Aspects Of Language Development Research Articles

Are there distinct levels of language comprehension in autistic individuals – cluster analysis

AbstractAutism is a neurodevelopmental condition characterized by deficits in social communication. We assessed 14-language comprehension abilities in 31,845 autistic individuals 4 to 21 years of age using parent-generated reports. Data-driven cluster analysis identified three distinct levels of language comprehension: (1) individuals in the command-language-phenotype were limited to comprehension of simple commands; (2) individuals in the modifier-language-phenotype showed additional comprehension of color, size, and number modifiers; 3) individuals in the most-advanced syntactic-language-phenotype added comprehension of spatial prepositions, verb tenses, flexible syntax, possessive pronouns, and complex narratives. The observation of three distinct language levels was consistent across different age groups. Autistic individuals’ communication level is currently commonly characterized as nonverbal, minimally-verbal, or verbal. This one-dimensional description is not ideal for characterizing an individual’s communication ability. In fact, a nonverbal individual with syntactic-language-phenotype may have normal ability to communicate albeit nonverbally, while a verbal person with command-language-phenotype does not have a normal ability to communicate by any means. Identification of the three distinct language-comprehension-phenotypes provides an opportunity to enhance characterization of individuals’ communication level. A composite description in terms of both, verbal abilities and a language-comprehension-level, will not only be more precise, but can improve language therapy by focusing it on both aspects of language development.

Language competency in autism: a scientometric review.

The study of atypical language acquisition in children with, autism spectrum disorder (ASD) is crucial for both practical and theoretical reasons. Understanding the course of language development in ASD can inform potential interventions and treatments while shedding light on the necessary conditions for language development in typically developing children. This scientometric review aims to provide a comprehensive overview of the research landscape in this field, identifying trends, patterns, and knowledge gaps. The methods employed in this review comprise a systematic search of three major databases: Scopus (5,026 documents), Web of Science (WoS; 4,570 documents), and Lens (3,235 documents). The analysis includes bibliometric indicators such as knowledge production size by year, country, university, source, subject area, author, and citation. Scientometric indicators consist of burst detection, silhouette, clusters, citation, and co-occurrence of keywords. The analysis reveals clusters focusing on various aspects of language development in ASD, such as motor skills, parental communication strategies, cognitive processes, and genetics. Key clusters include the relationship between fine motor gestures and language usage patterns, the role of expressive language skills and maternal gesture use, and the effectiveness of online parent training modules for improving prelinguistic predictors. Other noteworthy clusters explore the importance of core language skills, the role of natural language input and syntactic complexity, and the genetic underpinnings of language abilities in high-functioning adults with ASD. In conclusion, this scientometric review highlights the top 10 clusters and their respective Silhouette values, providing valuable insights into language acquisition in ASD. These findings have important implications for guiding future research directions and informing the creation of targeted and effective interventions to support language acquisition in this population.

11 Language Development of Primary-School-Aged Children with Autism Spectrum Disorder.

Objective:Delayed speech and language development is one of the main diagnostic criteria for autism spectrum disorders (ASD) and is found almost in all children with ASD. Language development in children with ASD may differ from the norm both quantitatively (delayed speech development, reduced vocabulary, scarcity of speech and limitation in its use) and qualitatively (echolalias, violation of speech grammatical structure, difficulties in the communicative use of speech). Studying different aspects of language development in ASD is very important as it provides opportunities for finer diagnostics, as well as for targeted correction of communication disorders.Participants and Methods:The study included 34 primary-school-aged children, who were diagnosed ASD using ADOS-2, diagnostic groups included “autism” (24 children) and “autism spectrum” (8 children). Speech development was assessed using the “Korablik” test on 9 parameters: distinguishing sounds; understanding and generating nouns, verbs and syntax; text understanding; sentences repetition. Kaufman test battery (KABC-II) and the Wechsler test (WISC-III) were used to assess non-verbal intelligence. The sample was divided into two subgroups according to an educational program recommended by PMPC (Psychological, Medical and Pedagogical Commission). Group 1 included 15 children, attending program 8.1, which is recommended for children with ASD who reach developmental milestones before starting study. Group 2 included 19 children attending program 8.2, which is recommended for children with ASD who do not reach developmental milestones before starting study.Results:In general, all children were the best successful in understanding and generating nouns, understanding verbs, and the least successful in understanding text and searching for sound in the word. Comparing subgroups using Mann-Whitney test revealed significant differences in all measured speech parameters, except for word repetition and noun generation. Group 2 demonstrated uneven results for separate subtests - minimum scores in some subtests coexisted with maximum in others. The group also showed uneven scores distribution inside the subtests, for example, half of the children did not cope with the task to determine a sound in a word, while the rest successfully completed at least 83% of the task. A significant positive correlation between all speech subtests was found in the group. Correlation analysis for parameters of speech development, severity of autistic manifestations and non-verbal intelligence revealed a significant direct relationship between the total scores of impressive and expressive speech and IQ and an inverse relationship with the severity of autistic manifestations and disorders of social and communicative behavior. No relationships like described above were found for group 1.Conclusions:Obtained results indicate variability of reasons for delayed development of various language aspects in children with ASD.

The Importance of Visual Learning Media Innovation in Facilitating the Ability to Recognize Letters of the Alphabet for Children Aged 4-5 Years

A person in early childhood is at a fundamental age, and children need to be properly stimulated in a number of areas of development. One aspect of development that needs to be stimulated is the aspect of language development and one of the language skills is reading. One of the basic aspects of reading skills that needs to be stimulated in early childhood is the ability to recognize letters of the alphabet as a basis for learning to read at an early stage. In this regard, research was carried out using descriptive qualitative methods at RA Assidiqiyyah and RA PUI Al-Fatwa. The research was intended to find out educators' understanding of the importance of visual learning media innovation in facilitating the ability to recognize letters of the alphabet, the ability of children aged 4-5 years to recognize letters of the alphabet, and the use of learning media to facilitate the ability to recognize letters of the alphabet for children aged 4-5 years. From the research that has been done, it is found that the media used is still not innovative, even though educators understand the importance of visual media innovation very well.

Translanguaging in multilingual classrooms: a case study analysis

This research paper investigates the utilization of translanguaging practices in multilingual classrooms and its impact on language learning and academic achievement. Drawing upon a case study analysis conducted in diverse educational settings, the study aims to explore the benefits and challenges associated with the implementation of translanguaging pedagogies. The research design involved classroom observations, interviews with teachers and students, as well as document analysis of instructional materials. The findings of the study underscore the positive effects of translanguaging on various aspects of language development and academic engagement. The use of translanguaging strategies in multilingual classrooms facilitated language learning by promoting meaningful communication, scaffolding comprehension, and fostering a supportive language environment. Students demonstrated increased motivation and participation, as translanguaging allowed them to access and express complex ideas in their native languages, bridging the gap between their home languages and the language of instruction. Moreover, translanguaging practices proved to be instrumental in enhancing content understanding across subject areas. By leveraging students’ linguistic repertoires, teachers were able to facilitate comprehension of complex concepts and provide contextualized explanations, resulting in improved academic performance. Translanguaging also supported the development of critical thinking skills, as students were encouraged to compare and contrast ideas across languages, fostering a deeper understanding of concepts and fostering cognitive flexibility. However, the implementation of translanguaging pedagogies in multilingual classrooms was not without challenges. Language policy constraints and standardized testing requirements posed barriers to the widespread adoption of translanguaging practices. Teachers faced challenges related to their own linguistic competencies, as well as limited access to professional development opportunities focused on translanguaging strategies. Additionally, concerns were raised about the potential stigmatization of students’ native languages and the need for a balanced integration of translanguaging with the development of the target language. The findings of this study contribute to the understanding of translanguaging in multilingual education and have implications for educators and policymakers. Based on the results, it is recommended that educators receive comprehensive training on translanguaging pedagogies, including strategies for integrating translanguaging practices effectively within the curriculum. Language policies should be revisited to provide flexibility and support for translanguaging approaches, acknowledging the value of students’ home languages in the learning process. Further research is needed to explore the long-term effects of translanguaging on language development, academic achievement, and students’ socio-emotional well-being.
 In conclusion, this research highlights the benefits of translanguaging practices in multilingual classrooms, emphasizing their role in enhancing language learning and academic achievement. By harnessing students’ linguistic resources and creating inclusive learning environments, translanguaging emerges as a valuable pedagogical approach that can positively impact multilingual education.

PERAN GURU DAN ORANG TUA TERHADAP STIMULASI KEAKSARAAN ANAK USIA DINI

The research method used is a reference-based literature or library study that is relevant to the topic of the problem and of course varies. The purpose of this study is to determine the role of teachers or parents when stimulating early childhood literacy. Early literacy is one aspect of language development in early childhood. Language and literacy are inextricably linked. The ability of the underlying skills of children begins when the little child feels colors, shapes, understands images, understands pictures, false letters towards the beginning of his name records the letters of his name, notes his considerations despite the fact that the letters are still turbulent or fragmented, pronounces words that most of the time are repeated in a storybook, spelling letters, reading without others, the relationship of sounds to letters, referring to the names of numbers can be indicated by pictures. Methods or methods in literacy, namely: ability in literacy, building reading habits, writing, parental stimulation, implementing learning, creating a language-rich environment, early literacy skills and basic early childhood numeracy, learning media and pre-literacy learning. Without language, a person cannot communicate with others, therefore language plays an important role in allowing people to communicate with each other. This is in line with the belief that various forms of media have a positive effect on the child's thinking and concentration, fine motor skills (eye and hand coordination), patience, language skills, the skill of understanding meaning and knowledge of vocabulary.

Effects of teacher, automated, and combined feedback on syntactic complexity in EFL students’ writing

Although studies on written feedback have confirmed the effectiveness of multiple sources of feedback in promoting learners’ accuracy, much remains to be discovered about its impact on other aspects of language development. Concerns were raised with regard to the possible unfavourable impact of feedback on the complexity of students’ writing which resulted from their attention to producing accurate texts. In response to this need for research, the study investigated the effects of teacher, automated, and combined feedback on students’ syntactic complexity over a 13-week semester. Our data collection included 270 students’ texts including their drafts and revised texts and pre-and post-test writing. Essays were analysed using the web-based interface of the L2 Syntactic Complexity Analyzer. Regardless of feedback from multiple sources, paired sample t-test results indicate no significant differences between initial and revised texts, resulting in minimal variance between comparison pairs. Moreover, no significant differences were found between the pre-and post-writing assessment in all complexity measures. These findings suggest that providing feedback on students’ writing does not lead them to write less structurally complex texts. The syntactic complexity of their revised essays varied among high-, mid-, and low-achieving students. These variations could be attributed to proficiency levels, writing prompts, genre differences, and feedback sources. A discussion of pedagogical implications is provided.

Identifikasi Solusi Problematika Pelafalan dan Penulisan Huruf Hijaiyah Pada Santri Usia Dini di TPQ Al-Firdaus Sidoarjo

The purpose of this study was to describe the problems experienced by Al-Quran educational institute students in pronouncing and writing Hijaiyah letters. To achieve the research objectives, descriptive qualitative research was used. The data collection methods used in this study were observation, documentation, and interviews. Researchers used observation to collect data, namely with an observation instrument on students aged 3-5 years at Al-Firdaus Al-Qur’an Educational Institute of Sidoarjo who have various characters in the pronunciation and writing of Hijaiyah letters. While the interviews were used to deepen the analysis of the problems of pronouncing and writing Hijaiyah letters. The results of the research are as follows: problematic ability to say Hijaiyah letters arises because students have delays in aspects of language development, lack of focus on paying attention to the teacher. As for the problems in the ability to pronounce and write Hijaiyah letters occur in students and to overcome obstacles, several methods are applied. The child's ability is observed first before determining the appropriate method and is felt to be effective. Some of the methods used are the Musyfahah or Tongue Fighting Method, the 'Ardul Qira'ah or Reading Deposit Method, and finally the Tracing Method

ESP: STUDENTS’ PERCEPTIONS IN USING ROLE PLAY STRATEGY TO IMPROVE SPEAKING ABILITY

Abstract Speaking ability is a one-of-a-kind aspect of language development that is very important to be instilled from an early age. The purpose of this research is to examine ESP based on the students' perceptions of using role-play strategies to improve speaking skills. This article discusses how students can improve their speaking skills in ESP. ESP remains for English for Specific Purpose, and it is a component of English as a foreign language or second language. Typically entails teaching English to students or people who have already worked, with emphasis on the vocabulary and skills they require. Role play is a motion consultation program that includes elements of fun as well as a system and purpose. The ability to foster optimism and a sense of togetherness through active learning is one of the benefits of using the role-play method. Most students struggle with speaking when learning a language, particularly English. Problem speaking is typically caused by difficulties involved in expressing things verbally, a restricted vocabulary, restricted grammar skills that make it difficult to communicate with the right rules, and a limited power to pronounce words (pronunciation), making it difficult to the pronunciation of words that are communicated properly right.

¿Basta con el habla? Evaluación del desarrollo del lenguaje en niños sordos prelocutivos durante los primeros seis años de vida. Una revisión sistemática

ABSTRACT Purpose To synthesize the relevant scientific information regarding the assessment of language development in prelingually deaf children during their first six years of life, in order to determine whether it is sufficient to confirm the presence of some language development in this population, or if a more integrated approach would be more appropriate. Research strategies A structured review of the relevant scientific literature was carried out in the following databases: PubMed, Lilacs, Ibecs, Trip DataBase, Cochrane library, Clinical Trial and Nice. Selection criteria Systematic reviews, health technology assessments, randomized clinical trials, observational cohorts and case-control studies; including publications of assessments concerning any aspect of language development or any intervention in any language. Evaluations related exclusively to hearing and speech, to central, sudden or transient deafness, to deaf-blindness, to further disabilities or to autism spectrum disorders, were excluded. Data analysis GRADE methodology was used to analyze evidence quality. Results It is possible to evaluate the language development of prelingually deaf children. A moderate quality of evidence was obtained, suggesting that the evaluations’ results are fairly trustworthy, provided that the assessments are conducted within an integrated approach of other linguistic elements. Conclusion The results of the language evaluations must be supported mostly by receptive and expressive language data, and the found evidence can be improved by combining the assessments of the formal linguistic elements of both oral and gestural modalities with the pragmatic components of the communication process.

The Influence of the Role-Playing Method to Improve Speaking Skills in the Merauke Pertiwi Kindergarten Group A

The ability to speak is one aspect of language development that needs to be instilled from an early age. The purpose of this study was to (1) describe the application of role-playing in improving speaking skills in group A children of Pertiwi Merauke Kindergarten (2) describe the improvement of group A children's speaking skills through the application of role-playing in Pertiwi Merauke Kindergarten. This research uses Classroom Action Research. This study used two cycles where each cycle of data analysis used qualitative and quantitative analysis. The research instrument used an observation sheet. The results of this study indicate that the child's speaking ability from cycle I to II has increased.

Usulan Standar Tingkat Pencapaian Perkembangan Anak Usia 0-1 Tahun

This article discusses the process of growth and development of children aged 0-1 years which is continuous throughout the stages of life, but the speed of growth varies according to the stages of age. Growth is a change in the number, size, size of the body or limbs, which can be physically measured through weighing, measuring height, measuring head circumference, arm circumference and others. Development is the increase in abilities or skills in more complex body structures and functions in a regular and predictable pattern as a result of experience and the process of movement, intellectual, social and emotional maturation. Development is influenced by heredity, environment, culture and family values in each individual. The combination of these factors gives rise to the wide variety of variations that can be observed in children. Growth and development occur very rapidly, therefore stimulation of children at this age is very important because healthy and intelligent children will grow and develop optimally. The rate of growth and development of children aged 0-1 years which is described in various sources and guidelines in the national curriculum, there are proposed indicators of development in aspects of language development, namely the ability to express language and listen through non-verbal communication through children's reading books.

Early Childhood Tahfizh Education: Optimization the Aspects of Children's Development and Religious Soul of Children in the Golden Age

This study aims to describe tahfidz education in early childhood in terms of the perspective of the development and religious spirit of children during the golden age at the Markaz Tahfizh Balita (MARTABA) Al-Makki Pekanbaru. This type of research is qualitative research with a Case Study model. The informants of this research were teachers and students at MARTABA Al-Makki Pekanbaru. The data collection techniques use in-depth interviews (depth interviews) and observation. While the data analysis technique is done by data reduction, data display, and verification. In general, tahfizd learning activities are to form good habits from an early age that can form a religious spirit and stimulate developmental aspects in children. The tahfizd learning program at MARATABA Al-Makki Pekanbaru has facilitated aspects of early childhood development which include; aspects of internalizing moral and religious values, aspects of gross motor development, and aspects of fine motor development, aspects of language development, aspects of cognitive development, and aspects of social-emotional development. In addition to the aspects of psychological development above, the learning program also pays attention to adequate nutritional intake to stimulate children's development. Tahfizh learning is also able to optimize the development of children's religious spirit from an early age. For this reason, tahfidz learning activities for early childhood at MARTABA Al-Makki Pekanbaru can be an example of organizing a tahfidz program for early childhood.

REALISASI PROJECT BASED LEARNING PADA PEMBELAJARAN SOSIAL EMOSIONAL

Social-emotional learning uses project-based learning, with the theme of work and the sub-theme of fishermen with core fishing activities. The learning media I use are fish, buckets, water, plastic cups, paper, pencils, scissors, glue and objects in the classroom. In Masyithoh Kroya Kindergarten, teaching and learning activities use learning media that is adapted to the Basic Curriculum (KD) that has been determined from schools to facilitate teaching and learning activities in order to achieve the expected goals. In addition to using media, teaching and learning activities use a group learning model, where groups of children in one day play in one class which contains 4 activities as fulfillment of 6 aspects of the scope of development. The activities prepared are: aspects of the development of religious and moral values, aspects of motor physical development, aspects of cognitive development, aspects of emotional social development, aspects of language development and aspects of art development

Perkembangan Bahasa Aud Dan Praktek Permainan Bahasa Anak

Language is the only communication tool for children to convey what they feel. Early Childhood Education develops six aspects of children's learning, namely Religious and Moral Values, Social Emotional, Language, Cognitive, Physical Motoric and Art. Language development aspects become the main focus on writing In this article. Games cannot be separated from the world of children. Because by playing children can express their feelings in various models of children's language. Interesting games with various shapes, colors and sounds will make children happy to play them. There are various forms of games language for children such as traditional games, finger puppets, face guessing, storytelling and magic box games. The research method used is a literature review taken from several articles on language development and the practice of children's language games. The purpose of writing this article is for teachers to stimulate language development children with a variety of fun game models an. That way children can be separated from dependence on gadgets.

Implementasi Metode Bercerita dalam Peningkatan Kemampuan Berbicara Anak Usia Dini 4-6 Tahun

Language is one aspect of early childhood development apart from religion and morals, physical and motor, cognitive, social emotional, and art. In the aspect of language development, it includes 1) understanding language and 2) expressing language. Speaking is part of the way to express language and children's speaking skills are needed as a means of communication for children. Based on the results of initial observations at Mawar Cikalong Kindergarten which showed that the speaking ability of children aged 4-5 years was still low. As an educator who is critical and solution-oriented, the author chooses the storytelling method as an effort to improve the storytelling skills of children aged 4-5 years at Mawar Cikalong Kindergarten. The storytelling method is carried out periodically and continuously with variations using media and not using media. The success rate of speaking ability in children aged 4-5 years in Mawar Cikalong Kindergarten is achieved to be more and better than the initial observation. It can be concluded that the storytelling method is able to improve the speaking ability of children aged 4-5 years in Mawar Cikalong Kindergarten.

The use of storytelling techniques in extratextual activities for the development of children's expressive language skills

Language skills, the key elements for children’s development, are often used as a benchmark to measure the development of all abilities he/she possessed. For early childhood, time spent at school is an opportunity for them to develop their language skills, especially expressive language. The storytelling method often found in PAUD is still less innovative. This triggers boredom and result in neglecting learning process that is detrimental to students, especially in improving expressive language skills. The use of relevant techniques in extratextual activities during the learning process combined with the storytelling method will be very helpful for children. There are 12 extratextual techniques for teachers to do and nine techniques that can be done by children. These two categories of extratextual activities can make the storytelling method richer and ensure the achievement of learning targets specifically related to children’s language acquisition. This extratextual activity can trigger the development of children's expressive language in terms of adding new vocabulary, increasing the meaning of old and new vocabulary and developing vocabulary into sentences in everyday conversation. The conditioning carried out in the application of this extratextual activity also has a positive influence in terms of four aspects of language development, namely the development of phonology, semantics, grammar and pragmatics. In phonology, children are strengthened how to pronounce the alphabet correctly; in semantics, children get meaning reinforcement and additional meaning from a vocabulary; on grammar and pragmatics, improvement is given to the arrangement of correct grammar when old and new vocabulary is used in conversation.

Early grammatical development in Cypriot Greek

The current study investigates the grammatical development of toddlers acquiring Cypriot Greek as their first language. The MacArthur-Bates Communicative Development Inventory (CDI) was used to collect data from parents of children between 18 and 30 months of age. This is the first large-scale study presenting information on the grammatical development of children in Cyprus, as well as comparisons between grammatical development and other aspects of language development, such as lexical development. The data included information on several grammatical features, such as the formation of plural in nouns, or person in verbs, as well as children’s utterance length (MLU3-w) as a measure of morphosyntactic abilities. The analysis showed a significant increase with age in children’s grammatical complexity (the number of grammatical features produced by children), length of utterance as well as children’s lexicons, with an overall advantage of girls over boys. Additionally, the different grammatical features were shown to develop at different times and pace, with an interesting increase at the end of the second and the beginning of the third year. Overall grammatical development is shown to be ‘piecemeal’, supporting usage-based accounts of morphological development.

Lettura e comprensione: una revisione sistematica della letteratura

Reading is a fundamental activity for the development of linguistic comprehension. To the aim of investigating the relationship between reading practice and comprehension, a systematic review of the literature was conducted, taking into account empirical research studies. The totality of the studies found positive effects on comprehension. The results also revealed that this area of study is mostly focused on the primary school age group. Indeed, it is nearly always related to other aspects of language development but also to the promotion of a positive attitude towards reading, motivation, socialization, emotional skills and understanding of reality. Little heed seems to be paid to the optimal way of reading. The results suggest the need for a greater reflection on this practice and a more precise identification of how to implement reading aloud in order to identify concrete actions to support reading, both in scholastic and extra-scholastic contexts.

PENGGUNAAN MEDIA GAMBAR PUTAR PADA PROSES PEMBELAJARAN BAHASA DI TKM NU 134 HIDAYATUL UMMAH BALONGPANGGANG GRESIK

Aspects of language development is an important ability in the growth and development of children. Not all children aged 5-6 years are able to achieve very well developed indicators in language development. This encourages teachers to use learning media so that children's language skills can improve. The teacher applies the use of rotating image media in language learning. This research includes qualitative descriptive research. The purpose of this study was to determine the use of rotating image media in language learning in group B TKM NU 134 Hidayatul Ummah. The results showed that out of 47 children, children who met the achievement of indicators were at the BSB level (Developing Very Well), namely 18 and BSH (Developing According to Expectations) as many as 19. However, there were 10 children who did not meet the achievement indicators, so how many at the MB level (Starting from Develop). From these data, it can be concluded that the use of rotating image media in the language learning process at TKM NU 134 Hidayatul Ummah is quite effective because most of the children are enthusiastic and meet the achievement indicators.