Level Of Language Development Research Articles

Estimating Children's Language Development from The Perspective of Kindergarten Teacher’s of The Shahrazor District.

This study aims to identify the level of the language development among preschool children in Shahrazor district from the perspective of teachers, and it is relationship to some of the variables: Gender, social status of the child's family, birth sequence, family size and economic status. Used A measure from the study (Al-Dardir et al., 2016) consisting of (58) items, and it was applied to (89) children male and female from the kindergarten, the measure was answered by kindergarten teachers which is the number of the all teachers in the Shahrazor District. The study used the descriptive analytical approach and the study tool were consisted of language development. The study result showed that the level of language development among the children of Shahrazour district is weak in the total degree, and was there area of language development, the field of verbal communication has received the first grade,Then followed by the field of readiness for reading (pre-reading skills) ranked second, and followed by the field of comprehension ranked third, then readiness for writing (pre-writing skills) came in the fourth rank. In addition, the study results indicated that there were no statistically significant differences between the average degrees of the level of language development in due to the variables: gender of the child, the social status of the child’s family, the birth sequence and the economic status of the family. In addition to a set of recommendations and two suggestions for language development of pre-school children.

Evaluation strategies of emotional hearing and the level of language development in preschoolers with hearing disabilities

Emotions and feelings are manifested in language through suprasegmental elements: timbre, rhythm, tempo, and intonation of the voice in the form of pauses, raising and lowering of the voice. Perceiving a person’s emotional information by voice under normal conditions is possible due to emotional hearing. To date, this important aspect in the assessment of emotional hearing and impressive and expressive language of hearing-impaired children remains understudied. Knowing the structural content and determining effective strategies for evaluating emotional hearing and impressive and expressive language will later serve as scientific-methodological support in the sense of establishing a comprehensive approach to the development of emotional hearing and verbal language (the lexical-semantic side). The article summarizes the results of the experimental research carried out in 2022–2023 regarding the evaluation of emotional hearing and the level of language development in preschoolers with hearing disabilities and presents significant data in comparison with the control group (preschoolers with typical development).

Learning Fun English through Pop-Up QR Book: An Audio-Visual Aid for Early Childhood Foreign Language Development

English is a language that has been widely studied at almost every level of education. Especially at the PAUD level, English can be introduced in portions that are appropriate to the child’s level of language development. Introduction to English for children can start with the introduction of simple English vocabulary and expressions. In practice, English language learning in PAUD does not go completely well due to various factors. This research aims to respond to the needs of English language learning in PAUD, namely by implementing Pop-Up QR Book media, which has been developed within the framework of classroom action research. This research uses classroom action research by applying the Kemmis and McTaggart (1988) model. This model is often quoted in books and articles and consists of four stages: plan, act, observe, and reflect. The research consisted of 2 cycles, each cycle consisting of 2 meetings. This research was carried out at a preschool in Salatiga, Indonesia. The class used to conduct research was Kindergarten A class, consisting of 5 children with an age range of 3–4 years. The data collection uses observational techniques by observing ongoing activities. Activities are performed as needed to achieve goals. The results of the observations are recorded in anecdotal records summarizing key events or processes for use as documents for analyzing the development of children’s English skills in terms of vocabulary recognition. To analyze the data from this classroom action research, there were four criteria related to children’s vocabulary recognition ability using the Pop-Up QR Book learning media as a reference: ‘attracted’, ‘active’, ‘remember’ and ‘understand’. The result of this study shows that the Pop-Up QR Book “Trip to Grandparents’ House” is very good to use as a medium for learning English vocabulary for children aged 3–4 years. It stimulates students’ interest and the ability to remember and understand English vocabulary.

Assessment and Integrated Model of Language Components: Implications for Basic and Special Education Services in Mexico

VALUTAZIONE E MODELLO INTEGRATO DI COMPONENTI DEL LINGUAGGIO: IMPLICAZIONI PER I SERVIZI DI EDUCAZIONE BASICA E SPECIALE IN MESSICO Abstract Language development is important in a person’s life because it is the basis for some learning processes; failure to achieve optimal levels of language development can result in problems related to reading. The present study had two main objectives: first, to assess the communication skills corresponding to the different language components, as well as their relationship with the literacy learning process in children; and second, to explain the relationship between oral communication skills, letter knowledge and reading ability. To achieve this goal, we examined reading ability, letter knowledge, and oral communication skills through three different instruments. We evaluated total of 121 children enrolled in three different elementary in Hermosillo, Mexico schools were evaluated. Among the findings, 54.5% of the participants scored less than one standard deviation below the mean in language development, indicating a possible delay in the reading skills. The results of our model also confirmed that reading ability is predicted by letter knowledge and oral communication skills. The model suggests that letter knowledge has an indirect effect on the relationship between oral communication skills and reading ability.

Determining the L2 academic writing development stage: a corpus-based research on doctoral dissertations

AbstractThis corpus-based research investigates features representing different stages of development in Pakistani academic writing (AW) to determine the stage of Pakistani AW in physical and social sciences. Corpus for this research comprises texts from 80 doctoral dissertations and is analyzed through AntConc after tagging with Multidimensional Analysis Tagger (MAT) and TagAnt. Results show Pakistani AW in both disciplines frequently comprising nouns as pre-modifiers that represent Stage-3. These are lower level features used by the writers developing towards higher levels. Therefore, Pakistani advanced level AW in physical and social sciences is positioned at Stage-3. This suggests that Pakistani writers in these disciplines are operating below the expected developmental level specifically Stage-5. These results are found to oppose the general hypothesis i.e. L2 (English as a second language) academic writers frequently use phrasal features at the advanced level. Consequently, Pakistani AW is concluded to be below the required level of language development.

Investigation of the relationship between school maturity levels and speech and language development of preschool students

This study aims to examine the relationship between school maturity levels and speech and language development of children receiving preschool education. The correlational survey models was used to determine these relationships. The sample of the study consists of 44 boys and 58 girls who are studying in public schools in Meram district of Konya province in the 2022-2023 academic year and a total of 102 kindergarten students and 6 kindergarten teachers responsible for the education of these students. In the study, the Metropolitan School Maturity Test was used to determine the school maturity levels of the students as a data collection tool, and the Speech and Language Development Questionnaire was used to determine the students' speech and language development characteristics. The research data were analyzed by using SPSS 25 program. Accordingly, it was found that there was a significant positive relationship between the speech and language development of the students and the general preparation and number preparation sub-dimensions of school maturity. It was found that there was a significant differentiation in favor of girls between speech and language development by gender and all sub-dimensions of school maturity. It was found that there was no significant differentiation between the speech and language development levels of the students according to age; and in all sub-dimensions of school maturity, there was a significant differentiation in favor of the 6-year-old students according to age.

Relationship between quality of professional capacity building for kindergarten teachers and children's language development: the mediating role of kindergarten language education activities quality.

Strengthening the professional capacity building for kindergarten teachers is crucial for improving the quality of kindergarten education and promoting children's development. In order to explore the impact of the quality of professional capacity building for kindergarten teachers and kindergarten language education activities quality on children's language development, a study was conducted. A total of 1,584 children from 90 kindergartens in 5 provinces in China were randomly selected as research participants. Utilizing an independent sample t-test and correlation analysis (with SPSS 26.0 as the tool), the study analyzed the disparities in the professional capacity building for kindergarten teachers of different types, kindergarten language education activities quality, and the children's language developmental levels, as well as the interrelationships among these factors. A multilevel structural equation model (using MPLUS 8.3 as the tool) was employed to analyze the mediating role that the kindergarten language education activities quality plays between the quality of professional capacity building for kindergarten teachers and children's language development levels. The results indicate that children in public kindergartens demonstrate significantly higher language development levels than those in private kindergartens. A positive correlation exists between the quality of professional capacity building for kindergarten teachers, kindergarten language education activities quality and children's language development levels. Furthermore, kindergarten language education activities quality shows partial mediating effects on the relationship between them. These findings highlight the need to enhance the quality of education in private kindergartens, reduce the disparities in language development levels between private and public kindergartens, and reinforce the quality of professional capacity building for kindergarten teachers to provide effective support for children's language development. Ultimately, the study suggests concentrating on the organization and implementation of kindergarten language education activities as a means of evaluating the quality of professional capacity building for kindergarten teachers.

Atypical mismatch negativity during sleep in young children with autism spectrum disorder

Objectives: Autism spectrum disorders (ASD) are pervasive developmental disorders.The prevalence of ASD has risen sharply in the last few years, reaching 1 in 68. Previous studies have found that abnormal auditory processing is the most common and one of the early sensory abnormalities in ASD children, which may relate to clinical manifestations such as poor language ability, pitch and voice intonation, and insensitivity or hypersensitivity to sound. Mismatch negativity (MMN) is considered as an optimal electrophysiological indicator in the pre-attentive central processing of acoustic change detection. Previous MMN studies on ASD were limited to children and adults older than five. This may be related to the difficulty for young children to cooperate with MMN recording in the awake state. Meta-analysis study indicated mixed findings on MMN latencies and amplitudes in ASD, possibly due to the different stimulation types and age ranges. This is the first study to record cotical auditory evoked potentials(CAEPs) and MMNs induced by frequency change in ASD children constrained from 2 to 5 years old. Method: MMNs were recorded from eighteen ASD children and typical controls during sleeping. The oddball paradigm for approximately 15-min lengths was given with standard (80%, 1000 Hz, 40-millisecond duration) and frequency deviant (20%, 2000 Hz, 40-millisecond duration). The presentation rate was 1.1 per second. A total of 750 stimuli were presented to each subject to obtain at least 150 deviant stimuli.The CAEP latencies and amplitudes were labeled.MMN areas were calculated based on the marked latencies and amplitudes. The latencies and amplitude of CAEPs and the latency, amplitude, and area of MMNs were recorded. Results: Our data showed that the latencies of MMN were significantly longer, and the amplitudes were significantly smaller in ASD children than those in typical controls. Due to the MMN representing the integrity of the primary auditory cortex and its auditory pathway projecting to the hippocampus, prolonged MMN response in ASD children may be related to the lack of mature axons in the deeper cortex and prolonged myelination. Conclusions: This is the first study that reported MMN response characteristics evoked by acoustic stimulation with a 100% frequency rise at 1kHz in young ASDs during sleepness. Findings from the current research indicate that MMN recording could be reliably recorded in young children with ASD at an early age to assess auditory discrimination function. There is much work to be done to further the scientific underpinning of this measurement. Studying young ASD children is essential to understand the impact of the sound encoding process on language development. Future directions should focus on understanding the association between auditory processing characteristics and ASD core symptomatology (namely, social communication and restricted/repetitive behaviors), independent of language development levels. This research was supported by the National Natural Science Foundation;China (Grant Number: 82000974), Science, Technology and Innovation Commission of Shenzhen Municipality (JCYJ20190809174405505), and Shenzhen Maternity & Child Healthcare Hospital Science Foundation (Grant Number: FYA2018011) to CL This is the full abstract presented at the American Physiology Summit 2023 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

IMPROVING EARLY CHILDHOOD LANGUAGE DEVELOPMENT THROUGH PLAYING SCRAMBLE

Children's low level of language development makes parents worried because with language children can interact with other people. Playing scramble is one of the efforts to improve language development by providing opportunities for children to be creative in composing sentences. This research is descriptive qualitative research that aims to build knowledge through understanding and discoveries based on the results of the study with children in kindergarten. Data were collected through observations and interviews with TK Dharma Wanita Bhakti Negara, TK Pertiwi Taman Asri, and TK Harapan Setia Negara. Based on the results of the study revealed that language development has increased. The implications of playing scramble provide fun learning so that children are very enthusiastic about participating in language learning. Children have an increase in vocabulary and children can arrange words into sentences.

Comparison of Language Development, Emotional and Behavioral Problems, Parental Attitude Characteristics, Parental Stress Level and Related Factors in Preschool Period, Between Preterm and Term-Born Children

Objective: We aimed to investigate language development, emotional and behavioral problems, parental attitudes, parental stress levels, and related factors in preschool period between children who were born preterm and term. Material and Methods: We included 176 children, of whom 90 were born preterm and 86 term, and their mothers. Mothers filled out the sociodemographic data form, Child Adjustment and Parent Efficacy Scale (CAPES-TR), Parenting Stress Index-Short Form (PSI-SF), and Parenting Styles and Dimensions Questionnaire – Short Version (PSDQ) scales. Denver II Developmental Screening Test (DDST) and Test of Early Language Development - Third Edition (TELD-3) were applied to children. Results: The mean age was 37.97±3.62 months for the preterm children, and 38.77±3.28 months for the term children. The scores of preterm children were lower in the TELD-3 subtests. The rates of children with abnormal development regarding personal social development and language development were significantly higher in preterm children (p=0.007 for personal social development and <0.001 for language development, respectively). CAPES-TR emotional and behavioral problems scores were higher in preterm children. CAPES-TR Parental Self-Efficacy Subscale was lower in preterm children (p<0.001). PSI-SF total score and PSDQ permissive parenting subscale score were higher in mothers of preterm children (p=0.005 and p<0.001, respectively).The preterm-born children were more commonly diagnosed with language disorder and global developmental delay (p=0.006 and p=0.019, respectively). A positive correlation was found between the week of birth, maternal education level and monthly income level and TELD-3 scores, DENVER personal social and language development level (p<0.050). Conclusion: Our study revealed closer follow-up is important for preterm children to plan special education support when it is necessary.

The Readability of Language: Observing the Non-Linguistic and Linguistic Features in the Communication of a Child with Congenital Deafblindness


 Children with congenital deafblindness (CDB) have, similar as deaf and hearing children, an innate ability to acquire a language. It is known to be a challenge for children with CDB to acquire a first language. Most children with CDB do not learn to speak or sign and remain at a pre-linguistic level of language development. Observing non-linguistic and linguistic features is essential for pre-linguistic and early linguistic language development. This study used a systematic observation instrument to observe the non-linguistic and linguistic features of a child with CDB. The case study resulted in a qualitative analysis of communicative expressions and signs made by the child with CDB. BET's and gestures were expressed consistently and correctly in the context of the communication. The linguistic features of the signs expressed by the child did not match the features used in the conventional signs. Also, the child produced different phonological forms of one particular sign, making the signs of the child inconsistent. We discussed that inconsistent signs can lead to difficulty with the signs by the communication partner. Difficulty with readability of signs of the child by the communication partner may negatively influence the language development of the child. Different possible causes of the incorrect and inconsistent signs of the child were discussed, such as the inability of the child with CDB to access the linguistic features of the communication of the communication partner. Recommendations were given to support the language acquisition of children with CDB. Also, recommendations were given for further research.

Longitudinal data collection to follow social network and language development dynamics at preschool

DyLNet is a large-scale longitudinal social experiment designed to observe the relations between child socialisation and oral language learning at preschool. During three years, a complete preschool in France was followed to record proximity interactions of about 200 children and adults every 5 seconds using autonomous Radio Frequency Identification Wireless Proximity Sensors. Data was collected monthly with one week-long deployments. In parallel, survey campaigns were carried out to record the socio-demographic and language background of children and their families, and to monitor the linguistic skills of the pupils at regular intervals. From data we inferred real social interactions and distinguished inter- and intra-class interactions in different settings. We share ten weeks of cleaned, pre-processed and reconstructed interaction data recorded over a complete school year, together with two sets of survey data providing details about the pupils’ socio-demographic profile and language development level at the beginning and end of this period. Our dataset may stimulate researchers from several fields to study the simultaneous development of language and social interactions of children.

„Z vnějšku“ a „z nitra“

This article offers one of the possibilities of establishing a design for general anthropology. It works with the categories of “inwardness” (Innerlichkeit) and points to possible solutions of combining the spiritual, semiotic, or psychological “from the inside” with the empirical “from the outside”. Using the example of the discussion on “basic colour terms”, the article considers various levels of the evolution of designating colour (genetic, epigenetic, the level of coevolution of genes and culture, the level of evolution and diffusion of culture, the level of language development). At the same time, it considers the options of how to formulate testable theories that would combine ontogenesis, (cultural) phylogenesis, and cultural-historical developments.

Assessment and education of reading-writing premises through psycho-logo pedical strategies in preschoolers

Scientific studies confirm that psychological preparation for school depends on the level of language development, as well as on the psycho-pedagogical intervention programs applied during the preparation for school. The activities of learning to read and write are some of the most complex, because they involve a multitude of imported cognitive processes: language, attention, memory, visual processing of graphic symbols, as well as phonological processing. Two categories of preschool children aged 6-7, with typical development (TD) and phonological disorder (PD), were investigated. The experimental results obtained by the children in the active test Burlea are described and interpreted and the difference between them is estimated. In order to remedy the dyslexodysgraphic predispositions, psycho-speech therapy sessions were held, designed based on an integrative program composed of exercises, games and techniques with a specific purpose. The efficiency of the activities for recovering the dyslexodysgraphic predispositions was verified by retesting the preschool children with phonological disorder, involved in the intervention. Statistical processing confirmed the validity of the specialized intervention carried out.

Opiniile specialiștilor privind utilizarea umorului în terapia tulburărilor de limbaj și comunicare

This paper addresses an important and innovative subject for the speech language therapy settings and it is the first research study which investigates specialists’ opinions on the use of humour in the Romanian speech and language therapy domain. The design of the study implies the development of a new questionnaire created during the research. Data were collected through this survey in an on-line format and thematic analysis method for data analysis was performed. In this research participants were SLTs (N=210) who work in different urban and rural areas in Romania. The research results highlight the presence of humour in SLTs settings and the interest in this field among specialists, suggesting that humour has notable implications in SLT’s domain. Access to humour for people with language impairment is dependent on: age; level of language development; specificity of language impairment; type of humour used. The main difficulties in understanding and using humour for children with language disorders are related to: understanding abstract linguistic concepts; vocabulary limits and constraints; poor executive functions; understanding social rules; accepting another person’s perspective. Humour can be incorporated into speech and language therapy activities in a variety of ways and used at different stages of the speech and language therapy approach.

우리나라 영유아의 삶의 질

Background/Objectives: The purpose of study is to develop well-being index for infants and toddlers, and analyze the main indicators to find their implications and suggest to develop future development plan . Methods: The methods of this study include literature review, secondary data analysis and indicator reporting, 2-time Delfi-survey and running indicator review committee, and holding seminars and a policy forum. Results: The main areas of infants and toddlers index are nutrition and health, development and learning, safety and protection, material situation and housing environment, play, relationships and care, and finally subjective well-being. In this study, as the main indicators according to the social framework of infants and toddlers: the energy intake rate, the low birth weight rate, overall cognition, the level of language development, the death toll in child safety accidents, the number of cases by type of child abuse, and household material deficit, number of rooms used, number of games with friends, TV watching by smartphone, primary caregiver status, and time spent with parents were analyzed. Conclusion/Implications: Increasing the validity and practicality of existing indicators, we continuously produce additional indices related to infants and toddlers, and focus on data production that infants and toddlers can respond to rather than related questions such as institutions or teachers. To this end, it is necessary to develop measurement methods or technical methods for infants and toddlers.

Values of Life of the People of Neithal Land

During the era of classical languages, classical literature can be seen in the writings of classical authors. There should be maturity in language, character, maturity, principles, broad mind, broad vision, idealism, high generality, dignity, control, discernment, character, clarity, etc. Any literature that is written in a language that does not have a high level of language development, richness, strength, and ability to mould itself according to time will not be considered classical literature. Similar to how the language is nurtured, literature written by such individuals cannot be considered classical literature since they lack character, a broad perspective, and a true heart. In this case, Tamil was a cultural language during the Sangam period. It can be known from its concepts. It is no exaggeration to say that this period was a fertile period for the emergence of classical literature. Among these ancient Sangam works, the Sangam literature accurately described the ancient people's living circumstances in the weaving department, which was divided into five categories. These are divided internally by prioritizing masculinity and femininity and highlighting the personality of the individual. Also in the Sangam literature, there are four that deal with time, soil, and life. They are Kurinji, Mullai, Marutham, Neithal, etc. A specific way of life and culture have been established for each department. Every sector has a distinct culture and way of life. These include textiles that depict coastal life. Additionally, coastal trading began in this area. The aim of this research article is to reveal the life values of the people who lived on this land.

A short-form version of the Australian English Communicative Development Inventory

Purpose: The Australian English Communicative Development Inventory (OZI) is a 558-item parent report tool for assessing language development at 12–30 months. Here, we introduce the short form (OZI-SF), a 100-item, picture-supported, online instrument with substantially lower time and literacy demands. Method: In tool development (Study 1), 95 items were drawn from the OZI to match its item distribution by age of acquisition and semantic categories. Five items were added from four other semantic categories, plus 12 gestures and six games/routines. Simulations computed OZI-SF scores from existing long-form OZI norm data, and OZI and projected OZI-SF scores were correlated. In an independent norming sample (Study 2), parents (n = 230) completed the OZI-SF for their children aged 12–30 months. Child scores were analysed by age and sex. Result: OZI-SF and OZI scores correlate highly across age and language development levels. Vocabulary scores (receptive, expressive) correlate with age and the median for girls is higher until 24 months. By 24 months, 50% of the sample combine words “often”. The median time to OZI-SF completion was 12 minutes. Conclusion: Fitted percentiles permit working guidelines for typical (median) performance and lower cut-offs for children who may be behind on age-based expectations and/or at risk for a communication difficulty. The OZI-SF is a short-form of the OZI that has promise for research and clinical/educational use with Australian families.

The Results of Cochlear Implantation in the Inner Ear Malformations.

Cochlear implants are arguably the most successful neural prosthesis today. Cochlear implantation has several difficulties in patients with internal ear anomalies. This study was performed to analyze intraoperative, postoperative findings, and auditory performance of 55 patients who had inner ear malformations and were treated with cochlear implants at Otorhinolaryngology Department of Çukurova University Hospital. Auditory performances were analyzed in 30 of 55 patients. Patients with cochlear anomalies were evaluated as group I, patients with vestibular malformation as group II, and patients with the normal bone labyrinth as group III. Listening progress profiles and meaningful auditory integration scale tests were used to determine performances. Comparison between the listening progress profiles test performance of the groups at 12th and 18th month of group I was significantly lower than other groups (P < .05) and reached at the same level after the 24th month. Comparison between the meaningful auditory integration scale test performance of groups at 24th and 36th month of group I was significantly lower than other groups (P < .05). Perilymph gusher was observed in 3 patients who had incomplete partition I malformation. Oozing was observed in 50% of incomplete partition II patients. Facial nerve traced a variant course in 4 of 55 patients and 6 patients had postoperative meningitis. Initially patients with inner ear anomalies showed that the level of language development was worse than patients with normal bone anatomy. However, it was shown that they both reached the same point as a result. Facial nerve anomaly and meningitis risk is higher in patients with inner ear malformations.

ABSTRACT VOCABULARY AS AN INTERSCIENTIFIC PROBLEM

In linguistics in the twentieth century. the anthropocentric paradigm came to the fore, within which the attention and interest of researchers shifts from the object of knowledge to the subject, that is, linguistics focused on the study of a person, linguistic personality in all its manifestations. Despite the long-running debate over whether consciousness determines language or whether language determines our consciousness, it is generally accepted that there is a profound interaction between language and thought that cannot be ignored. The environment exists in the human mind in the form of concepts or logical categories and is fixed in the language in the form of tokens. In this regard, abstract nouns are of particular interest because they do not reflect the world visible and tangible, but its properties, signs, actions.&#x0D; The article analyzes the concept of "abstractness" from a linguistic point of view, but the philosophical basis affects the understanding of the concept in general. Philosophers (Aristotle, Boethius, Lewis S. Foyer, Plato) thoroughly interpret the concept of "abstract". In linguistics, the concept of abstraction denotes properties, qualities, states, actions that exist in themselves, separately. However, a certain abstract noun acquires a specific meaning in the presence of context and the corresponding subject, which the abstract token describes. Comparison of concrete and abstract is observed at all levels of language structure, and the number of abstract words is a significant indicator of the level of language development in general. Language - the direct reality of thought, which in the definitions of concepts verbally fixes the definition of reality. Reality is understood not simply as a set of "single things", but as organized concreteness.