Search results for "language development"

Language Development and Symbolic Play in Children With and Without Familial Risk for Dyslexia

2001

The purposes of this study were to investigate (a) whether children in families with a positive history of dyslexia were more likely to show delays in language development than children without family risk and (b) whether a delayed onset of expressive language (late talking) predicted later language development. We analyzed the language development of 200 children longitudinally at 14, 24, 30, and 42 months and assessed their symbolic play at 14 months. Half of the children ( N =106) were from families with a history of dyslexia (the Dyslexia Risk [DR] group), and other children served as age-matched controls. Parental reports and structured tests were used to assess children’s receptive a…

The effects of children’s reading skills and interest on teacher perceptions of children’s skills and individualized support

2015

This study examined the effects of children’s reading skills and interest in reading-related tasks on teacher perceptions of children’s literacy skills (reading and spelling) and the respective individualized support for children during the first two years of formal schooling. The participants were 334 children and their classroom teachers. Identical measures were administered at three time points (at the beginning of Grade 1 and at the end of Grades 1 and 2). Children’s reading skills were assessed with the word reading fluency test, and their interest in reading was assessed with self-reports. Also, teachers evaluated each child’s level of reading and spelling skills and reported the lev…

Computational evidence that frequency trajectory theory does not oppose but emerges from age-of-acquisition theory.

2012

International audience; According to the age-of-acquisition hypothesis, words acquired early in life are processed faster and more accurately than words acquired later. Connectionist models have begun to explore the influence of the age/order of acquisition of items (and also their frequency of encounter). This study attempts to reconcile two different methodological and theoretical approaches (proposed by Lambon Ralph & Ehsan, 2006 and Zevin & Seidenberg, 2002) to age-limited learning effects. The current simulations extend the findings reported by Zevin and Seidenberg (2002) that have shown that frequency trajectories (FTs) have limited and specific effects on word-reading tasks. Using th…

Transposed-letter similarity effects in naming pseudowords: Evidence from children and adults

2008

There is growing empirical evidence that shows that transposed-letter pseudowords (e.g., relovution) are perceptually very similar to their base words. This is a finding that has important implications for the choice of an input coding scheme in visual word recognition and naming. In the present experiment, we examined the presence of transposed-letter effects for pseudowords by using the naming task in a transparent orthography (Spanish): The pseudowords were created by transposing two letters or by replacing two letters (e.g., relovucion vs. retosucion). Since it has been suggested that transposed-letter effects may be greater for developing than for adult readers (Castles, Davis, & Forst…

Shared reading interaction in families with and without genetic risk for dyslexia: implications for toddlers’ language development

1999

Shared reading represents a unique context for language learning. Little is known, however, about the quality of shared reading and its developmental implications in families with reading disabilities. In the present study, these questions were addressed in the context of a longitudinal follow-up. Maternal interactional behaviors and children's participation in a book reading situation were analyzed at 14 months of age in a subsample involving 39 mothers who were diagnosed as reading disabled and had a familial background of reading difficulties (the RD group) and 89 normally reading mothers (the NR group) and their children. Information on the children's concurrent and subsequent vocabular…

Explicit Oral Narrative Intervention for Students with Williams Syndrome

2018

Narrative skills play a crucial role in organizing experience, facilitating social interaction and building academic discourse and literacy. They are at the interface of cognitive, social, and linguistic abilities related to school engagement. Despite their relative strengths in social and grammatical skills, students with Williams syndrome (WS) do not show parallel cognitive and pragmatic performance in narrative generation tasks. The aim of the present study was to assess retelling of a TV cartoon tale and the effect of an individualized explicit instruction of the narrative structure. Participants included eight students with WS who attended different special education levels. Narratives…

A preterm child grows : focus on speech and language during the first two years

2000

LATVIAN ADAPTATION OF MCARTHUR-BATES COMMUNICATIVE DEVELOPMENT INVENTORIES

2016

The article discusses the methodology and the preliminary results of the research project entitled “Latvian language in Monolingual and Bilingual Acquisition: tools, theories and applications” (LAMBA). The project involves 25 researchers – linguists, educators, psychologists – from five institutions in Latvia and Norway, and focuses on phonological, lexical and morphosyntactic acquisition of Latvian as a native language in monolingual and bilingual settings. One of the main goals of the project is to develop a set of norm-referenced language assessment tools that would allow for accurate and time-efficient evaluation of language development in pre-school children.The article will focus spec…

Trīsvalodīga bērna audzināšana vecumā no 0 līdz 3 gadiem: iekļaušana ģimenē un vienvalodīgā sabiedrībā

2018

Kaut arī bilingvālisms tiek studēts jau vairākus gadu desmitus, trilingualitātei joprojām nepieciešama padziļināta izpēte. Lielākā daļa pētījumu, kas veltīti trilinguālismam, ir balstīti bilinvālisma izpētes koncepcijās, taču trilinguālisms ir daudz komplicētāka parādība, tāpēc tam nepieciešama individuāli fokusēta, izvērsta izpēte. Pētot šo fenomenu, autore darba ietvaros centās sniegt ieskatu bērnu audzināšanas praksēs un veiksmīgos valodu apguves nosacījumos. Šī pētījuma galvenais mērķis bija identificēt izplatītākos šķēršļus ar kuriem sastopas daudzvalodīgas ģimenes, kurās lieto trīs valodas, kā arī, balstoties uz reālu pieredzi, noskaidrot, kādus risinājumus iespējams rast problēmsituā…

Unveiling the Mysteries of Dyslexia-Lessons Learned from the Prospective Jyväskylä Longitudinal Study of Dyslexia.

2021

This paper reviews the observations of the Jyväskylä Longitudinal Study of Dyslexia (JLD). The JLD is a prospective family risk study in which the development of children with familial risk for dyslexia (N = 108) due to parental dyslexia and controls without dyslexia risk (N = 92) were followed from birth to adulthood. The JLD revealed that the likelihood of at-risk children performing poorly in reading and spelling tasks was fourfold compared to the controls. Auditory insensitivity of newborns observed during the first week of life using brain event-related potentials (ERPs) was shown to be the first precursor of dyslexia. ERPs measured at six months of age related to phoneme length identi…