scholarly journals Oral Language Skills and Literacy Skills of Malay Children with Dyslexia

2021 ◽  
Author(s):  
Rogayah A. Razak ◽  
Loke Xing Lin ◽  
Mohd Azmarul A. Aziz
Keyword(s):  
Oral Language ◽  
Pearson Correlation ◽  
Literacy Skills ◽  
Control Group ◽  
Language And Literacy ◽  
Local Data ◽  
Narrative Skills ◽  
Language Difficulties ◽  
Oral Language Skills ◽  
The Relationship

Dyslexia can involve among others, difficulties in spoken language. However, there is limited local data on oral language (narrative skills) and literacy skills in children with dyslexia. The relationship between language and literacy is well documented although they involve complicated and non-straightforward processes. There is also evidence suggesting a link between language difficulties with subsequent literacy difficulties. Thus, this study aims to identify and describe the language and literacy skills of Malay children with dyslexia, and to discuss the possible relationships between them. Subjects were six children with dyslexia in the Klang Valley, Malaysia aged 8:0 to 9:11 (mean age, 8:10) who were compared to an age-matched control group (n = 10). The battery of tests administrated was phonological awareness test, language task, narrative, and literacy tasks. Our findings showed that children with dyslexia had generally weaker language and literacy skills than the control group. There were significant differences (p < .05) in grammar understanding, sentence repetition, and reading and spelling at both word and paragraph levels. Pearson correlation between language and literacy was shown to be positive and strong, r = .887, p < .05. The qualitative discussion of the data is presented. Findings from this study would provide useful information to teachers and speech-language therapists in their teaching or planning of appropriate clinical evaluation and management of children with dyslexia.

scholarly journals Speech-Language Pathologists Collaborating With Head Start To Improve Children’s Early Language and Literacy Skills: Efficacy and Intensity Effects

2011 ◽  
Vol 18 (2) ◽  
pp. 53-61 ◽  
Author(s):  
Maura Jones Moyle ◽  
S. Sue Berman
Keyword(s):  
Head Start ◽  
Emergent Literacy ◽  
Oral Language ◽  
Intervention Program ◽  
Literacy Skills ◽  
Control Group ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
Speech Language Pathologist ◽  
At Risk Children

The current study examined the efficacy of a speech-language pathologist–designed and implemented emergent literacy program for Head Start preschoolers and the influence of intensity of intervention on children’s gains. Results indicated that children who participated in the intervention program exhibited greater gains than the control group on oral language, phonological awareness, and alphabet/print knowledge. Children who received a higher dosage of intervention made greater gains on vocabulary and oral language compared to the lower intensity group. Speech-language pathologists may be valuable collaborators in promoting emergent literacy skills in at-risk children.

scholarly journals Fostering Broad Oral Language Skills in Preschoolers from Low SES Background

2020 ◽  
Vol 17 (12) ◽  
pp. 4495 ◽  
Author(s):  
Raffaele Dicataldo ◽  
Elena Florit ◽  
Maja Roch
Keyword(s):  
School Readiness ◽  
Oral Language ◽  
Language Skills ◽  
Control Group ◽  
Low Ses ◽  
Language And Literacy ◽  
Literacy Outcomes ◽  
Intervention Treatment ◽  
Oral Language Skills ◽  
Almost All

Socioeconomic disparities increase the probability that children will enter school behind their more advantaged peers. Early intervention on language skills may enhance language and literacy outcomes, reduce the gap and, eventually, promote school readiness of low-SES (Socioeconomic Status) children. This study aimed to analyze the feasibility and effectiveness of a brief narrative-based intervention (treatment vs. control group) aimed to foster broad oral language skills in preschoolers (N = 69; Mean age = 5.5, SD = 4 months) coming from low-SES families. Moreover, it was analyzed whether children’s initial vocabulary mediates the intervention’s responsiveness. Results have shown that children in treatment group obtained greater gains than children in control group in almost all intervention-based measures. There is also some evidence for the generalizability of the intervention to other skills not directly trained during the intervention. Moreover, it was found that children’s initial vocabulary mediates the intervention’s responsiveness showing that children with high vocabulary made greater gains in higher-level components of language comprehension, whereas children with low vocabulary made higher gains in vocabulary. Taken together, our findings suggest that a relatively brief, but quite intensive narrative-based intervention, may produce improvements on broad oral language skills in preschoolers from low-SES backgrounds.

scholarly journals Quality of sleep in pregnant woman with low back pain

2015 ◽  
Vol 28 (2) ◽  
pp. 319-326 ◽  
Author(s):  
Vanessa Patrícia Soares de Sousa ◽  
Silvia Oliveira Ribeiro ◽  
Carla Monique Ribeiro de Aquino ◽  
Elizabel de Souza Ramalho Viana
Keyword(s):  
Low Back Pain ◽  
Back Pain ◽  
Sleep Quality ◽  
Pearson Correlation ◽  
Control Group ◽  
Low Back ◽  
Quality Of Sleep ◽  
Pressure Algometer ◽  
The Relationship

Introduction Pregnancy is characterized by several changes in her body. These changes contribute to the emergence of low back pain, which may influence the quality of sleep during pregnancy. Objective To compare the quality of sleep among pregnant women with and without low back pain during pregnancy, examining the relationship between two variables. Materials methods Thirty volunteers aged between 19 and 36 years, divided into control group (CG – n = 16) and Study Group (SG – n = 14), residents in the cities of Natal, were evaluated in the second trimester of pregnancy. To sleep evaluation were used to index the Pittsburgh Sleep Quality and the Epworth Sleepiness Scale. Low back pain was evaluated using the pressure algometer, Visual Analogue Scale (VAS) and Oswestry Disability Index. Statistical analysis used the Shapiro Wilk test, Student’s T test for independent samples and Pearson correlation test. Results The mean gestational and chronological ages were 28.2 ± 3.4 years and 19.9 ± 3.7 weeks, respectively. Sleep quality was lower in SG (8.21 ± 4.8) when compared to CG (5.94 ± 1.7) and was statistically significant (P = 0.021). Analyzing the relationship between sleep quality and pain intensity, it was observed that the variables have a positive correlation between them (r = 0.372, P = 0.043). Conclusion Our findings indicate that sleep quality is decreased in women with low back pain compared to those without pain.

The relevance of oral language skills to early literacy: A multivariate analysis

1999 ◽  
Vol 20 (2) ◽  
pp. 167-190 ◽  
Author(s):  
DEBORAH L. SPEECE ◽  
FROMA P. ROTH ◽  
DAVID H. COOPER ◽  
SUSAN DE LA PAZ
Keyword(s):  
Early Literacy ◽  
Oral Language ◽  
Language Skills ◽  
A Priori ◽  
Kindergarten Children ◽  
Language And Literacy ◽  
Direct Role ◽  
Oral Language Skills ◽  
Subtype Differences

This study examined relationships between oral language and literacy in a two-year, multivariate design. Through empirical cluster analysis of a sample of 88 kindergarten children, four oral language subtypes were identified based on measures of semantics, syntax, metalinguistics, and oral narration. Validation efforts included (a) concurrent and predictive analyses of subtype differences on reading, spelling, and listening comprehension measures based on a priori hypotheses and (b) a comparison of the teacher classification of the children with the empirical classification. The subtypes represented high average, low average, high narrative, and low overall patterns of oral language skill. The high average subtype received the most consistent evidence for validation. The pattern of validation results indicates that the relationship between oral language and literacy is not uniform and suggests a modification of the assumption that oral language skills have a direct role in reading acquisition.

The role of word reading and oral language skills in reading comprehension in Syrian refugee children

2020 ◽  
Vol 41 (6) ◽  
pp. 1283-1304
Author(s):  
Redab Al Janaideh ◽  
Alexandra Gottardo ◽  
Sana Tibi ◽  
Johanne Paradis ◽  
Xi Chen
Keyword(s):  
Reading Comprehension ◽  
Oral Language ◽  
Word Reading ◽  
Language Skills ◽  
Refugee Children ◽  
Language And Literacy ◽  
Simple View Of Reading ◽  
Simple View ◽  
Syrian Refugee ◽  
Oral Language Skills

AbstractCanada has resettled more than 57,000 Syrian refugees since 2015 (Government of Canada, 2017). However, little is known about refugee children’s language and literacy development. The present study evaluated Syrian refugee children’s performance on language and literacy measures in English and Arabic, and examined whether the simple view of reading model is applicable in both of their languages. Participants consisted of 115 Syrian refugee children 6–13 years of age. They received a battery of language and literacy measures including word reading, vocabulary, oral narratives, and reading comprehension in both English and Arabic. Compared to the normative samples, refugee children performed poorly on English standardized measures. They also demonstrated difficulties in Arabic, as more than half of the children were not able to read in the language. Despite the relatively low performance, there was evidence to support the simple view of reading model in both languages. In addition, oral language skills played a larger role in English reading comprehension in the older group than the younger group. This age-group comparison was not carried out in Arabic due to reduced sample size. Theoretical and practical implications of the findings are discussed.

Religious Values and their Effect on the Perception of a Therapist in a Psychotherapy Analogue

1976 ◽  
Vol 4 (2) ◽  
pp. 160-167 ◽  
Author(s):  
Carl D. Haugen ◽  
Keith J. Edwards
Keyword(s):  
Analysis Of Variance ◽  
Religious Orientation ◽  
Pearson Correlation ◽  
Value Orientation ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Interpersonal Style ◽  
Positive Correlation ◽  
Dependent Variables ◽  
The Relationship

The purpose of the study was, first, to determine whether labeling a taped therapist in terms of the therapist's religious value orientation (Christian/non-Christian) and interpersonal style (warm/cold) would change religious subjects’ perceptions of the relationship. Second, it was to determine whether the strength of attraction of the religious value orientation was greater than the interpersonal style. Seventy-one Christian evangelical undergraduates were randomly assigned to five groups. Four groups were given different information with regard to a therapist's warmth and Christianity. The fifth group acted as a control. Following structuring, all subjects listened to the same tape of a simulated therapy session. At the conclusion, the subjects rated the tape using scales to measure the dependent variables of attraction, receptivity, persuasibility, and willingness to meet. A two by two and one by five analysis of covariance and analysis of variance were computed. The only significant results found were that the control group evidenced more persuasibility than the Christian/cold and non-Christian/cold groups. Examination of group means showed a trend in the direction hypothesized for attraction and receptivity. A Pearson correlation was computed to determine the relationship between perception of the therapist's religious orientation and the dependent variables and perception of the therapist's interpersonal style and the dependent variables. There was a positive correlation between rating the therapist as Christian and the dependent variables of attraction and receptivity, p<.05. There was also a positive correlation between rating the therapist as warm and attraction and receptivity, p<.05.

Factors affecting language and literacy development in Australian Aboriginal children: Considering dialect, culture and health

2017 ◽  
Vol 16 (1) ◽  
pp. 104-116 ◽  
Author(s):  
Gwendalyn L Webb ◽  
Cori J Williams
Keyword(s):  
Oral Language ◽  
Literacy Development ◽  
Language And Literacy ◽  
Political Factors ◽  
Factors Affecting ◽  
Australian Aboriginal ◽  
Child Relationship ◽  
Oral Language Skills ◽  
Language And Literacy Development ◽  
Aboriginal Children

Australian Aboriginal children, in general, lag behind their mainstream peers in measures of literacy. This article discusses some of the complex and interconnected factors that impact Aboriginal children’s early language and literacy development. Poor health and historically negative socio-political factors are known influences on Aboriginal children’s participation and achievement in education. Cultural and dialectal differences are also considered in this article for the effect these variables may have on children’s learning, in terms of both the child’s ability to code-shift between dialects and the development of the educator–child relationship. The importance of this relationship is discussed, partly because of the valuable communicative interactions that are involved. These educator–child interactions allow children an opportunity to extend their oral language skills, which are essential precursors to literacy development. This discussion concludes with some suggestions for further research.

Improving Oral Language and Literacy Skills in Preschool Children from Disadvantaged Backgrounds: Remembering, Writing, Reading (RWR)

2010 ◽  
Vol 29 (4) ◽  
pp. 363-390 ◽  
Author(s):  
Allyssa McCabe ◽  
Judith Boccia ◽  
Mary Beth Bennett ◽  
Natallia Lyman ◽  
Ryan Hagen
Keyword(s):  
Preschool Children ◽  
Oral Language ◽  
Literacy Skills ◽  
Language And Literacy

scholarly journals Which genetic mechanisms underlie the relationship between preschool vocabulary and later literacy skills?

2021 ◽  
Keyword(s):  
Vocabulary Acquisition ◽  
Genetic Factors ◽  
Literacy Skills ◽  
Language And Literacy ◽  
Genetic Mechanisms ◽  
The Relationship ◽  
Genetic Amplification

Preschool vocabulary acquisition is associated with later language and literacy skills. Genetic factors might partially explain this link, but the precise mechanisms are unclear. Thus far, twin-based studies have implicated mechanisms involving genetic amplification or genetic innovation.

The moderating effect of Korean preschoolers’ receptive and expressive language skills on the link between Korean PA and English PA

2019 ◽  
Vol 46 (05) ◽  
pp. 894-912
Author(s):  
Yea-Ji HONG ◽  
Soon-Hyung YI
Keyword(s):  
Second Language ◽  
Oral Language ◽  
Language Skills ◽  
Expressive Language ◽  
Moderating Effects ◽  
Initial Stage ◽  
Oral Language Skills ◽  
Study Participants ◽  
Cross Language ◽  
The Relationship

AbstractThe purpose of the current study was to examine whether oral language skills moderate the effect of Korean phonological awareness (PA) on English PA for Korean preschoolers in the initial stage of learning English as a second language. The study participants comprised 81 five- to six-year-old Korean preschoolers attending Korean-medium preschools in South Korea. The findings demonstrated that Korean PA was significantly associated with English PA. In addition, Korean receptive and expressive language skills had moderating effects on the relationship between Korean PA and English PA, respectively. This study is discussed not only in terms of cross-language PA transfer in processing two phonologically and orthographically different languages but also in light of the importance of native language skills interacting with native PA in the second-language PA development of preschool children in the initial stage of learning a second language.

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