Expressive Vocabulary Delay Research Articles

아동의 표현어휘 지연 예측 요인 연구: 3세 말늦은 아동과 정상 언어발달 아동의 가정환경의 질 차이를 중심으로

The purpose of this study is to examine the influence of home environment quality on children’s expressive vocabulary development by comparing the home environments of 3-year-old late talkers and typically developing children. The study used the data of 1,723 3-year-old children from the Korean Children’s Panel Study 4th wave data (2011) of the Korea Institute of Child Care and Education (KICCE). Frequency analysis, t-test, and logistic regression were performed to analyze the data. The Early Childhood HOME(ECHOME) was used to measure the quality of home environment and a new variable ‘overall home environment’ was created to represent the average of the six sub-domains of home environment quality. T-test results indicated significant differences in the overall home environment quality and every sub-domain between 3-year-old late talking children and typically developing children. Logistic regression analysis revealed that the overall home environment quality at the age of 3 was a significant predictor distinguishing the two groups. When all six sub-domains were included as an independent variable, learning materials and diversity demonstrated significant influences. This study emphasizes the significance of home environment quality as a predictor of expressive vocabulary delay and identifies specific sub-domains that influence children's language development.

Early diagnostic indicators of childhood apraxia of speech in young children with 7q11.23 duplication syndrome: preliminary findings

ABSTRACT Limited evidence for early indicators of childhood apraxia of speech (CAS) precludes reliable diagnosis before 36 months, although a few prior studies have identified several potential early indicators. We examined these possible early indicators in 10 toddlers aged 14–24 months at risk for CAS due to a genetic condition: 7q11.23 duplication syndrome (Dup7). Phon Vocalisation analyses were conducted on phonetic transcriptions of each child’s vocalisations during an audio-video recorded 30-minute play session with a caregiver and/or a trained research assistant. The resulting data were compared to data previously collected by Overby from similar-aged toddlers developing typically (TD), later diagnosed with CAS (LCAS), or later diagnosed with another speech sound disorder (LSSD). The Dup7 group did not differ significantly from the LCAS group on any measure. In contrast, the Dup7 group evidenced significant delays relative to the LSSD group on canonical babble frequency, volubility, consonant place diversity, and consonant manner diversity and relative to the TD group not only on these measures but also on canonical babble ratio, consonant diversity, and vocalisation structure diversity. Toddlers with Dup7 also demonstrated expressive vocabulary delay as measured by both number of word types orally produced during the play sessions and primary caregivers’ responses on a standardised parent-report measure of early expressive vocabulary. Examining babble, phonetic, and phonotactic characteristics from the productions of young children may allow for earlier identification of CAS and a better understanding of the nature of CAS.

Reading outcomes of children with delayed early vocabulary: A follow-up from age 2–16

BackgroundDelays in expressive vocabulary have been associated with lower outcomes in reading. AimThe aim is to conduct a long-term follow-up study to investigate if early expressive vocabulary delay (late talking) predicts reading development in participants age 16 and under. We examine further if the prediction is different in the presence of family risk for dyslexia (FR) and early receptive vocabulary delay. MethodsExpressive and receptive vocabulary skills were assessed at the age of 2–2.5 years, and reading skills in Grades 2, 3, 8 and 9 (age 8–16). The longitudinal sample consisted of 200 Finnish-speaking children, of which 108 had FR for dyslexia and 92 came from families without reading difficulties. We compared the reading development of five subgroups: 1) FR and no vocabulary delay; 2) FR and late talkers, 3) FR, late talkers and co-existing receptive vocabulary delay; 4) no FR and late talkers; and 5) no FR and no vocabulary delay. ResultsThe group with FR and expressive and receptive vocabulary delay had difficulties in reading comprehension, but not in reading fluency. The late talkers without receptive vocabulary difficulties tended to become typical readers. Conclusions and implicationsDelays in early vocabulary can lead to a reading comprehension deficit, with the specification that expressive vocabulary deficit alone can alleviate in time, whereas the combined deficit is a stronger risk marker.

Early lexical development and risk of verbal and nonverbal cognitive delay at school age

To characterise the relationship between preschool lexical delay and language comprehension and nonverbal intelligence at school age. The mothers of 2724 children completed the MacArthur Communicative Development Inventory when their child reached 1.5years and the Language Development Survey and the Parent Report of Children's Ability at 2.5years. When the children were 6years old, we assessed vocabulary comprehension and nonverbal intelligence using Dutch batteries for language and nonverbal intelligence. Demographic factors explained 9.9% of the variance in vocabulary comprehension and 8.7% of the variance in nonverbal intelligence at 6years. Male gender, low maternal education and non-Western ethnic background predicted vocabulary comprehension delay at 6years. Lexical development at 1.5 and 2.5years explained only 3.8% of the variance in language comprehension at the age of six. Late onset expressive vocabulary delay increased the risk of language comprehension and nonverbal intelligence delay at 6years (OR=2.31, 95% CI: 1.62-3.29 and OR=1.74, 95% CI: 1.17-2.58, respectively). Sociodemographic factors are important predictors of delays in language and nonverbal abilities as children enter school. In contrast, early expressive lexical delays, in particular before the age of two, have limited predictive power for language delays at the age of six.

Fine motor skill predicts expressive language in infant siblings of children with autism.

We investigated whether fine motor and expressive language skills are related in the later-born siblings of children with autism (heightened-risk, HR infants) who are at increased risk for language delays. We observed 34 HR infants longitudinally from 12 to 36 months. We used parent report and standardized observation measures to assess fine motor skill from 12 to 24 months in HR infants (Study 1) and its relation to later expressive vocabulary at 36 months in HR infants (Study 2). In Study 1, we also included 25 infants without a family history of autism to serve as a normative comparison group for a parent-report fine motor measure. We found that HR infants exhibited fine motor delays between 12 and 24 months and expressive vocabulary delays at 36 months. Further, fine motor skill significantly predicted expressive language at 36 months. Fine motor and expressive language skills are related early in development in HR infants, who, as a group, exhibit risk for delays in both. Our findings highlight the importance of considering fine motor skill in children at risk for language impairments and may have implications for early identification of expressive language difficulties.

Early Vocabulary Delay and Behavioral/Emotional Problems in Early Childhood: The Generation R Study

The authors tested associations between (a) parent-reported temporary vs. persistent vocabulary delay and (b) parent-reported behavioral/emotional problems in a sample of 5,497 young Dutch children participating in a prospective population-based study. Mothers completed the MacArthur Communicative Development Inventory-Netherlands (Zink & Lejaegere, 2003) at age 18 months and the Language Development Survey (Rescorla, 1989) at age 30 months, with expressive vocabulary delay defined as scores in the lowest 15th age- and gender-specific percentiles. The Child Behavior Checklist (Achenbach & Rescorla, 2000) was completed by mothers when their children were age 18 months and by both parents when their children were age 36 months, from which Internalizing Problems and Externalizing Problems scores were analyzed. All analyses were adjusted for covariates. Expressive vocabulary delay at age 18 months was weakly related to Internalizing Problems scores at age 18 months as well as mother-reported Externalizing and Internalizing Problems scores at age 36 months (the latter for boys only). Expressive vocabulary delay at age 30 months was weakly associated with mother-reported Externalizing and Internalizing Problems scores (the latter for boys only) and father-reported Internalizing Problems scores. Persistent expressive vocabulary delay predicted the highest risk of mother-reported internalizing and externalizing problems at age 36 months. This population-based study showed modest associations between vocabulary delay and behavioral/emotional problems detectable from 18 months onward.

Home environments of infants: relations with child development through age 3

BackgroundThis study aimed to examine prospective associations of young infants' home environments with expressive vocabulary delay and internalising and externalising problem scores independently of family socioeconomic status (SES) and national...

Late Talking and the Risk for Psychosocial Problems During Childhood and Adolescence

Although many toddlers with expressive vocabulary delay ("late talkers") present with age-appropriate language skills by the time they are of school age, little is known about their broader behavioral and emotional profile. The aim of this study was to determine whether late talkers are at increased risk for behavioral and emotional problems during childhood and adolescence. Participants were from the Western Australian Pregnancy Cohort Study. Early expressive vocabulary was measured by parent report at age 2 years using the Language Development Survey. Late talkers were defined as toddlers who scored at or below the 15th percentile on the Language Development Survey for their gender but were screened not to have any other developmental delays. The Child Behavior Checklist was used to measure problem child behavior with continuous z scores and clinical thresholds at ages 2, 5, 8, 10, 14, and 17 years. Potential confounders included maternal and family sociodemographic characteristics as well as prenatal smoking and alcohol exposure. At age 2 years, late talkers (n = 142) had higher Child Behavior Checklist scores (representing poorer behavior) than control toddlers (n = 1245) in total, internalizing, and externalizing scales and higher risk for clinically significant internalizing and externalizing problems. Regression models, incorporating the confounding variables, revealed no association between late-talking status at age 2 years and behavioral and emotional problems at the 5-, 8-, 10-, 14-, and 17-year follow-ups. Expressive vocabulary delay at the age of 2 years is not in itself a risk factor for later behavioral and emotional disturbances.

Examining Continuity of Early Expressive Vocabulary Development: The Generation R Study

The authors investigated continuity and discontinuity of vocabulary skills in a population-based cohort in the Netherlands. Mothers of 3,759 children completed the Dutch version of the MacArthur Short Form Vocabulary Checklist (Zink & Lejaegere, 2003) at 18 months and a Dutch translation of the Language Development Survey (Rescorla, 1989) at 30 months. At both ages, expressive vocabulary delay was defined as vocabulary scores <10th age- and gender-specific percentile. Of the children, 85.2% had normal vocabulary development at both ages, 6.2% were "late bloomers," 6.0% had late onset expressive vocabulary delay, and 2.6% had persistent expressive vocabulary delay. Word production and comprehension at 18 months explained 11.5% of the variance in 30-month vocabulary scores, with low birth weight, child age, gender and ethnicity, maternal age and education, and parenting stress explaining an additional 6.2%. Multinomial logistic regression was used to identify biological, demographic, and psychological factors associated with each of the vocabulary delay outcome groups relative to the typically developing group. Although multiple perinatal, demographic, and maternal psychosocial factors significantly predicted vocabulary skills at 30 months, positive predictive value and sensitivity were low. Future studies should address to what extent additional factors, such as brain maturation and genetic influences, can improve the prediction and understanding of continuity and discontinuity of language delay.

Bilingual dialogic book-reading intervention for preschoolers with slow expressive vocabulary development

This study examined the feasibility of using a dialogic book-reading intervention for 22–41-month-old bilingual preschool children with expressive vocabulary delays. The intervention was provided in English and Spanish concurrently to an experimental group of six children, while six other children were in a delayed treatment control group. Thirty 15-min sessions using dialogic book-reading strategies were provided in each language in the children's homes, in English by the primary investigator and in Spanish by the children's mothers, who were trained in the techniques of dialogic book-reading. Results showed that the children in the intervention group learned significantly more target words in each language following the intervention than the children in the control group. The children in the intervention group were also able to produce the acquired words at the time of a follow-up test 6 weeks after the end of the intervention. The gains in the overall vocabulary of the two groups of children did not differ significantly. The children's mothers expressed satisfaction with the program, and confirmed the benefits of dialogic book-reading for their children's learning of target words. Learning outcomes: The current paper describes a unique bilingual vocabulary intervention program for preschool children. Readers will gain an appreciation for the rationale for this intervention, and an insight in the implementation of dialogic book-reading. The main goal of the article is to provide the readers with the evaluation of the feasibility of this intervention.

Three Profiles of Language Abilities in Toddlers With an Expressive Vocabulary Delay: Variations on a Theme

The presence of an expressive vocabulary delay (EVD) in the context of otherwise harmonious development has been the main criterion used to define language delay in 2-year-olds. To better understand the communicative functioning of these children, other variables must be considered. In this study, the aim was to delineate and characterize clusters of 2-year-olds with EVD by measuring other language variables in these children. Language and related variables were measured in 68 francophone children with EVD. In a cluster analysis, 2 language variables--(a) language expression and engagement in communication and (b) language comprehension--yielded 3 clusters ranging from weak language ability to high scores on both variables. Further differences were found between these clusters with regard to 2 correlates of lexical acquisition--namely, size of the expressive vocabulary and cognitive development. These results shed new light on the notion of heterogeneity in toddlers who present with an EVD by proposing subgroups among them. A follow-up investigation of these participants is ongoing.

Systematic review of the literature on characteristics of late‐talking toddlers

Research has investigated late-talking toddlers because they are at great risk of continuing to experience language-learning difficulties once they enter school and hence are candidates for early intervention. It is also important to consider this group of children with regards to the immediate characteristics which are detrimental to their development and for which early intervention has become increasingly available. To review the literature on late-talking toddlers in order to identify the characteristics of this population whose importance has been clearly demonstrated, identify sources of incongruence in findings, and to underscore aspects of language delay at 2 years of age and characteristics about which additional knowledge is needed. The review highlights the need to define the language difficulties found in late-talking toddlers based on clinical profiles that go beyond the criterion of an expressive vocabulary delay. It also underscores the association between vocabulary delay and characteristics of the child such as social-emotional development and characteristics of the socio-familial environment such as language stimulation. Future research should take into account the lack of homogeneity observed within the population of children with a vocabulary delay at 2 years of age and attempt to identify subgroups within late-talking toddlers. It should also consider a multifactorial perspective of child development to further the understanding of this phenomenon.

Children With a History of Expressive Vocabulary Delay

Outcomes of 21 children who were previously identified as late talkers were investigated at 5 years of age. The model of service delivery used for these children included a parent program for preventive intervention when the children were 2 years old, followed by focused direct intervention for children whose gains in speech and/or language skills continued to be slow. Their outcomes at 5 years of age were investigated using general language measures as well as higher level language tasks designed to stress the language system. Late talkers’ results were compared to those of a comparison group of children with histories of typical language development. Scores on standardized tests of language development indicated that the majority of late-talking children (i.e., 86%) had ‘caught up’ to their age-matched peers in expressive grammar and vocabulary. However, weaknesses remained in a number of higher level language areas, including a standardized test designed to measure facility with teacher-child discourse, a novel task that examined the child's use of pragmatic cues for anaphora resolution of ambiguous sentences, and narrative tasks. The clinical implications of these findings include close monitoring of these children as they reach school age and intervention in key areas of weakness for children who continue to demonstrate language difficulties as they mature.

The Relationship Between Maternal Language Measures and Language Development in Toddlers With Expressive Vocabulary Delays

This study examined the relationship between variation in maternal language and variation in language development in a group of 12 children with expressive vocabulary delays. Mothers and their children participated in a parent-mediated intervention that adhered to the interactive model of language intervention. This intervention model arises out of social interactionist accounts of language acquisition and maintains that maternal language input has facilitatory effects on child development. The purpose of this study was to examine two compatible explanations for the facilitatory effects of maternal linguistic input in this intervention model: the responsivity hypothesis and the structural hypothesis. The responsivity hypothesis maintains that linguistic input that is semantically contingent on the child’s vocal or verbal utterances, or responsive to the child’s focus, facilitates language learning. The structural hypothesis posits that structural features of maternal language input that are just one step above the child’s abilities promote language learning. The results of this study indicated robust relationships between maternal use of imitation and expansion at Time 1 and measures of child language at Time 2. These results provided support for the effects of responsive language input on the language abilities of this sample of late talkers. These results have implications for social interaction theory and confirm the import of responsive input as viable intervention techniques for young children with expressive vocabulary delays.