Search results for "Hearing"
showing 10 items of 473 documents
Developmental trajectories of early communication skills.
2012
Purpose This study focused on developmental trajectories of prelinguistic communication skills and their connections to later parent-reported language difficulties. Method The participants represent a subset of a community-based sample of 508 children. Data include parent reports of prelinguistic communication skills at 12, 15, 18, and 21 months and language difficulties at age 4;7 (years;months). The authors used latent profile analysis to identify groups of children with differing developmental trajectories of prelinguistic communication skills ( n = 271). The relations among these groups and follow-up data of parent-reported concerns of language development ( n = 187), as well as the ro…
Continuity From Prelinguistic Communication to Later Language Ability: A Follow-Up Study From Infancy to Early School Age.
2016
Purpose This longitudinal study examined the development of prelinguistic skills and the continuity of communication and language from the prelinguistic stage to school age. Method Prelinguistic communication of 427 Finnish children was followed repeatedly from 6 to 18 months of age ( n = 203–322 at ages 6, 9, 12, 15, and 18 months), and its associations with language ability at ages 2;0 ( n = 104), 3;0 ( n = 112), 4;7 ( n = 253), 5;3 ( n = 102), and 7;9 ( n = 236) were examined using latent growth curve modeling. Results Prelinguistic development across several skills emerged as a rather stable intraindividual characteristic during the first 2 years of life. Continuity from prelinguistic …
Basic numeracy in children with specific language impairment: heterogeneity and connections to language.
2006
Purpose This study examined basic numerical skills in children with specific language impairment (SLI) and how well linguistic factors explain the variance in these children’s number skills. Method The performance of children with SLI ( n = 29) was compared with that of typically developing children along a continuum ranging from preschool to 3rd grade ( n = 20, 47, 40, and 33). This facilitated both linguistic and educational age comparisons. To study number skills within the SLI group more closely, this group was divided into subgroups on the basis of their performance in verbal and nonverbal numerical skills. The performance of the different SLI subgroups on the linguistic and nonverbal…
Children with differing developmental trajectories of prelinguistic communication skills: language and working memory at age 5.
2014
Purpose In this article, the authors examine the developmental continuity from prelinguistic communication to kindergarten age in language and working memory capacity. Method Following work outlining 6 groups of children with different trajectories of early communication development (ECD; Määttä, Laakso, Tolvanen, Ahonen, & Aro, 2012), the authors examined their later development by psychometric assessment. Ninety-one children first assessed at ages 12–21 months completed a battery of language and working memory tests at age 5;3 (years;months). Results Two of the ECD groups previously identified as being at risk for language difficulties continued to show weaker performance at follow-u…
Prepositions and pronouns in connected discourse of individuals with aphasia
2018
The lexical-grammatical divide has been a widely addressed topic in aphasia. Speech parts are generally classified as either belonging to a lexical or a grammatical category based on the frequency of acquisition of new members in their paradigms (open vs. closed classes), thus neglecting heterogeneity within categories. Such an approach has led to contradictory findings. First, prepositions form closed classes, but are classically taken as lexical items. Pronouns, also belonging to a closed class, are analyzed as grammatical elements. Second, both within the group of prepositions and pronouns, forms with different syntactic and semantic properties co-exist. Following the theoretical notions…
Perception of phonemic length and its relation to reading and spelling skills in children with family risk for dyslexia in the first three grades of …
2010
Purpose To examine the ability to discriminate phonemic length and the association of this ability with reading accuracy, reading speed, and spelling accuracy in Finnish children throughout Grades 1–3. Method Reading-disabled (RDFR, n = 35) and typically reading children (TRFR, n = 69) with family risk for dyslexia and typically reading control children (TRC, n = 80) were tested once in each grade of Grades 1–3 using a phonemic length discrimination task. Reading, spelling, IQ, verbal short-term memory, phonological memory, and naming speed were assessed. Results The RDFR group made more errors in phonemic length discrimination than the TRC group in Grades 2 and 3. After taking into accoun…
The Selective Impairment of Phonological Processing in Speech Production
2000
We report the naming performance of a patient (DM) with a fluent progressive aphasia who made phonological errors in all language production tasks. The pattern of errors in naming was strikingly clear: DM made very many phonological errors that resulted almost always in nonword responses. The complete absence of semantic errors and the very low ratio of formal errors relative to nonword errors (1.6:30.3) in DM's performance are discussed in the context of recent claims about the nature of naming deficits in fluent aphasics. We argue that DM's performance makes highly improbable the claim that fluent aphasia results from global lesions affecting all levels of the lexical access system equall…
Precursors and consequences of phonemic length discrimination ability problems in children with reading disabilities and familial risk for dyslexia.
2013
Purpose The authors investigated the importance of phonemic length discrimination ability on reading and spelling skills among children with reading disabilities and familial risk for dyslexia and among children with typical reading skills, as well as the role of prereading skills in reading and spelling development in children with reading disabilities. Method Finnish children with reading disabilities and discrimination problems (RDDP, n = 13), children with reading disabilities and typical discrimination abilities (RDTD, n = 27), and children with typical reading skills (TR, n = 140) were assessed between the ages of 1 and 6.5 years for language, phonological awareness, IQ, verbal memor…
Is a specialised training of phonological awareness indicated in every preschool child?
2008
<i>Objective and Methods: </i>In a prospective study 218 preschool children were enrolled (stratified in 2 training programs, one specialized for phonologic awareness in order to prevent dyslexia, the other consisting in training of general perception) during the last year of kindergarten. After finishing the first grade 131 children were compared in their reading and writing abilities.<i> Results: </i>In the whole group only a slight difference was found between both training modalities concerning their writing abilities. However, children with a history of hearing loss, actual hearing loss or pathologic middle ear findings profited most from the specialized trainin…
Voice intelligibility in patients who have undergone laryngectomies.
1995
In this paper, we evaluate the speech intelligibility of two groups of Spanish-speaking people who have undergone laryngectomies: a group who used esophageal speech and a group who used tracheoesophageal (TES) prostheses. Audio recordings of 24 Spanish words produced by each talker were presented to a group of normal-hearing naive listeners who phonetically transcribed their responses. Listeners’ responses were registered in confusion matrices. Results indicate that differences between these two groups of patients appear when we consider phoneme types. The difficulty in producing the voicing distinction appeared in both TES and esophageal talkers. This finding is consistent with studies of …