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At least 613 records · Page 34Linked to original sources
PubMed1995

[Assessing and measuring language development in the child. The Reynell Scales in a Dutch language area].

This article deals with the recent adaptation of the Reynell Developmental Language Scales to the Dutch language. The existing language tests for the Dutch language are reviewed and the need to adapt a test for young children, measuring both receptive and expressive language development, is argued. The adaptation of the original Reynell Developmental Language Scales to the Dutch language is described. An extensive standardisation was carried out with 1,288 Dutch-speaking children, carefully selected geographically and according to socio-economic status. The psychodiagnostic results of the standardisation are discussed. As a result there are now norms for children between 2 and 5 years, both for receptive and expressive language development. The adaptation of the original Reynell Scales to Dutch functions under the new name RTOS (Reynell Taalontwikkelingsschalen).

Child, Preschool↗
PubMed2002

Receptive and expressive language skills of children with five years of experience using a cochlear implant.

The language of 7 children who had used a cochlear implant for 5 years was evaluated by means of the Clinical Evaluation of Language Fundamentals-3, the Peabody Picture Vocabulary Test-Revised, and the Expressive Vocabulary Subtest of the Test of Word Knowledge. All subjects demonstrated impaired skills relative to normal-hearing children on 1 or more subtests. Variability in performance occurred between subjects and within subjects across subtests. Strengths in semantic skills were evident compared to weaker syntactic and morphological abilities. The nature of the subjects' language impairments is considered with reference to language delay and specific language impairment. The findings support the need for further evaluation of the rate and course of development of language subskills. Investigation of the influences of information processing, and learning styles and strategies, on children's outcomes is also warranted. These findings have implications for implementation of optimal habilitation and education programs for children with cochlear implants.

Child↗
PubMedDate not supplied

Conductive hearing loss effects on children's language and scholastic skills. A review of the literature.

A review of available studies investigating the consequences of conductive hearing loss for language acquisition and scholastic performance was carried out. It uncovered no study that met the standards of rigor needed to provide a definitive answer to this question, although the burden of the evidence is that a persistent mild hearing loss, especially if present since infancy, probably has a measurably deleterious effect on the language of most but not all children. Diagnostic criteria documenting the severity, age of occurrence and duration of middle ear effusions were lacking. Measures of the detrimental effects of conductive losses on linguistic skills frequently were limited to the number of grades children were retained in school, their reading or vocabulary level on achievement tests, or a comparison of their scores on the verbal and performance scales of intelligence tests. Very few studies followed the acquisition of language in affected children or examined its structure. Very few considered the interaction between the socioeconomic and cultural environment of the child and the consequences of his hearing loss. The review underscored the need for prospective multidisciplinary studies in order to evaluate the actual impact of this common pediatric problem.

Achievement↗
PubMedDate not supplied

Design factors in the assessment of language development in children with otitis media.

In this paper the findings of studies which have examined the effects of chronic otitis media, suffered during the early years of life, on the cognitive, linguistic and academic development of the child are reviewed and critqued. A summary of findings on factors which play a role in normal language development are then presented to point to possible reasons for chronic otitis media having detrimental effects on development. Finally, possible ways of testing the hypothesis that the disease has such effects are discussed.

Child Language↗
PubMed1996

Neurodevelopmental outcome of infants with viral meningitis in the first three months of life.

We prospectively evaluated the neurodevelopmental outcome of infants with documented viral meningitis to determine (1) whether deficits in physical growth, development, speech and language, hearing, or intelligence occur; and (2) if so, at what age these deficits can be detected. Sixteen infants with documented enteroviral meningitis under the age of 90 days and a control group of 13 patients matched for age, race, sex, and socioeconomic status were followed up prospectively for 3 years with annual evaluations, which included a developmental evaluation by a pediatric developmentalist, articulation and language tests by a speech-language pathologist (Sequenced Inventory of Communication Development, Receptive-Expressive Emergent Language Scale (REEL), Preschool Language Scale (PLS), Revised Peabody Picture Vocabulary Test (PPVT-R), Photo Articulation Test, audiometric screening), and intelligence tests by a psychometrist (Bayley Scales of Infant Development [BSID] and Stanford-Binet). No deficits were demonstrated in growth, development, hearing, BSID, articulation, and expressive language. Subtle but significant (P < 0.05) deficits were documented in the study group compared with the control group in the receptive component of the REEL, all subsections of the PLS, the PPVT-R, and the verbal comprehension/language-processing section (Factor II) of the Stanford-Binet. These differences could be reliably detected by 3 years of age. We conclude that viral meningitis in young infants may cause subtle deficits in language skills, particularly receptive language. We recommend that children who have had enteroviral meningitis during early infancy be monitored carefully for language development and, perhaps, receive increased language stimulation in the home prior to school entry in order to optimize their learning potential.

Analysis of Variance↗
PubMed1995

The social construction of ability and disability: I. Profile types of Latino children identified as language learning disabled.

During the course of an ethnographic study of a bilingual special education classroom, three profile types of students emerged, ranging from students with severe language learning disabilities to students with normal abilities. The study points out the inadequacy of a medical model view of student abilities and disabilities--a view that underestimates the communicative and academic competence of bilingual students. Concurrently, the results support a contextual performance view--a view that acknowledges the role of instructional context in revealing the upper or lower range of students' communicative and academic competence. The study further suggests some contextual features of instruction that are associated with students from all profile types showing their best in terms of language and literacy skills.

Aptitude↗