scholarly journals Receptive and expressive language ability differentially scaffold symbolic understanding over time: picture comprehension in late talking and typically developing children

2021 ◽  
Author(s):  
Rachael W Cheung ◽  
Calum Hartley ◽  
Padraic Monaghan
Keyword(s):  
Task Performance ◽  
Language Skills ◽  
Receptive Vocabulary ◽  
Typically Developing ◽  
Expressive Vocabulary ◽  
Social Ability ◽  
Verbal Labels ◽  
Symbolic Understanding ◽  
Over Time ◽  
Picture Comprehension

Symbols are a hallmark of human communication, and a key question is how children’s emerging language skills relate to their ability to comprehend symbols. In particular, receptive and expressive vocabulary may have related, but distinct roles across early development. In a longitudinal study of late talking (LT) and typically developing (TD) children, we differentiated the extent to which expressive and receptive language skills predicted symbolic understanding as reflected in picture comprehension, and how language skills inter-related with social skills. LT and TD children were tested on a picture comprehension task that manipulated the availability of verbal labels at 2.0 – 2.4 years and 3.5 – 3.9 years. While all children improved in accuracy over time as expected, TD children exhibited an advantage over LT children, despite both groups utilising verbal labels to inform their mapping of picture-object relationships. Receptive and expressive vocabulary also differed in their contribution at different ages: receptive vocabulary predicted performance at ~2-years-old, and expressive vocabulary predicted performance at ~3.5-years-old. Task performance at 3.5-years-old was predicted by earlier receptive vocabulary, but this effect was largely mediated by concurrent expressive vocabulary. Social ability across the whole sample at ~2-years-old also predicted and mediated the effect of receptive vocabulary on concurrent task performance. These findings suggest that LT children may have delays in developing picture comprehension over time, and also that social ability and language skills may differentially relate to symbolic understanding at key moments across development.

scholarly journals Do Infants With Down Syndrome Show an Early Receptive Language Advantage?

2020 ◽  
Vol 63 (2) ◽  
pp. 585-598
Author(s):  
Emily Mason-Apps ◽  
Vesna Stojanovik ◽  
Carmel Houston-Price ◽  
Emily Seager ◽  
Sue Buckley
Keyword(s):  
Down Syndrome ◽  
Language Skills ◽  
Receptive Language ◽  
Receptive Vocabulary ◽  
Typically Developing ◽  
Auditory Comprehension ◽  
Expressive Vocabulary ◽  
Time Points ◽  
Expressive Communication ◽  
Shed Light

Purpose The study explored longitudinally the course of vocabulary and general language development in a group of infants with Down syndrome (DS) compared to a group of typically developing (TD) infants matched on nonverbal mental ability (NVMA). Method We compared the vocabulary and general language trajectories of the two groups in two ways: (a) at three time points during a 12-month period and (b) at two time points when the groups had made equal progress in NVMA (a period of 6 months for the TD infants vs. 12 months for the infants with DS). Results The TD group had overtaken the DS group on all general language and vocabulary measures by the end of the 12-month period. However, expressive communication and expressive vocabulary were developing at the same rate and level in the two groups when examined over a period in which the two groups were matched in gains in NVMA. Furthermore, the infants with DS showed a receptive language advantage over the TD group; this group's auditory comprehension and receptive vocabulary scores were superior to those of the TD group at both time points when NVMA was accounted for. Conclusion The results shed light on the widely reported discrepancy between expressive and receptive language in individuals with DS. Although infants with DS appear to be developing language skills more slowly than chronological age TD peers, when NVMA is taken into account, infants with DS do not have expressive language delays, and they seem to show a receptive language advantage.

Interactive Storybook-Based Intervention Effects on Kindergartners’ Language Development

2016 ◽  
Vol 38 (4) ◽  
pp. 212-229 ◽  
Author(s):  
Loes van Druten-Frietman ◽  
Heleen Strating ◽  
Eddie Denessen ◽  
Ludo Verhoeven
Keyword(s):  
Phonological Awareness ◽  
Early Literacy ◽  
Formal Education ◽  
Language Use ◽  
Language Skills ◽  
Receptive Vocabulary ◽  
Expressive Vocabulary ◽  
Childhood Education ◽  
Quasi Experimental ◽  
Experimental Study Design

A dialogic storybook-based intervention integrating dialogic storybook reading with early literacy activities is studied with a longitudinal quasi-experimental study design. The effects of this intervention, in addition to a regular early childhood education (ECE) program, on kindergartners’ vocabulary and phonological awareness development are analyzed for children from different backgrounds. Results indicated that the intervention may be effective in stimulating expressive vocabulary development. With regard to receptive vocabulary and phonological awareness measures, the intervention seems to have a similar effect to using a regular ECE program. The intervention had a similar effect for all children. Findings suggest that an active participation, in which the children are encouraged to talk about language, seems to be beneficial to enhance children’s language use; this aspect might be elaborated in existing or future ECE programs. The intervention can be used to help children from underprivileged families to gain language skills to ensure an optimal start of formal education in Grade 1.

scholarly journals Differences and Similarities in Predictors of Expressive Vocabulary Development between Children with Down Syndrome and Young Typically Developing Children

2021 ◽  
Vol 11 (3) ◽  
pp. 312
Author(s):  
Kari-Anne B. Næss ◽  
Johanne Ostad ◽  
Egil Nygaard
Keyword(s):  
Down Syndrome ◽  
Motor Skills ◽  
Vocabulary Development ◽  
Receptive Vocabulary ◽  
Auditory Memory ◽  
Typically Developing ◽  
Expressive Vocabulary ◽  
Typically Developing Children ◽  
Children With Down Syndrome ◽  
Oral Motor

The purpose of this study was to examine potential differences in the predictors of expressive vocabulary development between children with Down syndrome and typically developing children to support preparation for intervention development. An age cohort of 43 children with Down syndrome and 57 typically developing children with similar nonverbal mental age levels were assessed at three time points. Linear mixed models were used to investigate the predictors of expressive vocabulary over time. Both groups achieved progress in expressive vocabulary. The typically developing children had steeper growth than the children with Down syndrome (1.38 SD vs. 0.8 SD, p < 0.001). In both groups, receptive vocabulary, auditory memory, and the home literacy environment were significant predictors of development. In the children with Down syndrome, the phonological awareness and oral motor skills were also significant. Group comparisons showed that receptive vocabulary, auditory memory and oral motor skills were stronger predictors in the children with Down syndrome than in the typically developing children. These results indicate that children with Down syndrome are more vulnerable when it comes to risk factors that are known to influence expressive vocabulary than typically developing children. Children with Down syndrome therefore require early broad-based expressive vocabulary interventions.

A Comparison of the Speech and Language Skills of Children With Cochlear Implants and Children With Normal Hearing

2008 ◽  
Vol 29 (4) ◽  
pp. 195-210 ◽  
Author(s):  
Efrat A. Schorr ◽  
Froma P. Roth ◽  
Nathan A. Fox
Keyword(s):  
Cochlear Implants ◽  
Language Skills ◽  
Memory Performance ◽  
Normal Hearing ◽  
Receptive Vocabulary ◽  
Auditory Memory ◽  
Expressive Vocabulary ◽  
Speech And Language ◽  
Age Appropriate ◽  
Language Measures

This study explored the language skills of children with cochlear implants (CIs) compared to normal hearing (NH) peers. Standardized speech and language measures, including speech articulation, receptive and expressive vocabulary, syntax and morphology, and metalinguistics, were administered to 39 congenitally deaf children, ages 5 to 14, and a matched sample of NH children. Many CI children demonstrated age-appropriate scores on several language measures, yet their performance was significantly lower than NH peers. Results indicated that (a) age at implant predicted significant variance in receptive vocabulary and short-term auditory memory performance, and (b) duration of CI use predicted receptive syntax performance.

Language after childhood hemispherectomy

Neurology ◽  
2020 ◽  
Vol 95 (23) ◽  
pp. 1043-1056
Author(s):  
Andrea S. Nahum ◽  
Frédérique J. Liégeois
Keyword(s):  
Language Impairment ◽  
Large Scale ◽  
Sentence Comprehension ◽  
Language Skills ◽  
Receptive Vocabulary ◽  
Sentence Production ◽  
Expressive Vocabulary ◽  
Rasmussen Syndrome ◽  
Surgery Group ◽  
Left And Right

ObjectiveTo conduct a systematic review on language outcomes after left and right hemispherectomy in childhood, a surgical procedure that involves removing or disconnecting a cerebral hemisphere.MethodsWe searched MEDLINE, Embase, and PsycInfo for articles published between January 1, 1988, and May 16, 2019. We included (1) all types of observational studies; (2) studies in which hemispherectomy was performed before age 18 years; and (3) studies with standardized scores measuring receptive vocabulary, expressive vocabulary, sentence comprehension, and/or sentence production. We calculated mean z scores after left and right hemispherectomy in the whole group and within etiology-specific subgroups.ResultsOur search identified 1,096 studies, of which 17 were eligible. The cohort added up to 205 individuals (62% left hemispherectomy) assessed 1 to 15 years after surgery. In the left surgery group, all language skills were impaired (z scores <−1.5) except sentence comprehension. In the right surgery group, language performance was in the borderline range (z scores ∼ −1.5). Children with cortical dysplasia showed the worst outcomes irrespective of surgery side (z scores <−2.5). Individuals with left vascular etiology and right-sided Rasmussen syndrome showed the best outcomes.ConclusionEvidence based on the largest patient cohort to date (205 participants) suggests that the risk of language impairment after hemispherectomy is high, with few exceptions. Etiology plays a major role in postsurgical plasticity. We recommend specialist evaluation of language skills soon after surgery to identify intervention targets. Large-scale studies examining outcomes in consecutive cases are still needed.

Language skills in shy and non-shy preschoolers and the effects of assessment context

2008 ◽  
Vol 36 (1) ◽  
pp. 53-71 ◽  
Author(s):  
KATHERINE A. SPERE ◽  
MARY ANN EVANS ◽  
CAROL-ANNE HENDRY ◽  
JUBILEA MANSELL
Keyword(s):  
Context Effect ◽  
Language Skills ◽  
Receptive Vocabulary ◽  
Kindergarten Children ◽  
Speech Sample ◽  
Expressive Vocabulary ◽  
Language Differences ◽  
Parallel Form ◽  
Assessment Context ◽  
At Home

ABSTRACTNineteen shy, twenty-three middle and twenty-five non-shy junior kindergarten children were assessed at school by an unfamiliar examiner, and at home where their parents administered a parallel form of the expressive and receptive vocabulary tests given at school. A speech sample between the child and parent was also collected at home. Shy children spoke less than non-shy and middle children at home. Additionally, the parents of shy children spoke less than parents of non-shy children. Although there were no language differences between the groups, results showed a context effect for expressive vocabulary, in that all groups of children scored higher at school. The pattern of results suggests that previously observed language differences found between shy and non-shy children are not robust, and that testing children at school does not negatively impact their performance.

Sentence Imitation With Masked Morphemes in Czech: Memory, Morpheme Frequency, and Morphological Richness

2020 ◽  
pp. 1-16
Author(s):  
Filip Smolík ◽  
Klára Matiasovitsová
Keyword(s):  
Verbal Memory ◽  
Language Impairment ◽  
Language Skills ◽  
Digit Span ◽  
Morphological Processing ◽  
Receptive Vocabulary ◽  
Typically Developing ◽  
Single Experiment ◽  
Grammatical Morphology ◽  
Sentence Imitation

Purpose This study examined two markers of language impairment (LI) in a single experiment, testing sentence imitation and grammatical morphology production using an imitation task with masked morphemes. One goal was to test predictions of the morphological richness account of LI in Czech. We also tested the independent contributions of language and memory skills to sentence imitation performance. Method Seventeen children with LI (5;1–7;6 [years;months]) and 17 vocabulary-matched typically developing (TD) children (3;8–4;11) were administered a sentence imitation task where each sentence had one noun or verb ending replaced by a coughing sound. In addition, a receptive vocabulary and the digit span (backward and forward) tasks were administered. Results Children with LI were significantly less accurate than TD children in sentence imitation task. Both vocabulary and digit span had unique effects on sentence imitation scores. Children with LI were less successful in imitating the target words, especially verbs. However, if they succeeded, their completions of the masked morphemes were no less accurate than in TD children. The accuracy of completions was affected by the morpheme frequency and homophony, but these effects were similar in TD and affected children. Conclusions Sentence imitation is a measure of language skills and verbal memory. Results on morpheme completions are consistent with processing models of LI, but some predictions of the morphological richness model were not confirmed. The results suggest that children with LI might have a deficit in organizing morphosyntactic relations in sentences, rather than in morphological processing proper.

scholarly journals Αποκλίσεις στην ανάπτυξη του λεξιλογίου σε παιδιά βρεφικής και πρώιμης προσχολικής ηλικίας

2020 ◽  
Vol 20 (3) ◽  
pp. 247
Author(s):  
Σοφία Παρίζη ◽  
Αρετή Οκαλίδου ◽  
Αργυρώ Χαχούδη ◽  
Κάκια Πετεινού
Keyword(s):  
Parental Education ◽  
Demographic Characteristics ◽  
Receptive Vocabulary ◽  
Typically Developing ◽  
Expressive Vocabulary ◽  
Lexical Development ◽  
Parental Education Level ◽  
Parent Questionnaire ◽  
Late Talkers ◽  
The Mean

The present research is a first investigation of the development of receptive and expressive vocabulary in Greek-speaking children, aged 0;6-3;6 years, who were characterized as late-talkers (LT) due to a significant deviation of their vocabulary scores from the mean score of their typically-developing peers (TD). The present work is part of a larger project concerning the greek adaptation of a parent questionnaire named Cypriot–Greek Lexical Acquisition Checklist (CYLEX) (Petinou, Hadzigeorgiou & Minaidou, 1999). Within-group comparisons between receptive and expressive vocabulary are drawn for both LT and TD children. In addition, the influence of demographic factors on vocabulary scores, such as gender and parental education level, was examined. The comparison across type of vocabulary revealed that receptive vocabulary develops prior to expressive in both groups, however, late-talkers have a disproportionately low expressive lexical development as compared to receptive. Moreover, the differences in vocabulary scores among LT and TD children are discussed as a function of demographic characteristics.

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.

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