers are discussed.

Gestural Communication in Deaf Children: The Effects and Noneffects of Parental Input on Early Language Development

1984 ◽  
Vol 49 (3/4) ◽  
pp. 1 ◽  
Author(s):  
Susan Goldin-Meadow ◽  
Carolyn Mylander ◽  
Jill de Villiers ◽  
Elizabeth Bates ◽  
Virginia Volterra
Keyword(s):  
Language Development ◽  
Deaf Children ◽  
Gestural Communication ◽  
Early Language ◽  
Early Language Development ◽  
Parental Input

scholarly journals Inference and exact numerical representation in early language development

2016 ◽  
Author(s):  
David Barner ◽  
Asaf Bachrach
Keyword(s):  
Language Development ◽  
Available P ◽  
Scalar Implicature ◽  
Numerical Representation ◽  
Early Language ◽  
Present Evidence ◽  
Early Language Development ◽  
Do So

How do children as young as 2 years of age know that numerals, like one,have exact interpretations, while quantifiers and words like a do not?Previous studies have argued that only numerals have exact lexicalmeanings. Children could not use scalar implicature to strengthen numeralmeanings, it is argued, since they fail to do so for quantifiers(Papafragou & Musolino, 2003). Against this view, we present evidence thatchildren’s early interpretation of numerals does rely on scalarimplicature, and argue that differences between numerals and quantifiersare due to differences in the availability of the respective scales ofwhich they are members. Evidence from previous studies establishes that (1)children can make scalar inferences when interpreting numerals, (2)children initially assign weak, non-exact interpretations to numerals whenfirst acquiring their meanings, and (3) children can strengthen quantifierinterpretations when scalar alternatives are made explicitly available.

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