A comparison of performance on the Reynell Developmental Language Scales with the results of syntactical analysis of speech samples.
Explore the source record for details and available documents.
Child, Preschool↗
SEARCH · PubMed Health
Results for “Language Disorders”
Explore indexed PubMed citations for clinical trials, systematic reviews and public health research. Read source abstracts and follow each citation to its original PubMed record.
Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.
Preschool language intervention--a follow-up of some within-group differences.
A more detailed study was made of the children who had been followed-up by Urwin, Cook & Kelly (1988) 4-8 years after leaving a preschool language group. Children were independently allocated into groups according to their speech and language diagnosis prior to entry to the Unit. There were two major dimensions--receptive/expressive versus expressive only, and phonology versus non-phonology. Comparisons were made between the group as indicated by children's performance at follow-up for measures of ability, achievement, language and social functioning. Conclusions are drawn about the long-term effects of the early language difficulty and preschool intervention. Attention is also drawn to differences in perceiving the effects of language difficulty between the specialist professionals on the one hand and parents and teachers on the other.
Child↗
Issues in the development of language intervention programmes.
An attempt has been made in this paper to address some issues involved in the development of language intervention programmes. The relative neglect of 'language' in the paper is justified by the importance of more general issues. After cursory attention to prescriptiveness in programmes, the concentration has been on the 'training of the trainers' and the need for an adequate and effective instructional model. Particular attention is given to evaluation and the need for a design which while acknowledging the practicalities of life in the field can nevertheless assist in determining the effects of the intervention (with a nod in the direction of casting the net sufficiently wide to encompass possible unintended effects). Finally, there is discussion of implementation, covering guidelines to bear in mind the developing the intervention and stressing that without successful implementation even the most effective programme fails, as it disappears like water in to the sands of the desert.
Child↗
Verb usage by educable mentally retarded children.
The purpose of this study was to investigate the semantic and morphological nature of verb usage by educable mentally retarded (EMR) children. Three groups of children were studied in structured and non-structured situations in which the verb system was the core interest. There were 15 mentally retarded younger children (8.6-9.6 years), 19 mentally retarded older children (10.0-12.6 years) and a control group of 17 normal children (5.0-6.0 years). Results showed that EMR children use fewer conjugations than normal children of similar or lower mental age, and thus they can express fewer verb-case relations. In particularly EMR children show limited use of process-verb relations. It was further found that EMR children are restricted in the morphological processing of verbs in past and future tenses.
Child↗
Literacy achievement of children with intellectual disabilities and differing linguistic backgrounds.
BACKGROUND: The aim of the present study was to examine the literacy achievement of 10- to 12-year-old native and non-native children with intellectual disabilities (ID) living in the Netherlands. An intriguing question within this context was whether the second language learning non-native children with ID would show a double disadvantage when compared with their monolingual Dutch peers with no ID. METHODS: Dutch literacy scores in the domains of word decoding, vocabulary, syntax and text were therefore compared for: (1) intellectually disabled native Dutch children; (2) intellectually disabled non-native children; (3) normally developing native Dutch children; and (4) normally developing non-native children. The interrelations between literacy subskills were also compared for native vs. non-native children with ID. RESULTS: The native and non-native students diagnosed as intellectually disabled produced substantially lower literacy scores than their non-disabled peers. The differences between the native (L1) and non-native (L2) children in regular vs. special education were found to depend on the aspect of literacy considered. Word decoding and language skills turned out to significantly predict the children's reading comprehension, although some differences in the strength of relationships could also be evidenced. CONCLUSIONS: The literacy achievement of intellectually disabled children with differing linguistic backgrounds generally falls behind that of their non-disabled peers. For word decoding, the non-native children in regular and special education were generally able to keep up with their native peers. For higher-order literacy abilities closely related to the mental lexicon, sentence processing and text processing, however, significant differences in the performances of the native (L1) and non-native (L2) children in regular vs. special education were found, suggesting a double disadvantage for the non-native children in special education.
Achievement↗
An epidemiological study of the factors influencing poisoning in children aged 0-5 years.
The aim of this cross disciplinary study was to identify the most significant variables related to childhood accidental poisoning. The study was carried out on a representative sample of families living in the Greater Athens Area comprising 1245 children aged up to 5 years. Data were collected by a team of researchers (paediatricians, psychologists and social workers) and involved a structured interview and a paediatric examination. The findings show that childhood poisoning is correlated with: (1) biological variables, such as skeletal anomalies, language disorders, number of recent infections and complications of pregnancy; and (2) social factors, such as father's educational level, monthly family income, and overcrowding. Sex of the child was not found to influence poisoning.
Accident Proneness↗
Verbal deficits in Klinefelter (XXY) adults living in the community.
Forty-two adult males--10 with Klinefelter's syndrome (karyotype XXY), 17 with normal sex chromosome karyotype (XY) but with physical signs of hypogonadism, and 15 presumed to be normal both chromosomally and hormonally--completed tests of Verbal and Nonverbal ability. It was predicted: a) that the XXY group would perform more poorly than the other two groups on tests of Verbal ability, and b) that the XY, hypogonadal group would perform more poorly than the others on tests of Non-verbal ability. The first hypothesis was supported. However, in spite of measurable verbal deficits, the XXY men (whose parents were more highly educated than those of the other two groups) did not appear to be underachievers. Rather, they were, in general, as well educated, as likely to be employed, and of socioeconomic status equivalent to that of the other men in the study. These findings are discussed briefly in terms of implications for early childhood education and genetic counselling. The second hypothesis was not supported: this is attributed to presumed heterogeneity of etiology of hypogonadism in the XY, hypogonadal group.
Adult↗
Regressive childhood psychosis.
1) Forty-seven children were examined and treated because of psychotic signs during the last 13 years, 35 of them improved and the rest deteriorated. 2) Twelve deteriorated children had four similar symptoms in spite of different age of onset. These are fluid regressive motor play, compulsive tendency for the maintenance of sameness, autistic language disorder and body image disorder. 3) The author calls this illness regressive childhood psychosis, and it can occur between six and 10 years of age.
Child↗
Why pragmatic impairment? A case study in the comprehension of inferential meaning.
This paper discusses a case study of Sarah (aged 9;8-10;3) who is reported to have pragmatic difficulties. The focus is on her comprehension of questions, which are asked on the basis of pictures and heard stories. Particular focus is on the pragmatic (or inferential) demands of the input questions and their relationship to the (in)appropriacy of the answer. Data from 16 normally functioning 6- and 8-year-old children are also presented for comparative purposes. The study shows that Sarah has difficulty with questions which require her to go beyond visually presented or verbally stated information. On one set of tasks she was to answer questions on the basis of composite pictures: for some of the questions, the answer was obvious from the picture (descriptive questions) and for others information needed to be inferred beyond the picture (for example, by imagining what had happened before and what is likely to happen next). Sarah's performance was poorer on the inferential questions than the descriptive questions and poorer than the performance of 6- and 8-year-old normally functioning control children. Although the control children also found the inferential questions more difficult than the descriptive questions, this difficulty was not as pronounced as Sarah's. This trend was also apparent in a set of tasks which required the children to answer questions on the basis of verbally told stories. This study suggests that pragmatically impaired children may have difficulty going beyond explicitly presented information and this would manifest as pragmatic production and comprehension problems. In cognitive terms, this may indicate difficulty with the process of inferencing.
Case-Control Studies↗
Referential communication tasks: performance by normal and pragmatically impaired children.
Two groups of children, a pragmatically impaired (PI) group and a group of language-normal (LN) age-matched peers, were compared by use of a referential communication task. Experimenter and child both played the roles of listener and instructor during the task and, in addition, the experimenter sometimes failed to give adequate information when in the role of instructor. Lexical content and structural complexity were controlled, and it was hypothesised that difficulties for the PI group would arise when in the role of instructor, as a result of failing to specify necessary information in order for the experimenter to respond appropriately. In fact, the main difference between the two groups arose when the experimenter failed to give adequate information to the child; the LN children were quick to realise this and to request clarification, whereas the PI children requested clarification to a lesser extent and appeared less aware of the need to do so. Possible explanations for this pattern of results are explored.
Child↗
The development of complex sentence interpretation in typically developing children compared with children with specific language impairments or early unilateral focal lesions.
This study compared sentence comprehension skills in typically developing children 5-17 years of age, children with language impairment (LI) and children with focal brain injuries (FL) acquired in the pre/perinatal period. Participants were asked to process sentences 'on-line', choosing the agent in sentences that varied in syntactic complexity (actives, passives, subject clefts and object clefts), and in the presence or absence of a subject-verb agreement contrast. Results revealed that accuracy and processing speeds vary with syntactic complexity in all groups, reflecting the frequency and regularity of sentence types. Developmental changes continued throughout childhood, as children became faster and more accurate at processing more complex sentence structures. Children with LI and children with FL were quite profoundly delayed, displaying profiles similar to, or more impaired than those of younger children, but there was no evidence in the FL group for a disadvantage in left- vs. right-hemisphere-damaged children. Children with LI showed one unique pattern: higher than normal costs (reflected in reaction times) in using converging information from subject-verb agreement, in line with studies suggesting special vulnerabilities in grammatical morphology in this group. Results are discussed in terms of the Competition Model, a theory of language processing designed to account for the statistical changes in performance that are observed during development, and the probabilistic deficits in children with language impairments.
Adolescent↗
Different patterns of Mini Mental Status Examination responses in primary progressive aphasia and Alzheimer's disease.
Primary progressive aphasia (PPA) syndrome is frequently misdiagnosed--particularly in favour of Alzheimer's disease (AD). Misdiagnosis is related to the heterogeneity of language disorders at onset, variability in the rate of clinical progression and the low prevalence of PPA syndrome, compared with AD. The aim of this study was to determine whether a patient's first Mini Mental Status Examination (MMSE) might provide insight into differentiating between PPA and AD. We compared item scores for the first, complete MMSE in consecutive patients with PPA versus matched patients with AD. Word recall and constructional praxis were significantly better in patients subsequently diagnosed as suffering from PPA. Patients with AD performed significantly better in terms of word registration, object naming, repetition and verbal direction. Our findings indicate that the various MMSE item scores may be helpful in differentiating PPA and AD in the first few years of the disease.
Aged↗
Sex differences in the hyperkinetic syndrome of childhood.
Among a clinic sample of 6525 subjects, 61 males and 18 females with an ICD-9 diagnosis of the hyperkinetic syndrome of childhood were identified. Hyperactive girls had a lower IQ and significantly higher rates of language disorders and neurological disorders, suggesting a possible neurological basis for hyperactivity in females. In contrast, there was a population of male hyperactives with less evidence of brain dysfunction and a normal IQ, evidence compatible with the model of greater male constitutional variability. There was little evidence for the polygenetic multiple threshold model of sex inheritance.
Child↗
Genetic and environmental influence on language impairment in 4-year-old same-sex and opposite-sex twins.
BACKGROUND: We investigated the aetiology of language impairment in 579 four-year-old twins with low language performance and their co-twins, members of 160 MZ twin pairs, 131 same-sex DZ pairs and 102 opposite-sex DZ pairs. METHODS: Language impairment in 4-year-olds was defined by scores below the 15th percentile on a general factor derived from an extensive language test battery. Language impairment of different degrees of severity was investigated by using multiple cut-offs below the 15th percentile. RESULTS: DeFries-Fulker extremes analysis indicated that language impairment as measured by the general language scale is under strong genetic influence. In addition, group differences heritability showed an increasing trend (from 38% to 76%) as a function of severity of language impairment. Although more boys are impaired than girls, incorporating opposite-sex DZ pairs into the analysis found neither quantitative nor qualitative differences between boys and girls in genetic and environmental aetiologies. CONCLUSIONS: Language impairment at four years is heritable. This finding replicates previous research on language impairment and extends it by showing that language impairment is heritable in twins selected from a representative community sample. Despite the mean difference between boys and girls, genetic and environmental influences are quantitatively and qualitatively similar for language impairment for boys and girls. For both boys and girls, heritability appears to be greater for more severe language impairment, indicating stronger influence of genes at the lower end of language ability.
Child, Preschool↗
Social and emotional adjustment of siblings of children with autism.
BACKGROUND: Social and emotional adjustment of siblings of children with autism was examined, to explore their risk or resilience to effects of genetic liability and environmental factors involved in having a sibling with autism. METHOD: Social-emotional adjustment, behavior problems, socialization skills, and siblings' relationships were compared among 30 siblings of children with autism, 28 siblings of children with mental retardation of unknown genetic etiology (MR), and 30 siblings of children with developmental language disorders (DLD). Groups were matched by probands' gender, siblings' chronological age, gender, IQ, and birth order, and by family size, ethnicity, and parental income, employment, and stress level. RESULTS: Four siblings of children with autism, three siblings of children with MR, and seven siblings of children with DLD received DSM-IV diagnoses. Nevertheless, most of the siblings were well adjusted. CONCLUSIONS: The adjustment of siblings of children with autism is in sharp contrast to the severe social and emotional disabilities characteristic of autism, and is noteworthy considering the stress involved in having a sibling with autism.
Adaptation, Psychological↗
Genetic influences on early word recognition abilities and disabilities: a study of 7-year-old twins.
BACKGROUND: A fundamental issue for child psychology concerns the origins of individual differences in early reading development. METHOD: A measure of word recognition, the Test of Word Reading Efficiency (TOWRE), was administered by telephone to a representative population sample of 3,909 same-sex and opposite-sex pairs of 7-year-old twins. Analyses allowing for sex differences in aetiology were used to estimate the extent to which genetic and environmental influences contribute to normal variation in word recognition and word recognition difficulties, defined by scores below the 5th and 10th percentiles of the unselected sample. RESULTS: Both normal variation in word recognition and impaired word recognition abilities were substantially heritable (h2 = .65-.67; h(g)2 = .37-.72). Environmental influences were primarily shared between twins, rather than specific to each individual, and small to moderate in magnitude. There was evidence for qualitative sex differences. Quantitative sex differences were also suggested at the extremes, with genetic influences being more important as a cause of reading difficulties in boys than in girls. CONCLUSIONS: These findings indicate that early individual differences and impairments in word recognition are principally influenced by genetic factors and may involve partly distinct genetic or environmental effects in boys and girls. Crucially, they also provide evidence that reading impairments are linked genetically to the normal distribution. Genetic risk for early impairments in word recognition is continuous rather than discrete.
Child↗
Dylexia in children and young adults: three independent neuropsychological syndromes.
In an attempt to delineate causal factors in dyslexia, 113 children and young adults (age-range eight to 18 years) were divided into three groups: those with brain damage who could read (n=31), those with brain damage who were dyslexic (n=53), and those without brain damage who were dyslexic (n=29). A battery of neuropsychological tests was presented to each participant. No significant differences were found between the two dyslexic groups. Three syndromes--language disorder, articulation and graphomotor dysco-ordination, and visuo-perceptual disorder--were found among the great majority of those with dyslexia. The results support a model of dyslexia as being caused by multiple independent defects in higher cortical functioning, as opposed to the theory of a single causal defect. A clinical description of each syndrome is given and models of dyslexia are discussed. The authors stress the desirability of including brain-damaged readers as a control group in any future study on causal factors in dyslexia.
Adolescent↗
The prevalence, stability and significance of developmental language delay in preschool children.
A sample of 937 children in Dunedin, New Zealand, was assessed at ages three and five years in order to estimate the nature, prevalence, stability and significance of developmental language delays in three-year-olds. Assessments included language development, intelligence, and fine and gross motor-co-ordination. Detailed results are given which described three types of language delay at age three: delayed verbal comprehension only, delayed verbal expression only, and delayed development in both aspects of language. Follow-up testing at age five indicated that the specific language delays were not highly stable, whereas delays in both aspects were highly stable. A large proportion of the latter children gained very low scores on the measures at age five, and they accounted for 84 per cent of all children with very low intelligence. The implications of the results for a screening programme to identify three-year-old children at high risk of later developmental delays are considered.
Child, Preschool↗