Search results for "Early language"
showing 10 items of 20 documents
Language development, literacy skills and predictive connections to reading in Finnish children with and without familial risk for dyslexia
2010
Discriminative language markers and predictive links between early language and literacy skills were investigated retrospectively in the Jyväskylä Longitudinal Study of Dyslexia in which children at familial risk for dyslexia have been followed from birth. Three groups were formed on the basis of 198 children’s reading and spelling status. One group of children with reading disability (RD; n = 46) and two groups of typical readers from nondyslexic control (TRC; n = 84) and dyslexic families (TRD; n = 68) were examined from age 1.5 years to school age. The RD group was outperformed by typical readers on numerous language and literacy measures (expressive and receptive language, morphology, …
Parents as Informants of their Child's Vocal and Early Language Development
1996
Continuity in vocalization and language development was examined in the longitudinal study of 94 children. Parents observed their infant's vocal development with the help of a checklist during the first year of life and reported their lexical development by using the MacArthur Communicative Development Inventories (the CDIs) at the ages of 14 and 18 months. The Reynell Developmental Language Scales (the RDLS) were administered to the children in a laboratory setting at 18 months. The vocalization checklist revealed milestones of sound production which parents reported reliably and which were significantly related to the child's later language development. The continuity in vocal and languag…
Early cognitive predictors of PISA reading in children with and without family risk for dyslexia
2018
Abstract This study examined language skills and pre-literacy skills (phonological awareness, rapid naming, and letter knowledge) before school-age as predictors of PISA reading at age 15 in two groups of children, with (n = 88) and without (n = 70) family-risk for dyslexia . Moreover, effects of family-risk on these early predictors, reading fluency , and PISA reading were examined while controlling the effect of gender. Children were followed from age 2 to 15. Family-risk had a significant effect on early language and pre-literacy skills, reading fluency and PISA reading. A similar model predicting PISA reading fitted the data well in the Family-risk and the No family-risk group. Languag…
Parent-Implemented Hanen Program It Takes Two to Talk®: An Exploratory Study in Spain
2021
Parent-implemented interventions are a highly common approach for enhancing communication and linguistic abilities of late talkers, involving a population that shows a small expressive vocabulary in the absence of other deficits that could explain it. This study aimed to compare the outcomes of a parent-implemented language intervention, It Takes Two to Talk®—The Hanen Program® for Parents (ITTT), to a clinician-directed therapy. Participants were 17 families and their late-talking children: 10 families took part in ITTT and 7 in the clinician-directed modality. The outcomes in the social communication domain were more favorable for the ITTT group, but there were no significant differences …
Varhaisessa CLIL-opetuksessa olevien oppilaiden käsityksiä kielitaidosta ja vieraan kielen käytöstä
2022
Tässä artikkelissa paneudutaan varhain alkaneessa CLIL-opetuksessa opiskelleiden oppilaiden käsityksiin kielitaidosta. Tutkimukseen osallistuneet oppilaat (N=41) opiskelivat englannin- ja ranskankielisessä CLIL-opetuksessa 2. vuosiluokalla. Tutkimuksemme aineistona olivat oppilaiden piirtämät kuvat tilanteista, joissa he kertoivat tarvittavan tai käytettävän vierasta kieltä. Lisäksi oppilaat saivat selittää kuviaan kirjallisesti kolmen lisäkysymyksen avulla. Aineisto analysoitiin visuaalisen analyysin ja sisällönanalyysin keinoin. Tulokset osoittavat, että oppilaiden kielitaitokäsitykset olivat moniäänisiä ja yhdistelmä perinteisiä ja modernimpia kielikäsityksiä. Yhtäältä oppilaat kuvasivat…
“How are you, siihen me sanotaan I’m fine” : tapaustutkimus oppilaiden ja kielenopettajan käsityksistä kielestä ja kielen oppimisesta varhaisen engla…
2022
Vuonna 2020 Suomessa käynnistettiin uudenlaisen pohjan luominen kielen oppimisen jatkumolle, kun ensimmäisen vieraan tai toisen kotimaisen kielen aloitus varhennettiin ensimmäiselle vuosiluokalle. Tutkimus on osoittanut, että opettajien ja oppilaiden käsityksillä on keskeinen rooli oppimis- ja opetuskäytänteiden muotoutumisessa ja siksi on tärkeää tutkia käsityksiä uudessa tilanteessa. Tässä artikkelissa tarkastellaan yhden englannin aineenopettajan ja hänen oppilaidensa käsityksiä vuosina 2020–2021 tehtyjen teemahaastattelujen kautta. Tulokset osoittivat, että oppilaiden ja opettajan käsityksissä lasten vapaa-ajan ja koulun englanti erosivat toisistaan ja opettajan käsityksissä myös varhai…
Infant information processing and family history of specific language impairment: converging evidence for RAP deficits from two paradigms
2007
An infant's ability to process auditory signals presented in rapid succession (i.e. rapid auditory processing abilities [RAP]) has been shown to predict differences in language outcomes in toddlers and preschool children. Early deficits in RAP abilities may serve as a behavioral marker for language‐based learning disabilities. The purpose of this study is to determine if performance on infant information processing measures designed to tap RAP and global processing skills differ as a function of family history of specific language impairment (SLI) and/or the particular demand characteristics of the paradigm used. Seventeen 6‐ to 9‐month‐old infants from families with a history of specific l…
Lärarnas uppfattningar av att inleda undervisningen i A1-språk i årskurs 1
2022
Since 2020, the teaching of the A1 language starts in grade 1. In order to study the shift to an earlier start to the teaching of the A1 language, a survey of the teaching of A1 languages in grade 1 was carried out with the focus on the most common A1 languages: Finnish in the Swedish-medium schools and English in the Finnish-medium schools. The article examines the teachers’ perceptions of starting the teaching of A1 languages in grade 1. The data consists of 644 answers to an online questionnaire, of which 94 apply to A1 Finnish and 550 to A1 English. The results show that the teachers generally have a positive perception of early language teaching and consider starting the language in gr…
Parental Perceptions of the Ideal Foreign Language Teacher : Voices from Eight Countries
2020
Early language education has become a global trend as parents from around the world increasingly enroll their children in language classes at preschool or pre-preschool ages. The younger the FL learners are, the greater the parents’ role in their children’s learning process – and the more they may be motivated to be involved in their children’s schoolwork, learning aims, and the way they are being instructed. But what do they want from FL teachers when their children are just beginning their language studies? This topic brought together 14 students from different parts of the world. Students from Canada, China, Colombia, Japan, Russia, South Korea, Spain, Turkey, and Vietnam enrolled in the…
Ymmärrettävyystutkimuksen antia kielenopetukselle : esimerkkinä englanti vieraana kielenä
2022
Nykyaikaisessa vieraiden kielten opetuksessa on tavoitteena helposti ymmärrettävä puhe. Tämä tavoite on kielenopetukselle yhteinen päämäärä oppijoiden iästä tai taitotasosta riippumatta, ja se kulkee täten oppijoiden mukana halki elinikäisen kielenoppimisen. Tässä artikkelissa esitellään soveltavan kielentutkimuksen piirissä virinnyttä ymmärrettävyystutkimusta, joka helpottaa keskittämään kielenopetusta ymmärrettävyyden kannalta olennaisimpiin asioihin. Samalla tiivistetään suomen- ja ruotsinkielisten suomalaisten puhuman englannin ymmärrettävyyttä selvittäneen ICASEF-hankkeen päätulokset. Hankkeen tulosten ja aiemman tutkimustiedon perusteella tunnistetut englannin ymmärrettävyyteen yhdist…