Search results for "Language development"
showing 10 items of 130 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…
Children Like Dense Neighborhoods: Orthographic Neighborhood Density Effects in Novel Readers
2008
Previous evidence with English beginning readers suggests that some orthographic effects, such as the orthographic neighborhood density effects, could be stronger for children than for adults. Particularly, children respond more accurately to words with many orthographic neighbors than to words with few neighbors. The magnitude of the effects for children is much higher than for adults, and some researchers have proposed that these effects could be progressively modulated according to reading expertise. The present paper explores in depth how children from 1stto 6thgrade perform a lexical decision with words that are from dense or sparse orthographic neighborhoods, attending not only to acc…
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…
Early communicative gestures and play as predictors of language development in children born with and without family risk for dyslexia
2014
The present study investigated early communicative gestures, play, and language skills in children born with family risk for dyslexia (FR) and a control group of children without this inheritable risk at ages 12, 15, 18, and 24 months. Participants were drawn from the Tromsø Longitudinal study of Dyslexia (TLD) which follows children's cognitive and language development from age 12 months through Grade 2 in order to identify early markers of developmental dyslexia. Results showed that symbolic play and parent reported play at age 12 months and communicative gestures at age 15 months explained 61% of the variance in productive language at 24 months in the FR group. These early nonlinguistic …
Understanding developmental language disorder-The Helsinki longitudinal SLI study (HelSLI): A study protocol
2018
Background Developmental language disorder (DLD, also called specific language impairment, SLI) is a common developmental disorder comprising the largest disability group in pre-school-aged children. Approximately 7% of the population is expected to have developmental language difficulties. However, the specific etiological factors leading to DLD are not yet known and even the typical linguistic features appear to vary by language. We present here a project that investigates DLD at multiple levels of analysis and aims to make the reliable prediction and early identification of the difficulties possible. Following the multiple deficit model of developmental disorders, we investigate the DLD …
Clinical significance of test refusal among young children.
2001
The present study describes the incidence of test refusal at neuropsychological assessment, investigates its correlates, and its stability. The participants were 124 children aged 3.5 years whose development has been followed from birth in the Jyvaskyla Longitudinal Study of Dyslexia (JLD). The frequency of test refusal on the Finnish version of the NEPSY was analyzed with respect to the children's concurrent and earlier cognitive and language skills, assessed using tests and parental ratings. Refusal during test-taking was found to be relatively common at this age, and high frequency of refusal at an earlier age was associated with similar tendency at a later age. High test refusal was ass…
Widening of the genetic and clinical spectrum of Lamb-Shaffer syndrome, a neurodevelopmental disorder due to SOX5 haploinsufficiency
2020
International audience; PURPOSE: Lamb-Shaffer syndrome (LAMSHF) is a neurodevelopmental disorder described in just over two dozen patients with heterozygous genetic alterations involving SOX5, a gene encoding a transcription factor regulating cell fate and differentiation in neurogenesis and other discrete developmental processes. The genetic alterations described so far are mainly microdeletions. The present study was aimed at increasing our understanding of LAMSHF, its clinical and genetic spectrum, and the pathophysiological mechanisms involved.METHODS: Clinical and genetic data were collected through GeneMatcher and clinical or genetic networks for 41 novel patients harboring various ty…