scholarly journals Speech delay: some possible factors (a research on 3-6 years old children)

2021 ◽  
Vol 5 (1) ◽  
pp. 165-173
Author(s):  
Meta Keumala ◽  
◽  
Zahratul Idami ◽  
Keyword(s):  
Qualitative Research ◽  
Language Development ◽  
Social Deprivation ◽  
Speech Development ◽  
Speech Delay ◽  
Normal Pattern ◽  
Maturation Delay ◽  
Children's Speech

This qualitative research was to describe the language development of children who indicated speech delay and to find out what factors make these children delay in speech. The data were got from a depth-observation of three children indicating speech delay; 4 and 6 years old children of the first writer’s, and a 3 year- old-child of the writer’s friend’s. The observation was done since the children were indicating speech delay until November 2019. Besides, an open-ended interview was also administered with the mother of the youngest subject. The data were analyzed by using the normal pattern of children’s speech development by Blum and Baron (1997) and main possible factors of speech delay as presented by Shetty (2012). This research found that the subjects experienced speech delay at the ages of 1 year. However, the development of speaking started to increase at the age of 3. Some factors that caused the condition to the subjects were maturation delay, developmental expressive aphasia, bilingualism, and social deprivation.

scholarly journals ПСИХОЛІНГВІСТИЧНИЙ РОЗВИТОК МОВЛЕННЯ ДІТЕЙ ДОШКІЛЬНОГО ВІКУ ЗАСОБАМИ ОНТОМУЗИКОТЕРАПІЇ

2020 ◽  
Vol 15 ◽  
pp. 35-38
Author(s):  
Irina Volzhentseva
Keyword(s):  
Music Therapy ◽  
Active Form ◽  
Speech Development ◽  
Preschool Age ◽  
Musical Expression ◽  
Relationship Of ◽  
Children's Speech

The article reveals the innovative aspects of preschool age children’s speech development by means of ontomusic therapy due to the interaction and relationship of the prosody components and means of musical expression according to the deep psychology of the mechanisms of psyche functioning of J. Lacan and the theory of the active form of music therapy by A. Meneghetti.

scholarly journals Senior preschool children’s speech development through dialogue with peers

2021 ◽  
Vol 102 (2) ◽  
pp. 90-97
Author(s):  
N. Khanina ◽  
◽  
I. Li ◽  
Keyword(s):  
Communication Skills ◽  
Personal Development ◽  
Role Play ◽  
Modern Society ◽  
Speech Development ◽  
Speech Interaction ◽  
Game Environment ◽  
Individual Success ◽  
Children's Speech ◽  
Communicative Abilities

The article is devoted to the relevant problem of speech development, specifically its dialogic component. The development of coherent dialogic speech as a means of forming communication skills plays an important role in the process of preschoolers’ speech development. As a form of speech interaction with other people, dialogue requires special social and speech skills from the child, the development of which occurs gradually. Dialogue for a child is the first school of mastering speech, the school of communication; it is, in fact, the base of personal development. Through dialogue children learn the grammar of their native language, its vocabulary, phonetics, and draw useful information. The topic is relevant, since the development of dialogue in preschool childhood affects the formation of speech and communicative abilities, which are one of the aspects of individual success in modern society. The article focuses on the cooperative type of activities that are particularly important for the development of dialogic speech, primarily in which children jointly create a subject-game environment, come up with a theme and develop a plot, role-play dialogues and in the course of them enter into a variety of real relationships. The program that includes a set of didactic games for older preschoolers and is aimed at improving the level of dialogic communication skills is proposed. An experiment was conducted and described in which a set of didactic games was tested. The experiment showed growth in the skills of dialogic speech.

scholarly journals Regulatory and Planning Speech Functions Influence on the Senior Preschoolers’ and Junior Schoolchildren’s Voluntary Development

2019 ◽  
Vol 25 (1) ◽  
pp. 256-280
Author(s):  
Valentyna Poul ◽  
Ostap Bodyk
Keyword(s):  
Structural Model ◽  
First Graders ◽  
Time History ◽  
Speech Development ◽  
Preschool Age ◽  
Behavior Development ◽  
Experimental Works ◽  
Volitional Behavior ◽  
Children's Speech

The article is based on the idea of studying the growth of the regulatory role of child’s speech in the activity organization and feasance and the conduct of child’s behavior. According to this idea, the child’s volitional behavior arises with the skills appearance to build speech utterances, when youngster begins to draw up a plan of his/her activity and regulate the process of his/her implementation with their help, i.e., the development of planning and regulatory speech functions is in progress. Emphasis is placed just on the problem of forming in children the ability to build utterances on their own in connection with the development of speech functions and their volitional development. It’s given the proof of the interconnection of the stages development of planning and regulatory speech functions in preschool and junior schoolchildren and the conditionality of the volitional development of children by the development of their speech skills and functions. The paper presents a functional-structural model of the development process optimization of planning and regulatory speech functions by children in forming their speech skills. It’s illustrated the structure of the program forming preschoolers’ and first graders’ skills to model speech utterances for their development of planning and regulatory speech functions, the formation of which is considered as one of the their volitional behavior development mechanisms. The effectiveness of this program has been experimentally proved. The results show the substantial children’s speech development changes, the positive will development dynamics, the time history in an interrelation between children’s will and speech development, namely: volitional development was connected with all connected speech indicators at the same time, in preschoolers – mainly with their utterances completeness and logic, in first-graders – with the understanding of the meaning of their own speech in activity. On the basis of the scientists’ theoretical and experimental works and presented empirical research results analysis it’s suggested to assume the senior preschool age as a sensitive for the regulatory speech function development and the junior school age – planning one.

Phonetic, Phonological, and Language Skills of Children with a Cleft Palate

2003 ◽  
Vol 40 (5) ◽  
pp. 460-470 ◽  
Author(s):  
Helen Morris ◽  
Anne Ozanne
Keyword(s):  
Language Development ◽  
Cleft Palate ◽  
Language Proficiency ◽  
Language Skills ◽  
Expressive Language ◽  
Speech Development ◽  
Group Differences ◽  
Language Abilities ◽  
Significant Group ◽  
Language Measures

Objective To evaluate the language, phonetic, and phonological skills at age 3 years of two groups of young children with a cleft palate, with different expressive language proficiency at 2 years of age. Design Two groups of children with a cleft palate with differing abilities in early expressive language skills were identified at age 2 years. Comparisons across groups were made over a range of speech and language measures at age 3 years. Participants Twenty children with cleft palate were allocated to two groups dependent on expressive language abilities at age 2 years. One group had normal language development, and the second group had been identified as having significantly delayed (8 to 12 months’ delay) expressive language development. Main Outcome Measures The children were assessed at 3 years of age using standardized assessments and spontaneous speech samples. Comparisons between the two groups were made on a range of language measures including comprehension, expressive language, and speech. Results Group differences were found on both language and speech abilities at age 3 years. Significant group differences were found in expressive language, percentage of consonants correct, phonetic inventory, and phonological process usage. The group with delayed early expressive language abilities at 2 years continued to have expressive language difficulties at 3 years of age and had more disordered speech development, compared with the nondelayed group. Conclusions A subgroup of children with a cleft palate was identified who exhibited delays in early expressive language and continued to have delayed language and disordered phonological patterns at a later age. Support for three possible etiologies including a structural/anatomical deficit, cognitive/linguistic delay, or language/phonological disorder are discussed.

Deafness, Mutism and Mental Deficiency in Children

PEDIATRICS ◽  
1958 ◽  
Vol 21 (6) ◽  
pp. 1053-1054
Author(s):  
HERMAN YANNET
Keyword(s):  
Differential Diagnosis ◽  
Emotional Disorders ◽  
Clinical Features ◽  
Therapeutic Approach ◽  
Social Deprivation ◽  
Mental Deficiency ◽  
Diagnostic Procedures ◽  
Speech Development ◽  
Infantile Autism

The causes for the failure of adequate speech development in children include deafness of varying degrees and types, mental deficiency, infantile autism, auditory aphasia, and serious emotional disorders related usually to social deprivation. Since the therapeutic approach as well as the prognosis varies greatly in these different conditions, early differential diagnosis is of paramount importance. This book, actually a rather short monograph of some 80 pages (approx imately 20,000 words), summarizes the various clinical features and diagnostic procedures involved in the differential diagnosis.

scholarly journals A Systematic Review of the Literature on Early Vocalizations and Babbling Patterns in Young Children

2018 ◽  
Vol 40 (1) ◽  
pp. 3-14 ◽  
Author(s):  
Lydia Morgan ◽  
Yvonne E. Wren
Keyword(s):  
Systematic Review ◽  
Case Series ◽  
Speech Development ◽  
Cochrane Library ◽  
Bibliographic Databases ◽  
Review Of The Literature ◽  
Phonological Acquisition ◽  
Future Studies ◽  
The Cochrane Library ◽  
Children's Speech

Children’s speech development begins in infancy. The pattern of this development has been explored in studies over a number of years using a range of research methodology and approaches to investigation. A systematic review of the existing literature was carried out to determine the collective contribution of this literature to our understanding of early vocalizations and babbling through the period 9 to 18 months. Eight bibliographic databases were searched as well as the Cochrane library. Thirteen studies were identified for inclusion, which were mostly longitudinal observational case series. The review identified progressive increases in the complexity and volume of infants’ early vocalizations through the period. It also found a broad order of phonological acquisition. Although the studies in this review demonstrated marked individual variation, the review provides indicative patterns of development which can be used as a basis to explore relationships with later speech development in future studies.

Clinical evaluation and mutational analysis of GALK and GALE genes in patients with galactosemia in Greece: one novel mutation and two rare cases

2017 ◽  
Vol 30 (7) ◽  
Author(s):  
Kleopatra H. Schulpis ◽  
Georgia Thodi ◽  
Konstantinos Iakovou ◽  
Maria Chatzidaki ◽  
Yannis Dotsikas ◽  
...  
Keyword(s):  
Clinical Evaluation ◽  
Mutational Analysis ◽  
Screening Program ◽  
Novel Mutation ◽  
In Silico Analysis ◽  
Speech Development ◽  
The Novel ◽  
Speech Delay ◽  
First Time ◽  
Silico Analysis

AbstractBackground:Deficiencies of galactokinase (GALK) and UDP-epimerase (GALE) are implicated with galactose metabolic disorders. The aim of the study was the identification of mutations inMethods:Five patients with GALK and five with GALE deficiency were picked up via the Neonatal Screening Program. Additionally, two females, 4 years old, were referred with late diagnosed galactosemia, as rare cases. Mutational analysis was conducted via Sanger sequencing, while in silico analysis tools were utilized for the novel mutation. Psychomotor and speech development tests were performed, as well.Results:The mutation p.Pro28Thr was identified in both alleles in GALK-deficient patients of Roma (gypsy) origin, whereas the novel p.Asn39Ser was detected in two non-Roma patients. In GALE-deficient patients benign and/or likely benign mutations were found. Psychomotor and speech delay were determined in the Roma GALK patients. In each of the late diagnosed females, four mutations were identified in all galactosemia-related genes.Conclusions:The mutational spectrums of GALE- and GALK-deficient patients in Greece are presented for the first time along with a clinical evaluation. Mutational analysis in all galactosemia-related genes of symptomatic patients is highly recommended for future cases.

Sensitivity to information status in discourse: Gesture precedes speech in unbalanced bilinguals

2012 ◽  
Vol 35 (1) ◽  
pp. 71-95 ◽  
Author(s):  
WING-CHEE SO ◽  
JIA-YI LIM ◽  
SEOK-HUI TAN
Keyword(s):  
Language Development ◽  
Bilingual Children ◽  
Dominant Language ◽  
Null Arguments ◽  
Information Status ◽  
Third Person ◽  
English Speaking ◽  
Discourse Skills ◽  
Children's Speech

ABSTRACTThis paper explores whether English–Mandarin bilingual children have mastered discourse skills and whether they show sensitivity to the discourse principle of information status of referents in their speech and gestures. We compare the speech and gestures produced by bilingual children to those produced by English- and Mandarin-speaking monolingual children. Six English-speaking and six Mandarin-speaking monolingual children, and nine English–Mandarin bilingual children (who were more dominant in English) were videotaped while interacting with their caregivers. Monolingual Mandarin- and English-speaking children produced null arguments and pronouns respectively to indicate given third-person referents, and nouns to indicate new third-person referents. They also gestured new third-person referents more often than given third-person referents. Thus, monolinguals’ speech and gestures followed the discourse principle. English–Mandarin bilingual children's speech and gestures also followed the discourse principle but only when they were speaking in English. They produced nouns more often to indicate given third-person referents than to indicate new third-person referents in Mandarin, indicating the violation of the discourse principle. It is interesting that they gestured new third-person referents more often than given third-person referents in Mandarin. Thus, our findings suggest that gesture precedes language development at discourse level in the less-dominant language in bilinguals.

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