Language Abilities Research Articles

Perkembangan Kemampuan Bahasa Reseptif Anak Usia 4-5 Tahun Melalui Penerapan Metode Read Aloud

Receptive language ability needs to be considered in early childhood, so that listening to understand the language that children hear. This study aims to describe the application of the read-aloud method in TK Islam El-Fash, South Tangerang City, its role in children's receptive language development of children aged 4-5 years. This research uses qualitative, with descriptive research methods, with 5 research participants. The data collection techniques used observation, interviews, and documentation. The result indicates the application of the read-aloud method with the teacher's consideration in choosing picture storybooks based on picture storybooks that are chosen to have fewer words, more pictures, and story content adapted to the conditions and the child's immediate environment, child involvement choosing story ideas. There are supporting factors, training that teachers have received, the availability of library space, and children's reading books. The inhibiting factors are if at the beginning of the school year, conditioning motivation is needed so that children are orderly when the teacher applies the read-aloud method and the need for a quality reading book collection. The impact of applying the read-aloud method can develop children's receptive language skills.

Tradisional ABC Lima Dasar pada Pembelajaran PAI di SMK Al-Fudlola’ Porong Sidoarjo

This research and development aims to produce a learning model based on the traditional ABC Lima Dasar games that is effective and feasible for PAI learning at Al-Fudlola' Porong Sidoarjo Vocational School . This model was developed through a Research and Development (R&D) approach using the 4D development model, namely define, design stage, develop stage, disseminate stage. Data collection techniques use observation, interviews, and questionnaires. The game-based learning model as a learning model provides opportunities for students to interact, collaborate and explore actively in PAI learning. The results found that the Five Basic ABC learning model had a positive impact on students' cognitive, spiritual, emotional, language and socio-cultural abilities. The research results show students' positive response to this learning, describing the Five Basic ABC model as an effective, innovative alternative in PAI learning at Al-Fudlola' Porong Sidoarjo Vocational School.

Introducing the Intra-Individual Variability Hypothesis in Explaining Individual Differences in Language Development.

Response times (RTs) are commonly used in studying language acquisition. However, previous research utilizing RT in the context of language has largely overlooked the intra-individual variability (IIV) of RTs, which could hold significant information about the processes underlying language acquisition. We explored the association between language abilities and RT variability in visuomotor tasks using two data sets from previously published studies. The participants were 7- to 10-year-old children (n = 77). Our results suggest that increased variability in RTs is associated with weaker language abilities. Specifically, this within-participant variability in visuomotor RTs, especially the proportion of unusually slow responses, predicted language abilities better than mean RTs, a factor often linked to language skills in past research. Based on our findings, we introduce the IIV hypothesis in explaining individual differences in language development. According to our hypothesis, inconsistency in the timing of cognitive processes, reflected by increased IIV in RTs, degrades learning different aspects of language, and results in individual differences in language abilities. Future studies should further examine the relationship between IIV and language abilities, and test the extent to which the possible relationship is causal.

MENINGKATKAN KEMAMPUAN BAHASA ANAK USIA DINI 5-6 TAHUN (Studi tentang Pra dan Post Penerapan Metode Labatu di Kelompok Bermain Santo Vincentius A Paulo Kupang)

This research aims to evaluate children's language abilities before and after implementing the Labatu method, identify supporting and inhibiting factors, and measure the effectiveness of the method. This research uses a qualitative method with a descriptive approach to describe the influence of the Labatu method in improving the language skills of young children aged 5-6 years in the Santo Vincentius A Paulo Kupang Playgroup. Data collection techniques include observation, interviews, and documentation, and data analysis. The research results showed that before implementing the Labatu method, children experienced limited vocabulary, difficulty in forming sentences, and low understanding of expressive and receptive language. On the other hand, after effectively implementing the Labatu method, it was proven that children's language skills had significantly increased in terms of vocabulary, speaking ability and understanding of instructions. This method is considered to really support holistic learning, creating a pleasant learning environment and encouraging social interaction as well as the active role of parents and teachers in supporting the language development of children aged 5-6 years at the Santo Vincentius A Paulo Kupang Playgroup.

Associations between brain network, puberty, and behaviors in boys with Klinefelter syndrome.

Klinefelter syndrome (KS), also referred to as XXY syndrome, is a significant but inadequately studied risk factor for neuropsychiatric disability. Whether alterations in functional brain connectivity or pubertal delays are associated with aberrant cognitive-behavioral outcomes in individuals with KS is largely unknown. In this observational study, we investigated KS-related alterations in the resting-state brain network, testosterone level, and cognitive-behavioral impairment in adolescents with Klinefelter syndrome. We recruited 46 boys with KS, ages 8 to 17 years, and 51 age-matched typically developing (TD) boys. All participants underwent resting-state functional magnetic resonance imaging scans, pubertal, and cognitive-behavioral assessments. Resting-state functional connectivity and regional brain activity of the participants were assessed. We found widespread alterations in global functional connectivity among the inferior frontal gyrus, temporal-parietal area, and hippocampus in boys with KS. Aberrant regional activities, including enhanced fALFF in the motor area and reduced ReHo in the caudate, were also found in the KS group compared to the TD children. Further, using machine learning methods, brain network alterations in these regions accurately differentiated boys with KS from TD controls. Finally, we showed that the alterations of brain network properties not only effectively predict cognitive-behavioral impairment in boys with KS, but also appear to mediate the association between total testosterone level and language ability, a cognitive domain at particular risk for dysfunction in this condition. Our results offer an informatic neurobiological foundation for understanding cognitive-behavioral impairments in individuals with KS and contribute to our understanding of the interplay between pubertal status, brain function, and cognitive-behavioral outcome in this population.

Vocabulary and expressive morpho-syntax in individuals with Down syndrome: Links to narration

BackgroundNarrative ability is crucial for social participation in everyday and school life but involves different language abilities such as vocabulary and morpho-syntax. This is particularly difficult for individuals who display both language and cognitive impairments. Previous research has identified productive vocabulary as a possible key factor for narrative performance in individuals with Down syndrome. Considering a close connection between lexical and morpho-syntactic performance within language acquisition and the distinct impairments that individuals with Down syndrome display concerning their morpho-syntactic skills, the nature of a relation between vocabulary and narrative skills under the influence of grammatical deficits requires further investigation. MethodsNarrations were obtained from 28 children and adolescents with Down syndrome (aged 10;0–20;1) using a non-verbal picture book. Narrative abilities were rated using the Narrative Scoring Scheme across seven narrative aspects (including macro- and microstructure). Vocabulary analyses and morpho-lexical context analyses including verb and conjunction enumerations, evaluation of verb position and MLU were conducted. Findings from the transcript analysis have been supplemented with data from standardized language measures evaluating expressive lexical and morpho-syntactic development. A multiple regression analysis was conducted to identify significant predictors for narrative outcome in the participants with Down syndrome. ResultsLexical analyses revealed a high heterogeneity in production of subordinating conjunctions as a link between lexical and morpho-syntactic abilities. Comparisons of standardized and narrative data demonstrated differences in subordinate clause production depending on the elicitation setting. A multiple regression analysis identified the number of different verbs in the narrative task as the most significant predictor for narrative performance in individuals with Down syndrome. Discussion and implicationsThe findings of this study contribute to the knowledge regarding factors that influence narrative performance in individuals with language impairment. A differentiated verb lexicon can be identified as the key ability for reaching advanced narrative skills in participants with Down syndrome. These findings are of clinical relevance for therapeutic and educational support and contribute to an understanding of the relation between strengths in vocabulary and morpho-syntactic weaknesses in individuals with Down syndrome within communicative participation.

Language and sensory characteristics are reflected in voice-evoked responses in low birth weight children.

Children born with very low birth weight (VLBW) are at higher risk for cognitive impairment, including language deficits and sensorimotor difficulties. Voice-evoked response (P1m), which has been suggested as a language development biomarker in young children, remains unexplored for its efficacy in VLBW children. Furthermore, the relation between P1m and sensory difficulties in VLBW children remains unclear. 40 children with VLBW were recruited at 5-to-6 years old (26 male, 14 female, mean age of months ± SD, 80.0 ± 4.9). We measured their voice-evoked brain response using child-customized magnetoencephalography (MEG) and examined the relation between P1m and language conceptual inference ability and sensory characteristics. The final sample comprised 36 children (23 boys, 13 girls; ages 61-86 months; gestational ages 24-36 weeks). As a result of multiple regression analysis, voice-evoked P1m in the left hemisphere was correlated significantly with language ability (β = 0.414 P = 0.015) and sensory hypersensitivity (β = 0.471 P = 0.005). Our findings indicate that the relation between P1m and language conceptual inference ability observed in term children in earlier studies is replicated in VLBW children, and suggests P1m intensity as a biomarker of sensory sensitivity characteristics. We investigated brain functions related to language development and sensory problems in very low birth-weight children. In very low birth weight children at early school age, brain responses to human voices are associated with language conceptual inference ability and sensory hypersensitivity. These findings promote a physiological understanding of both language development and sensory characteristics in very low birth weight children.

Variables asociadas a las características de comunicación y lenguaje de las personas con síndrome de Angelman en una muestra de la península Ibérica

IntroductionAngelman syndrome (AS) is a rare condition with low prevalence associated with severe global developmental delay, behavioral phenotype of happy appearance and social interaction, moderate to severe intellectual disability with minimal or absent oral language associated with molecular etiology and featuring clinical variables. ObjectivesTo describe communication and language abilities in a sample of individuals with AS from Spain and Portugal, explore the influence of molecular etiology, age and use of Augmentative and Alternative Communication (AAC). Materials and methodsThe sample comprised 40 individuals diagnosed with AS, from the Iberian Peninsula, assessed using the MacArthur Communicative Development Inventories. ResultsA characteristic profile is shown with a predominance of gestures and receptive language over expressive. Differences are noted by molecular subtype, age, use of AAC and the origin in the Iberian Peninsula. ConclusionsThe linguistic phenotype for Angelman Syndrome is consistent with findings from other studies, however associated variables such as molecular etiology and use of AAC should be considered.

Assessment of communication-related quality of life in individuals with Alzheimer’s disease

ABSTRACT Purpose Alzheimer’s Disease is a neurodegenerative condition that affects individuals’ cognition, attention, behavior and language skills. With disease progression, problems are also observed in individuals’ participation in social life. Our aim was to investigate communition-related quality of life in individuals with Alzheimer's Disease and their language abilities. Method In this study, data were collected from a total of 47 Alzheimer’s Disease patients between the ages of 55–85. The Montreal Cognitive Assessment (MoCA), Aphasia Language Assessment (ADD), Aphasia Impact Questionnaire (AIQ-21) and Beck Depression tests were administered. The Alzheimer’s Disease Related Quality of Life (ADRQL) scale was administered to caregivers. Results and Conclusion As a result of the study, we found that there is a relationship between language and quality of life of individuals with Alzheimer’s Disease. The quality of life of individuals with Alzheimer’s Disease is affected in line with their language skills. In order to more thoroughly investigate this relationship, additional research should be conducted.

MDB-30. ZOLPIDEM, A PROMISING DRUG TO IMPROVE POSTOPERATIVE CEREBELLAR MUTISM SYNDROME (CMS): RETROSPECTIVE STUDY OF 19 PEDIATRIC PATIENTS WITH POSTERIOR FOSSA TUMORS

Abstract INTRODUCTION Postoperative Cerebellar Mutism Syndrome (CMS) affects up to 25% of patients undergoing surgeries for posterior fossa (PF) tumors. There is no established treatment for CMS, although zolpidem has become widespread after reporting remarkable responses in some cases. However, there is very limited scientific evidence, prompting us to document our experience with zolpidem. OBJECTIVES To evaluate the efficacy and safety of zolpidem in patients with postoperative CMS in PF tumors. METHODS Observational, descriptive, retrospective study conducted at our institution. Patients <21 years diagnosed with CMS following PF tumor surgery between 2011-2023 and treated with zolpidem were included. Demographic and clinical data, therapies, CMS scales, and outcomes were collected. RESULTS Nineteen patients met the criteria, 84% males, median age 8 years (range, 9 months-19 years), and median follow-up time 30 months (range, 2-126). Diagnoses included 58% medulloblastoma, 21% pilocytic astrocytoma, 10.5% ependymoma, 10.5% others. CMS mutism scale was rated mild, moderate and severe in 5%, 21% and 74%, respectively. Median zolpidem administration was 31 days (range, 2-241) and median maximum dose was 0.25 mg/kg/day (range, 0.10-0.90). Mutism scores improved in 37% (7/19), 53% (8/15) and 64% (9/14) of patients that received zolpidem for at least 48h, 7 and 14 days, respectively. Subjective improvement in communication and interaction was observed in 74% (14/19). Only three patients with mild somnolence and one with initial irritability and insomnia were reported. CONCLUSIONS To our knowledge, this is the largest study of patients treated with zolpidem for CMS. A considerable proportion of children improved their language abilities within the first 24-48h, but some patients may even benefit from more prolonged treatment. Most children showed an adequate tolerance with very few side effects. Further studies are urgently needed, preferably within a randomized clinical trial, to find the real efficacy, appropriate dosage, and duration of zolpidem.

When a Child is Speech Delay: Causes, Diagnosis, and Intervention

Speech Delayin children is a developmental problem that often raises concerns for parents and health professionals. This research aims to identify the causes, diagnostic methods and effective interventions for treating speech delays in children. The causes of speech delays can vary, including genetics, environment, hearing loss, and medical and neurological conditions such as autism and language spectrum disorders. A diagnosis of speech delay requires a comprehensive evaluation by a multidisciplinary team that includes a pediatrician, speech pathologist, psychologist, and audiology specialist. Assessment tools such as language development tests and clinical observations are often used to assess a child's speech and language abilities. Effective interventions include speech therapy, language stimulation programs, as well as active involvement of parents in therapy. In addition, early intervention is highly recommended to maximize a child's speech development potential. This research emphasizes the importance of early detection and appropriate intervention to overcome speech delays and support optimal communication development in children.

The Application of Mindset Theories in English Language Education: A Synthesis of Recent Research

<p style="text-align:justify">Mindset theories have been applied to study motivation in various domains, with researchers talking about different mindsets in diverse academic domains. The domain specificity of mindsets has led second language researchers to suggest distinct mindsets concerning language ability and learning outcomes. While there is no lack of research on the application of mindset theories, a systematic synthesis of the literature on mindset theories focusing on the language education domain has remained relatively unexplored. The literature in this study was identified by conducting keyword searches in Scopus and EBSCOhost research databases using a combination of the following terms: “mindset theories”, “English as a foreign language”, “English as a second language”, and “teacher training”. The search results were limited to research articles published in English-medium refereed journals from 2013 to 2023. We scrutinized the titles and abstracts of 128 articles in the initial round of screening and did a second round of close reading for relevance to the synthesis focus. This chapter synthesizes 40 research papers on the application of mindset theories in the domain of language teaching and learning, including 1) studies on language skills such as writing, 2) studies related to language teachers’ role and teacher training, and 3) theoretical and practical applications of mindset theories. The conclusions drawn will be used to recommend future directions in research and practice. The chapter will contribute to the field of mindset theories in language education in terms of research and practice for educators and researchers.</p>

Mampu Bernaratif dalam Bahasa Indonesia Dikalangan Remaja

Narrative ability in the Indonesian language among teenagers is an important topic to investigate, considering the role of language as a tool for communication and cultural expression. This research aims to explore the extent to which teenagers can construct and deliver narratives in Indonesian properly and correctly. The research method used includes surveys and in-depth interviews with a number of teenagers from various educational and social backgrounds. The results indicate that teenagers' narrative abilities are influenced by factors such as the quality of Indonesian language education, the use of social media, and reading habits. The study also found that while many teenagers can create creative and engaging narratives, there are still challenges regarding the correct use of grammar and vocabulary richness. Therefore, further efforts are needed from various parties, including educators and parents, to enhance teenagers' narrative abilities in the Indonesian language.

ENHANCING ENGLISH VOCABULARY MASTERY THROUGH CHAIN CARD GAMES FOR JUNIOR HIGH SCHOOL STUDENTS AT SMPN 7 MEDAN

This study aims to evaluate the effectiveness of Chain Card Game strategy in improving vocabulary of eighth grade students at SMP Negeri 7 Medan. The research method used Classroom Action Research (PTK). Classroom Action Research (CAR) with three cycles: Pre-cycle, cycle1, and cycle2 to assess the impact of this strategy on students participation and performance. Data was collected through observation, grade scores, and documentaion. The analysis of data demonstrated a notable enhancement in the students vocabulary abilities following the implementation of the chain card game strategy. These findings reinforce the significance of interactive and game-based learning methodologies in enhancing English language proficiency. Further investigation could elucidate the long-term consequences of employing this strategy on students language abilities.

SECOND-LANGUAGE ACQUISITION AND ERROR ANALYSIS

English has a critical role in creating connection between people from all over the world in a variety of industries. That is why many people in developing countries acquire English as a second language and Azerbaijan is one of them. Many people learn English by taking different English language courses. Speaking one of the challenging skills among language abilities. Students tend to make some errors when they speak in a second language. This paper explains what second language acquisition is and how to do error-analysis. Later the paper analyses the most typical English errors by upper-intermediate level Azeri ESL learners in speaking. The main aim the current research is to identify the most typical speaking errors of Azerbaijani university students who are taking General English lessons at a language centre in Baku, Azerbaijan. The main resources of the data consist of recordings of students when having daily conversation in English with teachers and feedback by teachers for their speech. All feedback by teachers is analysed and typical errors are found out by the researcher. In total, twenty-five students and eight teachers attended in the research. Ninety-six recordings were provided with feedback by teachers and ninety-six feedback samples for students were analysed by the researcher. Three research questions are asked and the researcher analysed three types of errors including grammar, lexical and pronunciation, also their specific error patterns. All results including frequency of above-mentioned errors are shown in tables and figures. This part of the study can serve as an example for large-scale studies on analysing typical errors and benefit students and also teaching English programs. Teachers can use these findings as a resource to teach their students and help them to avoid typical errors while speaking. Keywords: second language, error analysis, common mistakes, language acquisition, speaking.

Neural oscillations during predictive sentence processing in young children

The neural correlates of predictive processing in language, critical for efficient sentence comprehension, is well documented in adults. Specifically, adults exhibit alpha power (9–12 Hz) suppression when processing high versus low predictability sentences. This study explores whether young children exhibit similar neural mechanisms. We analyzed EEG data from 29 children aged 3–5 years listening to sentences of varying predictability. Our results revealed significant neural oscillation differences in the 5–12 Hz range between high and low predictability sentences, similar to adult patterns. Crucially, the degree of these differences correlated with children’s language abilities. These findings are the first to demonstrate the neural basis of predictive processing in young children and its association with language development.

Cognitive Semantic Features of Phraseological Units Denoting Human Intellectual Abilities in English and Uzbek Language

Cognitive Semantic Features of Phraseological Units Denoting Human Intellectual Abilities in English and Uzbek Language

Pemanfaatan Poster Abjad Bergambar Untuk Mengembangkan Kemampuan Bahasa Dan Kognitif AUD

The background to this research includes family planning students (aged 3-4 years) in PAUD who have difficulty re-naming letters that have been introduced. The aim of this research is to improve language skills regarding recognizing letters and cognitive abilities regarding recognizing animal names through illustrated alphabet posters. The method used in this research is descriptive research. The results of this research were several students who achieved very good development in recognizing letters where students were able to independently and help their friends in recognizing letters and at the same time students were able to recognize the names of animals through this poster. The conclusion of this research is that using illustrated alphabet posters can improve language skills in the material recognizing letters and can improve cognitive abilities in the material recognizing animal names. The level of achievement of language and cognitive development has increased. It is proven that illustrated alphabet posters can improve AUD's language and cognitive abilities because the illustrated alphabet posters are used by students to recognize letters and animal names easily and in a fun way.

The Effect of Giving Lavender Aromatherapy on Sleep Quality in the Elderly in Kamasan Village, Banjaran District, Bandung Regency in 2023

Background: Old age is a period of decline. This causes a significant decline in cognitive abilities and the speed of the aging process, such as impaired concentration, impaired language and memory abilities. As people get older, many changes occur, both physically and mentally. Changes in appearance that are part of the normal aging process, such as decreased vision, lack of sleep or decreased stamina, pose a threat to the integrity of the elderly. Objective: Analyze the effect of giving Lavender Aromatherapy on the Sleep Quality of the Elderly in Kamasan Village, Banjaran District, Bandung Regency in 2023 Methodology: The research design used was quasi experimental with pre and post two group design. The sample in this study consisted of 32 pregnant women, consisting of 16 people in the intervention group and 16 people in the control group. The sampling technique uses random sampling technique. The research instrument used was the Pittsburgh Sleep Quality Index (PSQI) questionnaire regarding sleep quality. Data were analyzed using descriptive statistics and the Wiolcoxon test to determine the difference in sleep quality scores before and after the intervention group and the control group Research Results: showed changes in the sleep quality of elderly women before and after giving lavender aromatherapy. The results of statistical knowledge tests showed that the significance value (p-value) was 0.000. The p-value (0.000) < p alpha (0.05) means that there is an effect of giving lavender aromatherapy on the sleep quality of elderly women in Gunamekar Village, Bungbulang District, Garut District in 2023. Conclusion: giving lavender aromatherapy provides significant changes to the sleep quality of elderly women Suggestion: It is hoped that the elderly, their families and the community can play an active role in health service programs, especially regarding the health of the elderly, to be able to carry out routine checks so that they can treat their complaints as early as possible.

Does Gestural Communication Influence Later Spoken Language Ability in Minimally Verbal Autistic Children?

The current study examined the predictive role of gestures and gesture-speech combinations on later spoken language outcomes in minimally verbal (MV) autistic children enrolled in a blended naturalistic developmental/behavioral intervention (Joint Attention, Symbolic Play, Engagement, and Regulation [JASPER] + Enhanced Milieu Teaching [EMT]). Participants were 50 MV autistic children (40 boys), ages 54-105 months (M = 75.54, SD = 16.45). MV was defined as producing fewer than 20 spontaneous, unique, and socially communicative words. Autism symptom severity (Autism Diagnostic Observation Schedule-Second Edition) and nonverbal cognitive skills (Leiter-R Brief IQ) were assessed at entry. A natural language sample (NLS), a 20-min examiner-child interaction with specified toys, was collected at entry (Week 1) and exit (Week 18) from JASPER + EMT intervention. The NLS was coded for gestures (deictic, conventional, and representational) and gesture-speech combinations (reinforcing, disambiguating, supplementary, other) at entry and spoken language outcomes: speech quantity (rate of speech utterances) and speech quality (number of different words [NDW] and mean length of utterance in words [MLUw]) at exit using European Distributed Corpora Project Linguistic Annotator and Systematic Analysis of Language Transcripts. Controlling for nonverbal IQ and autism symptom severity at entry, rate of gesture-speech combinations (but not gestures alone) at entry was a significant predictor of rate of speech utterances and MLUw at exit. The rate of supplementary gesture-speech combinations, in particular, significantly predicted rate of speech utterances and NDW at exit. These findings highlight the critical importance of gestural communication, particularly gesture-speech (supplementary) combinations in supporting spoken language development in MV autistic children.