Development of communication skills in a bilingual child of Czech-Vietnamese origin in preschool age from the viewpoint of speech pathology

The article describes the experience of conducting speech therapy with a bilingual (sequential bilingualism) boy of Vietnamese origin in preschool age. The authors identify main differences between Czech and Vietnamese, and also point to specific linguistic interference occurring in the case of a Vietnamese-speaking person learning Czech. The aim of the authors is to describe the development of the boy’s language skills and the possibilities for his language development in kindergarten and during preparatory classes for school education. Speech therapy aimed at supporting the development of communication skills lasted seven months and involved the inclusion of multi-sensory games and activities to support various language levels. Particular emphasis was placed on auditory differentiation (including vowel quantity), auditory memory and phonological awareness (including the division of words into syllables and the analysis and synthesis of sounds).

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Early Communication Skills and Special Education Outcomes at School Entry: Implications for Pediatric Care and Screening

Global Pediatric Health ◽

10.1177/2333794x19884185 ◽

2019 ◽

Vol 6 ◽

pp. 2333794X1988418

Author(s):

Matthew H. Kim ◽

Laura Lee McIntyre

Keyword(s):

Special Education ◽

Communication Skills ◽

Speech Therapy ◽

Language Skills ◽

Receptive Language ◽

Pediatric Care ◽

Special Education Services ◽

Education Services ◽

Early Communication ◽

Kindergarten Entry

Objective. To examine whether children’s early communication skills at age 3 predict special education outcomes at kindergarten entry. Methods. Data from 139 children eligible for early intervention or early childhood special education services were examined. Early communication was defined separately as expressive and receptive language skills and was measured by the Vineland Adaptive Behavior Scales–Second Edition. Outcome variables were parent-reported measures of special education use and dosage as well as speech therapy receipt and dosage at kindergarten entry. Results. Better expressive language skills at age 3—but not receptive language skills—predicted a significantly reduced likelihood (odds ratio = 0.79) of receiving speech therapy at kindergarten entry. There were no effects of early communication on broader receipt of special education services as well as on special education dosage. Conclusions. Screening of specific domains of early communication skills during routine pediatric care, in conjunction with the evaluations of other professionals involved in the child’s education and health, might be an effective method for identifying children who are likely to receive speech therapy and other special education services at kindergarten entry.

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Language development of the cleft palate child

South African Journal of Communication Disorders ◽

10.4102/sajcd.v19i1.414 ◽

1972 ◽

Vol 19 (1) ◽

Cited By ~ 1

Author(s):

Loretta Horn

Keyword(s):

Language Development ◽

Cleft Palate ◽

Early Development ◽

Speech Therapy ◽

Language Skills ◽

Clear Indication ◽

Normal Children ◽

Syntactic Structures

The ITPA was used in an assessment of the psycholinguistic abilities of three cleft palate children and three matched normal children, of ages ranging from 48 months to 66 months. The data obtained revealed that the cleft palate children manifested a general depression in those areas sampled by the ITPA, in particular in areas testing expressive abilities.A transformational analysis of the language samples of the cleft palate children showed the relative immaturity of the syntactic structures used by these children.In spite of the limitations of this study, there was a clear indication of a language retardation in the cleft palate group. Several factors present in the early development of cleft palate children could adversely affect the acquisition of language skills. The implications of these findings for speech therapy are important.

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Building Language Competence With Students Using AAC Devices: Six Challenges

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac18.2.38 ◽

2009 ◽

Vol 18 (2) ◽

pp. 38-47 ◽

Cited By ~ 8

Author(s):

Gail M. Van Tatenhove

Keyword(s):

Language Development ◽

Communication Skills ◽

Development Process ◽

Language Skills ◽

American Education ◽

Language Competence ◽

Language Therapist ◽

School Subjects ◽

School Day

Abstract There is an adage used by teachers in the American education system that says, “You learn to communicate before you communicate to learn.” This saying reminds us that communication skills are the foundation for learning and that naturally developing children are generally competent communicators before they enter school. They use their foundational language skills to be successful in the classroom. This adage is not typically true for students using AAC systems. These students often enter school without competent communication skills and must work on these skills, while also trying to master school subjects. The reader is challenged to assess his or her role in the language development process of children using AAC systems. Speech-language pathologists will be encouraged to go beyond the role of programming AAC devices and return to the role of “language therapist.” Educators, who spend the majority of the school day with the student, are reminded that they hold the keys to augmentative communication success in schools. Their role is critical in supporting and applying language skills in the classroom.

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A BIBLIOMETRIC ANALYSIS OF COHESIVE SPEECH RESEARCH OF PRESCHOOLERS FROM 1970 TO 2020

Problems of Education in the 21st Century ◽

10.33225/pec/21.79.611 ◽

2021 ◽

Vol 79 (4) ◽

pp. 611-625

Author(s):

Ly Thi Bac La ◽

Nga Thi Thu Nguyen ◽

Anh Thi Thuy Truong ◽

Thu-Giang Tran ◽

The-Thang Nguyen

Keyword(s):

Language Development ◽

Speech Therapy ◽

The United States ◽

Autism Spectrum ◽

Theory And Practice ◽

Language Intervention ◽

Speech Pathology ◽

The United Kingdom ◽

Speech Research ◽

And Linguistics

Cohesive speech has commonly become regarded as one of the essential aspects of language development, especially for pre-schoolers. This study aimed to shed light on the cohesive speech of pre-schoolers (CSP) knowledge base. Three hundred ninety-five publications close related cohesive speech research of 5-6-year-old children were collected from the Scopus database. By using the bibliometric approach, the results showed the growth rate of publications over time from 1970 to 2020. In this period, the top five countries, the United States, the United Kingdom, Australia, Brazil and France, have published over 60% of total documents. Besides, four main interests of authors in this field were discovered: “language development”, “speech pathology outcomes”, “speech therapy”, “language intervention”. Among these themes, “speech pathology outcomes” was the most relevant one. Another finding, in recent years, scholars focused on aspects of autism spectrum disorder of pre-schoolers. More importantly, the achievements of this discipline have considerably made positive contributions to various fields both in terms of theory and practice, especially in language and linguistics, speech and hearing, psychology, and medicine. Overall, these studies highlight the need for many other studies, particularly relevant to pre-schooling when new generations should be better prepared to be happy in school by their future cognitive developments. Keywords: language development, language intervention, speech pathology outcomes, speech therapy

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Age group classification to identify the progress of language development based on convolutional neural networks

Journal of Intelligent & Fuzzy Systems ◽

10.3233/jifs-189594 ◽

2020 ◽

pp. 1-10

Author(s):

Byoung-Doo Oh ◽

Yoon-Kyoung Lee ◽

Hye-Jeong Song ◽

Jong-Dae Kim ◽

Chan-Young Park ◽

...

Keyword(s):

Language Development ◽

Speech Therapy ◽

Age Groups ◽

Senior Citizen ◽

Speech Disorders ◽

Speech Pathology ◽

Age Group ◽

Whole Process ◽

Age Group Classification ◽

Agglutinative Languages

Speech pathology is a scientific study of speech disorders. In this field, the study also analyzes and evaluates language abilities for the purpose of improving speech and hearing. Speech therapy first performs evaluation of speech ability, which is expensive. In order to solve this problem, software methodologies have been applied to language analysis, but most of them have been applied to only part of the whole process. In this study, the degree of language development is judged by determining the age group of the speaker (Pre-school children, Elementary school, Middle and high school, Adults, and Senior citizen) using deep learning and simple statistics. We use transcription data from the counseling contents and multi-kernel CNN model. At this time, in order to understand the characteristics of Korean language belonging agglutinative languages, experiments are carried out in words, morphemes, characters, jam, and Jamo with POS tag-level. And we analyze the distribution of the results for each sentence of the speakers to predict their age groups and to check the degree of language development. The proposed model shows an average accuracy of about 74.6 %.

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Kinesiology and interhemispheric interaction in speech therapy work with older preschool children

Особый ребенок: Обучение, воспитание, развитие ◽

10.20323/978-5-00089-474-3-2021-330-336 ◽

2021 ◽

Author(s):

Victoria V. Osadchaya ◽

Keyword(s):

Preschool Children ◽

Communication Skills ◽

Motor Skills ◽

Speech Therapy ◽

Preschool Age ◽

Motor Memory ◽

Interhemispheric Interaction ◽

Hand Coordination

The author of the article offers a system of games and exercises used in speech therapy work with children of older preschool age, based on kinesiology and neuropsychology. These games and exercises allow preschoolers to develop communication skills, visual and motor memory, concentration and stability of attention, observation, hand coordination, and motor skills.

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Preschoolers' Language Development Is Partly Tied to Their Classmates' Language Skills

PsycEXTRA Dataset ◽

10.1037/e634772011-001 ◽

2009 ◽

Author(s):

Sarah Hutcheon

Keyword(s):

Language Development ◽

Language Skills

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Phonological Processing and Language Skills in Preschool Children with Speech Sound Disorders According to Phonological Awareness Skills

Journal of speech-language & hearing disorders ◽

10.15724/jslhd.2018.27.4.069 ◽

2018 ◽

Vol 27 (4) ◽

pp. 69-77 ◽

Cited By ~ 2

Author(s):

Hyun Jung Lee ◽

Young Tae Kim ◽

Bo Myung Hwang

Keyword(s):

Preschool Children ◽

Phonological Awareness ◽

Phonological Processing ◽

Language Skills ◽

Speech Sound ◽

Speech Sound Disorders

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Overcoming Disorthography of Primary Schoolchildren with General Speech Underdevelopment

Russian language at school ◽

10.30515/0131-6141-2020-81-3-46-51 ◽

2020 ◽

Vol 81 (3) ◽

pp. 46-51

Author(s):

I. V. Prishchepova

Keyword(s):

Speech Therapy ◽

Personality Development ◽

Practical Importance ◽

Visual Observation ◽

Russian Language ◽

Learning Activity ◽

Image Study ◽

Primary Schoolchildren ◽

Oral Speech ◽

Analysis And Synthesis

The article discusses mechanisms of various kinds of disorthography (conditioned by the underdevelopment of morphological, phonemic and graphical bases of orthographic activity) in schoolchildren with general speech underdevelopment. It offers basic methodology and techniques to correct disorthography conditioned by inadequate child acquisition of phonemic, traditional principles of orthography and principles of graphics. A systematic work on the development of psychological and language components of this type of learning activity coupled with oral speech disorder overcoming facilitates successful acquisition of program requirements by such children. The following methods were used: practical (exercises, modelling, construction, schematization, games), visual (observation, image study, image and practical activity results demonstration, stimulus material demonstration), verbal methods (conversation, narration, method of language analysis and synthesis, grammar and orthographic tasks solution). The article covers the results of many years of positive experience in the correction of various types of disorthography of primary schoolchildren with general speech underdevelopment. Formation of grammatical and orthographic activity, the basics of speech and language competences, Russian language academic performance increase are prerequisites of linguistic personality development and child self-development. The practical importance of the research lies in the development and testing of methods of disorthography correction of children with general speech underdevelopment. The given methodology helps to improve their spelling skills and allows to carry out a purposeful and controlled formation of spelling activity. The results can be used in the work of speech therapy centers and educational establishments which carry out inclusive students’ education.

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