Language Abilities Of Children Research Articles

Peran Orang Tua dalam Pengembangan Bahasa Anak Usia Dini

Parents have a role in assisting their children in completing developmental tasks, including the development of language skills. Every action and spoken word of parents in the family and social environment will influence the child's language development. This research aims to describe the importance of the role of parents in the early language development of children in Kulon Progo. The method used in this research is descriptive qualitative research with analysis using the model by Miles and Huberman. The instrument used in this research is interviews. The subjects of this study are parents with children aged 0-6 years, and 2 individuals were determined as subjects. The results of this study indicate that the role of parents significantly influences the language development of children. The motivation of parents in developing their children's language abilities can affect and accelerate language development. Guidance or teaching provided by parents in a directed manner will align with the child's age, making language development easier and more controlled as the child grows older. The child's language proficiency is enhanced when parents consistently provide encouragement using something that aids the child's language development. Additionally, the environmental conditions also play a crucial role in the language development of children. A conducive environment fosters and guides children, making it easier for them to develop good and correct language skills.

Exposure to sign language prior and after cochlear implantation increases language and cognitive skills in deaf children.

Recent evidence suggests that deaf children with CIs exposed to nonnative sign language from hearing parents can attain age-appropriate vocabularies in both sign and spoken language. It remains to be explored whether deaf children with CIs who are exposed to early nonnative sign language, but only up to implantation, also benefit from this input and whether these benefits also extend to memory abilities, which are strongly linked to language development. The present study examined the impact of deaf children's early short-term exposure to nonnative sign input on their spoken language and their phonological memory abilities. Deaf children who had been exposed to nonnative sign input before and after cochlear implantation were compared to deaf children who never had any exposure to sign input as well as to children with typical hearing. The children were between 5;1 and 7;1 years of age at the time of testing and were matched on age, sex, and socioeconomic status. The results suggest that even short-term exposure to nonnative sign input has positive effects on general language and phonological memory abilities as well as on nonverbal working memory-with total length of exposure to sign input being the best predictor of deaf children's performance on these measures. The present data suggest that even access to early short-term nonnative visual language input is beneficial for the language and phonological memory abilities of deaf children with cochlear implants, suggesting also that parents should not be discouraged from learning and exposing their child to sign language. RESEARCH HIGHLIGHTS: This is the first study to examine the effects of early short-term exposure to nonnative sign input on French-speaking children with cochlear implants' spoken language and memory abilities. Early short-term nonnative exposure to sign input can have positive consequences for the language and phonological memory abilities of deaf children with CIs. Extended exposure to sign input has some additional and important benefits, allowing children to perform on par with children with typical hearing.

Association between Mother's Educational Status And Home Literacy Environment With The Language Abilities Of Seven Year-Old Children: Path Analysis Evidence

<p><strong>Background</strong><strong>: </strong>Factors that can influence the success of the educational process are family environmental factors, school environment, and community environment. The role of parents is to provide materials and help their children when they experience difficulties in the learning process. Language skills emerge in early childhood and are critical in promoting later literacy competencies, such as reading and writing. The period from birth to age 3 is critical for language development, as nearly all typically developing children acquire important language skills by age 3. During this period, children's home environment is especially important, as parents are the main providers of language input and support, allowing most children to acquire a basic foundation of language.</p><p><strong>Methods: </strong>This study used a cross sectional study design, which was conducted in Surakarta City. A sample of 100 people was selected using a random sampling technique. Data collection was performed using a questionnaire and analyzed by path analysis.</p><p><strong>Results:</strong> The direct relationship between expressive language abilities of children who have mothers with higher education is 2.2 units higher than children with mothers with low education (b=2.2; 95% CI= 0.9 to 3.5; p= 0.001). A high home literacy environment had a log odd of experiencing good expressive language skills of 2.04 units higher than children with a low home literacy environment (b=2.04; 95% CI= 0.7 to 3.3; p= 0.002). The indirect relationship between maternal higher education and expressive language abilities through the child's home literacy environment is statistically significant. Children who have mothers with higher education have log odd for high language expressive abilities of 2.8 units higher than children with mothers with low education (b=2.8; 95% CI= 1.7 to 3.9; p= <;0.001). </p><p><strong>Conclusion:</strong> A child's good expressive language abilities are influenced indirectly by the mother's high education through a high home literacy environment.</p>

Evidence of Language Development Using Brief Animated Stimuli: A Systematic Review.

There is limited evidence regarding the effect of animation compared to static pictures on children's language development. The aim was to systematically review the available literature for evidence concerning the effect of brief animation on spoken language responses (receptive-listening or expressive-speaking) in typically developing (TD) children aged 3 to 9 years. Five databases were searched, resulting in seven included studies. The characteristics of animated stimuli, the manner of presentation, and the language-related tasks were recorded, and questions were posed about the effect of brief animation on children's receptive and expressive language abilities. The evidence suggests that animation may have a positive effect on expressive language abilities of children compared to static pictures. As far as the effect of animation on receptive language performance is concerned, the evidence is less concrete. Future directions regarding the potential of animation on language development are discussed.

The Relationship of Stimulation Implementation with Developmental Abilities in Pre-school Age Children

Preschool period to be a conducive period for developing various kinds of abilities, intelligence, talents, physical, cognitive, language, emotional and spiritual abilities in children. One of the factors that has a big influence in supporting children's development is the stimulation factor. The purpose to analysis the relationship application of stimulation to the developmental abilities with pre-school children. The research design is quantitative with a correlational descriptive method using a cross sectional study approach. This research used 242 respondents who were mothers of pre-school children aged 48-72 months and who were actively participating in kindergarten education. The research results showed that the application of developmental stimulation had been carried out well in 51.2% of respondents. Children's developmental abilities, 62% of children have appropriate developmental abilities, 28.9% of children have doubtful developmental abilities and 9.1% of children have the possibility of deviations in their development. From the results of statistical tests using the chi square test, it was found that the value of p = 0.000 < α 0.05 was statistically significant, so there was a significant relationship between the application of child development stimulation to the developmental abilities of pre-school aged children.

Speed of processing in Developmental Language Disorder (DLD): The case of real-time grammatical processing.

Developmental Language Disorder (DLD) impacts various aspects of children's language abilities, including the processing of inflectional morphology. Prior research suggests that children with DLD exhibit deficits in processing speed and sensitivity to grammatical inflections, yet the relationship between these deficits remains unclear. This study aimed to investigate the relationship between processing speed and sensitivity to inflectional morphology in children with DLD, focusing on their real-time processing abilities in response to regular past tense, third person singular, and regular plural inflections at different rates of sentence articulation. Eighteen children with DLD and 18 age-matched controls underwent word monitoring tasks that assessed sensitivity to grammaticality of inflections in sentences presented at normal and slow rates of articulation. At a normal rate of articulation, children with DLD demonstrated slower response times and reduced sensitivity to grammaticality across all inflections compared to controls. When the articulation rate was slowed, children with DLD showed improved sensitivity, particularly to regular plural and third person singular inflections, although deficits in processing the regular past tense persisted. The findings suggest a significant relationship between processing speed and inflectional morphology sensitivity in children with DLD. Slower articulation rates improved grammatical sensitivity for certain inflections, highlighting the potential of tailored interventions that consider processing speed limitations. Persistent difficulties with the regular past tense inflection indicate the need for targeted support for children with DLD in this area. What is already known on this subject Children with Developmental Language Disorder (DLD) have a wide range of language difficulties, but deficits in inflectional morphology are regarded as a 'hallmark' of the disorder. Children with DLD are also very likely to show deficits in speed of processing, although it is not known if a 'slowness to process' can causally explain the language difficulties these children experience. What this study adds to existing knowledge When grammatical sensitivity was measured using an online real-time task, children with DLD showed widespread inflectional deficits when sentences were spoken at a normal conversational rate. When sentence articulation rate was slowed down, children with DLD were faster, more accurate and more sensitive to the grammaticality of constructions. However, deficits in the regular past tense remained persistent, even in this slow-rate condition. What are the clinical implications of this work? This study has implications for clinical and educational practices that work with children with DLD to improve their language skills. The findings of this study show that when children with DLD are given more time to process incoming information, their grammatical skills significantly improve. This study also shows that deficits in the regular past tense are persistent, and children are likely need extensive and intensive support with this particular grammatical feature.

Effect of online parent training in promoting language development of children with language delay in Hubei province, China.

Training parents to implement language and communication intervention strategies is an effective approach to promote language development for children with language delay. This study introduces an online parent training program conducted in Hubei province, China, which was designed to help parents of language-delayed children with a diagnosis of autism spectrum disorder (ASD), developmental language disorder (DLD) or global developmental delay (GDD) apply language intervention strategies into daily interactions and promote their children's language development at home. The Bethel Hearing and Speaking Training Center Family Training for Early Communication & Language Development (Bethel Family Training Program, BFT) (Bethel HSTC, 2020) was designed to improve the language and communication skills for children with language delay in a naturalistic way. The caregivers (including parents, grandparents and other main caregivers) participated in an 8-h online program, including lectures on milestones in child language development, common misunderstandings of child language development, and three basic family language intervention strategies ('Looking together, playing together, and talking together') incorporating active learning through video analysis and discussion. Tongji Hospital in Hubei then continued with 3 months of online home intervention monitoring to all the caregivers via weekly online Q&As led by BFT certified speech therapists' team. The Gesell Developmental Schedules (GDS) was carried out before the online parent training program and after the 3-month online home intervention monitoring. 146 families whose children aged 12-68 months with language delay participated in the online training program. The results of the GDS assessments conducted before and after the program showed that not only did the developmental quotient (DQ) of language improve, but so did the DQ of social behaviour and adaptive behaviour (p < 0.001). There is no between-group difference in the application of three strategies between the ASD group and the DLD or GDD group (p > 0.05). Furthermore, both caregivers' ability to apply 'looking together, playing together, talking together' strategies and the effective interaction time played important roles in improving the child's language abilities. The online parent training focusing on improving daily interaction with children through speech-language stimulation strategies promoted the development of language skills. It is an economic and practical approach for children with language delay who have limited access to local language intervention programs. What is already known on the subject Parent-implemented language intervention is an effective approach at improving children's language development. Telepractice is an appropriate model of service delivery for audiologists and speech-language therapists and may be the primary mode of service delivery or may supplement in-person services. What this paper adds to the existing knowledge This paper explores the effectiveness of an online parent training program and provides new evidence that online training on language support strategies (looking together, playing together, talking together) followed by home intervention monitoring works for Mandarin-speaking children and it is equally effective for children with ASD and non-ASD diagnosis. What are the potential or actual clinical implications of this work? Developmental behavioural paediatricians and speech-language therapists in countries and areas that lack sufficient training resource for every child will have the option to deliver parent training and home intervention monitoring online, which will save time and cost considerably while offering convenience.

Factors associated with receptive and expressive language in autistic children and siblings: A systematic review.

Language abilities of autistic children and children at elevated likelihood for autism (EL-siblings) are highly heterogeneous, and many of them develop language deficits. It is as of yet unclear why language abilities of autistic children and EL-siblings vary, although an interaction of multiple influential factors is likely at play. In this review, we describe research articles that identify one or multiple of such factors associated with the receptive or expressive language abilities of autistic children and EL-siblings since the introduction of the DSM-5. Our aim was to identify and summarize factors that are linked to language development in autistic children and siblings in the recent literature to ultimately gain insight into the heterogeneity of language abilities in these children. The search strategy of this review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. The following databases were consulted: Embase, MEDLINE, Web of Science Core Collection, and Scopus. Inclusion criteria for studies were the presence of a sample of autistic children no older than 7 years old who were diagnosed with autism spectrum disorder per the criteria of the DSM-5. Intervention studies and studies without an explicitly reported language measure were excluded. Risk of bias assessment was completed using the Newcastle-Ottawa Scales. Ultimately, 55 articles were included in this review. Fifty-six factors were identified to be related to receptive or expressive language abilities of autistic children and EL-siblings. They were grouped into three main categories: biological factors; psychosocial and environmental factors; and age-related and developmental factors, each with different subcategories. Although many of the identified variables were only examined in one article, some well-researched associated factors were reported across multiple studies and were present in both autistic children and EL-siblings, in particular joint attention, nonverbal cognitive abilities and frontal EEG power. Better insight in these factors associated with language abilities in autistic children and siblings at elevated likelihood can inform future intervention strategies to reduce language deficits and its corresponding negative consequences in these children. Our results confirm that multiple different factors likely underlie language deficits in autism. Important aspects that should be considered are, among others, social factors such as joint attention, child characteristics such as nonverbal cognition, and neurocognitive factors.

Transcranial direct current stimulation combined with language-cognitive training improves language and cognitive ability in children with language delay.

Language delay cannot be ignored, and there is an urgent need to determine therapies that elicit better results in a short period. However, whether transcranial direct current stimulation (tDCS) alone or in combination with other therapies can promote recovery of language and cognitive function in children with language delay remains unknown. This study aims to explore the effects of tDCS combined with language-cognitive training and home-based rehabilitation on language and cognitive ability in children with language delay. Children with language delay who visited the Department of rehabilitation medicine or the pediatric outpatient clinic of the First People's Hospital of Foshan from January 2019 to December 2021, totaling 190 in number, were included and randomly divided into 4 groups, i.e., the family guidance group, the tDCS group, the language-cognitive training group, and the comprehensive training group. The family guidance group (47 cases) received home training. The tDCS group (46 cases) received home training and tDCS treatment. The language- cognitive training group (49 cases) adopted home training and language-cognitive training. The comprehensive training group (48 cases) took home training, language-cognitive training, and tDCS treatment. All groups received training 5 times a week for 4 weeks. The Sign-significant relations (S-S) test was applied to evaluate the language comprehension, language expression, basic learning ability, and attitude of communication of the children. The language-cognitive training group and the comprehensive training group showed improvement after treatment (p < 0.05) regarding basic learning ability. The communication attitude of the four groups improved after intervention (p < 0.05). Particularly, the comprehensive training group had maximum improvement after intervention. No serious adverse reactions such as epilepsy, headache, and behavioral abnormalities were found. tDCS combined with language-cognitive training and home training can improve language and cognitive ability in children with language delay.

Komunikacijske sposobnosti dece hrvatske i romske nacionalnosti s lakim intelektualnim teškoćama - postignuće na Ček-listi dečje komunikacije (CCC)

Introduction. Communication and language development in children with (mild) intellectual disability is generally delayed. Roma national minority children are sequential bilinguals, most introduced to the Croatian language upon entering the educational system. Information on communication in the natural context can be obtained through checklists completed by children's communication partners. Objectives. This study aims to obtain insight into the communication and Croatian language abilities of Croatian and Roma children with mild intellectual disabilities. Method. The study participants were 52 children between 9 and 16 years old (22 Croatian and 30 Roma). Their performance on the Children's Communication Checklist was analyzed and compared to published thresholds and each other. Results. The performance of Croatian and Roma children on the pragmatic composite is comparable to that of British peers with intellectual disability, as both groups scored below the normal range. Only the Roma children performed below clinical thresholds on the Speech and Syntax scale. No group displayed autism features. Mann-Whitney test showed significant differences between the groups in Speech output and Syntax subscales, indicating Roma children's poorer Croatian language abilities. Overall pragmatic abilities did not differ between the groups. Both groups scored below the threshold on the Coherence and Use of conversational context subscales, showing comparable pragmatic profiles. However, Croatian children outperformed Roma children on the Coherence, Use of conversational context, and Conversational rapport subscales. Conclusion. Roma children use the Croatian language in a way comparable to their Croatian peers despite being less proficient in its structure. Pragmatic abilities should be targeted in children with intellectual disabilities.

​​THE EFFECTS OF CHILDREN’S DRAMA ON THE LANGUAGE SKILLS OF 4-5-YEAR-OLDS​

Early childhood is an important period for the development and promotion of children’s language ability, special attention should be paid to the cultivation of children's language ability. The role dialogue and story plot in the story of fairy tales contain lots of language components in this study and is one of the children’s favorite form of activities. In many studies in the literature for preschool children （Mages, 2008; Can- Yaşar, 2009; Laurin, 2010; Ceylan &amp; Ömeroğlu, 2012; Kaya, Günay &amp; Aydın, 2016), all emphasize drama education as an important element of their learning and development. Based on the age characteristics of 4-5year old and two dimensions of children's language ability (listening and expression, reading and narration), four children drama education activities were designed and quasi-experimented in the experimental class. The following conclusions are obtained after the experiment: 1. The children's drama is suitable for promoting the development of 4–5-year-old children's language ability. 2. The children's drama promotes the language ability of 4-5 years old children.

Comparing criteria for deviation from hearing aid prescriptive targets in children

Objective To determine if a stricter criterion for paediatric hearing aid fitting for proximity of fit-to-target of <3 dB root-mean-square (RMS) error produces better audibility and outcomes compared to the current <5 dB criterion, and to examine the relationship between aided audibility and RMS error by degree of hearing loss. Design We evaluated the influence of unaided hearing level on the relationship between RMS error and aided audibility. We assessed the effect of RMS error category (<3, 3–5, >5 dB) on aided audibility, speech recognition, expressive vocabulary, and morphosyntax. Study sample The study included 2314 hearing aid verification measurements from 307 children with hearing aids. Results Children who met a <3 dB criterion had higher aided audibility than children who met no criterion (>5 dB error). Results showed no differences in speech recognition or vocabulary by error category, but children with <3 dB error demonstrated better morphosyntax than children with 3–5 and >5 dB RMS error. Conclusions Fittings that are close to prescriptive targets provide a more positive outcome for children with hearing aids. Using probe microphone measures to adjust hearing aids to within 3 dB may benefit language abilities in children.

Enhancing Children's Language Abilities through Gamified Teaching

Enhancing Children's Language Abilities through Gamified Teaching

Socioeconomic Status and its Impact on Receptive Vocabulary and Executive Function in Young Children

This article examines the impact of Socioeconomic Status (SES) on the development of receptive vocabulary and executive function in young children. Integrating current research, the paper highlights the challenges faced by children from low SES backgrounds in terms of language comprehension and executive functioning. Studies indicate a close relationship between SES and a child's receptive language abilities and executive functions, which are crucial for overall learning and development. The article also explores how SES influences cognitive development in children through various pathways, such as home language environment, stress levels, and access to resources. Additionally, the paper discusses early intervention measures and policy recommendations for children from low SES backgrounds to bridge the developmental gap associated with SES.

Analysis and Research on the Role of Family Music Education in Children's Music Education

Family education plays an important role in the comprehensive development of children. In terms of musical ability, good family music education can enhance children's musical perception, understanding, expression, and creativity. In terms of cognitive ability, family music education is also beneficial for improving children's thinking ability, memory, and attention. In addition, music education can also promote the development of children's language and motor abilities. Parents should deeply recognize the crucial role of the family in music education, provide a good music learning environment and diverse music experience atmosphere for their children, and promote their comprehensive development.

Pengaruh Dukungan Sosial Keluarga terhadap Kemampuan Bahasa Ekspresif Anak Autisme di Pusat Layanan Autis Yogyakarta

ABSTRACT&#x0D; Research Background: Family is the closest social environment that is owned by every human being. Social support is the perception and reality that an individual can get help from other people in his social network. Expressive language is the language children use to express their desires and to ask and answer questions. Children with autism disorder are children who have problems in aspects of language, one of them is expressive language. Goals: This research aims to determine whether family social support can affect the expressive language skills of children with autism at the Yogyakarta Autism Service Center. Methods: This research is a quantitative research with cross sectional research design. The sampling technique used a purposive sampling technique with a total sample of 30 autistic children at the Yogyakarta Autism Service Center. The data in this study were analyzed univariately and bivariately. The statistical test used is the Spearment Rank test. Research Result: The test results of bivariate analysis of family social support with expressive language skills of children with autism showed that ρ=0.000 with a correlation coefficient of r=0.628 it’s means that there is an influence between family social support and expressive language abilities of children with autism at the Yogyakarta Autism Service Center. The relationship between the two variables is included in the strong category with a positive direction. Conclusion: Family social support influences the expressive language skills of children with autism at the Yogyakarta Autism Service Center.&#x0D; Keywords: Family Social Support, Expressive Language Skills, Autism.

Meningkatkan Kemampuan Bahasa Ekspresif melalui Media Buku Pop-Up pada Anak Usia 3-4 Tahun

Based on observations of language development in early childhood which is less than optimal in expressive language abilities. This research aims to investigate and determine the influence of pop up book media to improve expressive language skills in children aged 3-4 years at KB Mawar VII Karawang. The development of expressive language includes being able to convey what children feel, telling stories about simple experiences with simple sentences and answering questions. In this writing, the author uses the Classroom Action Research (PTK) method by carrying out two cycles with a target result of 71%. This research is shown on children's expressive language abilities. In the pre-action, children's expressive language abilities obtained an average percentage score of 28.5%. Furthermore, when the first cycle of action was carried out, the child's expressive language abilities increased to reach a percentage value of 46.6%. It is known that there has been an increase in cycle I but has not yet reached the target. Therefore, the researchers carried out cycle II actions and in this action the children's expressive language abilities increased with a percentage value of 85.5%. This states that this research is said to be successful because it can achieve the expected targets.

EXPERIMENTAL STUDY OF MUSIC THERAPY USING PIANO AND CHORUS TEACHING METHOD TO IMPROVE LANGUAGE ABILITY AND SOCIAL BARRIERS OF CHILDREN WITH AUTISM SPECTRUM DISORDERS

Autism in children is an abnormality of pervasive developmental disorder caused by biological factors, mainly manifested by social disorders, language disorders, and behavioural problems. After years of music therapy research and practical teaching, the author found that piano performance and choral singing can help autistic children improve their language skills and social disorders. This paper uses quantitative research methods. Data sampling and experimental investigation were conducted on 256 teachers at Chengdu Autism Institution who used piano and choral pedagogy in music therapy to improve language ability and treat social disorders in children. By using SPSS and through the comparative analysis of data before and after the experiment, study the intervention effect of using piano and choral pedagogy in music therapy for children with autism on improving language ability and treating social disorders in children with autism. This study found that using this method greatly affects the improvement of language ability and social impairment in children with autism.

Beyond the language network: Associations between reading, receptive vocabulary, and grey matter volume in 10-year-olds

Most research on the neurostructural basis of language abilities in children stems from small samples and surface-based measures. To complement and expand the existent knowledge, we investigated associations between grey matter volume and language performance in a large sample of 9-to-11-year-old children, using data from the Adolescent Brain Cognitive Development (ABCD) Study (N = 1865) and an alternative measure of grey matter morphology. We estimated whole-brain grey matter volume for one half of the sample (N = 939) and tested for correlations with scores on a picture vocabulary and a letter and word reading test, with and without factoring in general intelligence and total grey matter volume as additional covariates. The initial analyses yielded correlations between grey matter in the right occipital fusiform gyrus, the right lingual gyrus, and the cerebellum for both vocabulary and reading. Employing the significant clusters from the first analyses as regions of interest in the second half of the cohort (N = 926) in correlational and multiple regression analyses suggests the cluster in the right occipital fusiform and lingual gyri to be most robust. Overall, the amount of variance explained by grey matter volume is limited and factoring in additional covariates paints an inconsistent picture. The present findings reinforce existent doubt with respect to explaining individual differences in reading and vocabulary performance based on unique contributions of macrostructural brain features.

Predicting language outcomes in bilingual children with Down syndrome

ABSTRACT Continuous approaches to measuring bilingualism have recently emerged as a means of understanding individual variation in language abilities. To date, limited information is available to assist in understanding the language abilities of bilingual children with Down syndrome (DS), who are specifically known to have a large variation in linguistic outcomes. Group studies in this population report that children exposed to two languages do not differ from their monolingual counterparts after considering age and non-verbal cognitive abilities, although no study to date has examined the relationship between the amount of exposure to one language and the linguistic abilities in the other language within this population. This study sought to identify whether exposure to an additional language, specifically Welsh, predicted linguistic abilities in the majority language, in this case, English. Sixty-five children between the ages of 5;5–16;9 who had varied linguistic experiences completed a range of cognitive and linguistic assessments. Results from hierarchical regression analyses show that the amount of exposure to Welsh had no impact on language abilities in English, after controlling for non-verbal cognitive abilities, short-term memory and socioeconomic status. This demonstrates that exposure to an additional language does not have a negative impact on language development, a finding that has important clinical and educational implications.