Language Development In Children Research Articles

Exploring the Role of Early Diagnosis of Hearing Loss in Children and Its Impact on Educational Outcomes, Language Development, and Social Integration in Special Education Settings

The study explores the impact of early diagnosis of hearing loss on children's educational outcomes, language development, and social integration in special education settings. The research involved 150 children with early hearing loss, comparing the differences between early diagnosis (0-2 years) and late diagnosis (more than 2 years after birth). A quantitative research design was employed, using standardized test scores, teacher assessments, speech development tests, and social interaction surveys for data collection. The findings show that early diagnosis positively influences academic performance, language development, and peer interactions. Children diagnosed early demonstrated better academic outcomes (p < 0.05), more advanced language skills (p < 0.05), and improved social interactions (p < 0.05) compared to those diagnosed later. A strong positive correlation was found between early diagnosis and the effectiveness of support services (r = 0.65, p < 0.05). These results emphasize the importance of early intervention and robust support systems for children with hearing loss, highlighting the need for expanded newborn hearing screening programs and improvements in educational practices. Further research is recommended on long-term outcomes, the role of assistive technologies, and the influence of family involvement on improving outcomes following early diagnosis.

Trajectories of language development, cognitive flexibility and phoneme awareness knowledge in early childhood.

Early childhood is a critical period of language development. Yet less is known about how language growth relates to the development of phoneme awareness and cognitive flexibility during this period. To examine the longitudinal associations between growth in phonological awareness and cognitive flexibility from 4 to 5 years in relation to three patterns of child language development: early, intermediate and late. A sample of 439 four-year-old children were recruited and underwent repeated language, phonological awareness and cognitive flexibility testing to age 5. Children were classified into three language development groups based on their listening comprehension: early, intermediate and late. Group-based trajectory modelling was then used to examine the relations between cognitive flexibility and phonological awareness over time in relation to language outcome. Early language developers were characterized by higher levels and greater improvement in language and phonological awareness skills between 4 and 5 years. Late language developers exhibited slower growth in expressive language development (in addition to lower receptive language at age 4). Intermediate and late language developers showed steeper growth in cognitive flexibility over the study. Findings affirm the interconnected nature of phoneme awareness, cognitive and language skill development in early childhood. Results suggest the importance of targeting skills across literacy and executive functioning/regulatory domains for children with language difficulties. What is already known on the subject It is already known that language skills are related to self-regulation and phoneme awareness skills. However, it is also important to examine how different patterns of language growth are related to the timing and level of growth in self-regulation and phoneme awareness. Further, it is important to examine the relationship between language development and cognitive flexibility (one component of self-regulation) to understand this relationship more fully. What this paper adds to the existing knowledge This study is novel in its examination of the trajectory of language development and other key foundational literacy variables along with modelling the timing of development across the constructs included in the study. The findings have implications for optimizing the content and timing of approaches designed to enhance literacy development in children with language difficulties. What are the potential or actual clinical implications of this work? The findings suggest that interprofessional approaches across speech-language therapy, education and psychology are important for enhancing literacy outcomes of children with language difficulties. Results also provide support for language intervention approaches to be developed and trialled that target language, cognitive flexibility and phonological awareness in an integrated manner.

Reliability, validity and developmental sensitivity of the Language Use Inventory (LUI) in the Spanish context

IntroductionThe Language Use Inventory (LUI) is a standardized parent-report questionnaire to assess pragmatic language development in children 18 to 47 months of age. The aim of this study is to describe the translation of the Language Use Inventory (LUI) from English to Spanish and to report findings on the Spanish version's reliability, validity and developmental sensitivity. MethodsThe original English version of the LUI was translated into Spanish. Parents of 236 typically developing children completed the inventory. A sub-sample of 107 participants completed the LUI-Spanish, again within 2 weeks, to assess test-retest reliability. ResultsResults showed that the LUI-Spanish demonstrates robust psychometric properties, exhibiting strong internal consistency and test-retest reliability, as well as good developmental sensitivity. Children's scores showed a decrease with age in the subscales that assess communication with gestures. In contrast, subscales that assess communication with sentences obtained significant higher scores with participants' age. No significant differences were found in terms of gender. ConclusionsFindings indicate that the LUI-Spanish is a suitable tool for assessing the pragmatic skills of toddlers and preschool-aged children.

Hubungan antara Penggunaan Media Buku Cerita dengan Kemampuan Bahasa Reseptif Anak Usia Dini Umur 4-5 Tahun di TKIT Mardhatilah Kemasan Polokarto

Background: Children between the ages of 0 and 6 are called the golden years because at this age, children experience rapid development and growth in all aspects. At the age of 4-5 years, the most appropriate time to develop all abilities in children, one of the most important abilities is language. As a teacher, you can help provide stimuli such as storytelling or reading storybooks in children's language development. Objectives: To find out the relationship between the use of storybook media and the receptive language skills of children aged 4 to 5 years. Methods: This research is quantitative research that uses a correlation study research design with a cross-sectional approach. The sampling technique used is intentional sampling. The data collected will be analysed univariately and bivariately. The statistical test used is spearman rank. Results: The results of the data analysis obtained a ρ value of 0.000, which implements accepted Ha. We also know that the correlation value r = 0.668, which shows that the correlation between the two variables is strong with a positive direction. Conclusion: There is a relationship between the use of storybook media and receptive language skills with a high level of correlation and positive direction, which means that the higher the use of storybook media and the more receptive language skills are used. Keywords: Storybook media use, receptive language, preschooler, spearman rank.

The Influence of Singing Activities on Children's Language Ability in the Pembina Siak Kecil State Kindergarten

Singing activities at the Pembina Siak Kecil State Kindergarten are an effective learning method in improving the language skills of young children. Through various song lyrics, children not only introduce new vocabulary, but also learn to construct simple sentences. With pleasant melodies and themes that are relevant to everyday life, singing activities facilitate children to remember new words more easily. In addition, this activity also supports the development of grammar and sentence structure, as well as encouraging social interaction among children, improving their communication and collaboration skills. With the support of teachers and parents, children feel more confident in language and are able to communicate better. Singing activities also stimulate children's cognitive abilities and improve motor skills through movements that are integrated with singing. Repetition of songs in class provides an opportunity for children to internalize new vocabulary effectively. Teachers play an important role in choosing songs that are appropriate to the child's developmental stage, so that each child can learn according to their level of ability. Overall, singing activities at the Pembina Siak Kecil State Kindergarten have a significant impact on children's language development, enrich vocabulary, and build a strong communication foundation for the future.

Assessment of Linguistic Profile of Oral-Language-Proficient Hearing-Impaired Children Using Clinical Evaluation of Language Fundamentals: Fifth Edition (CELF5)

Background/Objectives: Specific tests for the assessment of language development and language skills in deaf children are scarce. For this reason, parent inventories and/or standardized tests that are reliable and valid in the hearing population are used. The main aim of this study was to assess the usefulness of the Clinical Evaluation of Language Fundamentals 5 (CELF5) in determining the language skills of hearing-impaired children in a comprehensive way in comparison to their hearing peers. Methods: The sample consisted of 70 deaf and 73 hearing children aged 5–11 years. Although the results show statistically significant differences in language skills between deaf and hearing children, deaf children scored around average on 8 of the 12 subtests of the CELF5. Results: Children using total communication modality had the highest scores, followed by those using oral language and sign language. The CELF5 subtests showed high internal consistency in the deaf group. A percentile scale was also developed for this population group. Conclusions: The CELF5 showed to be a reliable test for the assessment of receptive and expressive language in children with deafness who are competent in oral language. However, further research is needed to develop language assessment tests adapted to the deaf population that are sensitive to different communication modalities.

Mapping the Research Landscape of Language Development in Autistic Children: A Preliminary Scientometric Analysis

Abstract Children with autism spectrum disorder (ASD) often encounter difficulties in language learning and utilization, a concern that has gained significant academic attention, particularly given the widespread occurrence of ASD globally. Previous reviews, however, have relied on empirical observations rather than a more rigorous selection criterion. This preliminary study seeks to systematize the scientific knowledge base regarding language development in autistic children by utilizing the analysis tool Citespace 6.2.R5. We visualized and analyzed research patterns and trends regarding autism by drawing data from the Web of Science. Through document citation and emerging trend analyses, seven key research clusters and their chronological associations are identified, along with research hotspots such as language disorder diagnosis and intervention, social communication, language acquisition, and multilingual and multicultural influences. Research findings show that there exist some issues with the current research, including small sample sizes, the need for further investigation into receptive language development, and a lack of cross-cultural comparative studies. Meanwhile, the scope and depth of interdisciplinary research on language development in autistic children also need to be further enhanced. The research contributes to the extant literature by providing valuable references for autism researchers and practitioners.

Parents Plus: A Parent-Implemented Intervention for Preschool Children With Developmental Language Disorders.

Parent engagement is a critical component of optimizing services for young children with disabilities, including those with language disorders. Without training, however, many parents may lack the knowledge and skills to effectively facilitate their children's language development during the essential early childhood years. The Parents Plus intervention was designed to support parents, through online training and coaching, in using focused stimulation, an evidence-based strategy for fostering early language development. Thirty-one parents and their children with developmental language disorder participated in a small-scale randomized controlled trial to provide a preliminary test of Parents Plus. Sixteen parent-child dyads completed the Parents Plus intervention, while 15 parent-child dyads were in the control condition. Findings indicate that Parents Plus shows promise in improving children's vocabulary and morphosyntactic skills. Additionally, Parents Plus emerged as a socially valid approach, with parents reporting that its goals, content, procedures, and outcomes were acceptable. Implications for education and directions for future research are discussed.

The story so far: scoping review of narratives in deaf children.

Narrative language samples can be used to measure language development in children, but research on narrative development in deaf and hard-of-hearing (DHH) children is scarce, limiting knowledge of developmental stages and best practices for collection and analysis. This scoping review included 39 articles that explored recent methodologies and achievements in oral or signed narratives of DHH children, including comparisons with hearing peers and within-group analyses of early auditory experience, device use, and other measures. Articles featured DHH participants aged < 4 to 18years, varying in device use, communication modalities, and educational settings. Most studies utilized story generation tasks with early elementary-aged children and analyzed either microstructure or macrostructure. Mixed results in comparisons with hearing children emphasized the need to consider individual differences (e.g., speech perception and age of spoken language access) in DHH narrative assessments. Findings also suggest that comparability across studies would be improved by more consistent terminology and procedures in narrative collection/analysis.

Studi Kepustakaan tentang Perkembangan Bahasa pada Anak Sekolah Dasar

The development of language in elementary school children is a crucial topic in the fields of education, developmental psychology, and linguistics. This research addresses significant gaps in understanding how social and educational environments influence language development in children. Using a literature review methodology, the study analyzes various factors affecting language acquisition, including the roles of family, school, and socio-economic status. Data were collected from relevant literature published within the last five years, focusing on the interaction between children and their teachers, peers, and parents. The findings reveal that effective teacher training significantly impacts children's language skills, highlighting the importance of interactive teaching methods. Additionally, children from higher socio-economic backgrounds tend to have better access to educational resources, which positively influences their language development. The results underscore the critical need for a supportive environment that fosters language growth through active engagement. In conclusion, this research contributes to the understanding of how various factors intertwine to shape language abilities in elementary school children, providing insights that can inform educational policies and practices aimed at enhancing literacy and communication skills in Indonesia.

Social Determinants of Health and Language and Academic Outcomes in Pediatric Cochlear Implantation

Cochlear implants can restore sound and enable speech and language development for children with severe to profound sensorineural hearing loss. Long-term outcomes of pediatric cochlear implant recipients are variable. Although the association between social determinants of health (SDH) and pediatric cochlear implant outcomes has been explored, the strength of this association has not been quantitatively synthesized in the literature. To determine the association of SDH with language and academic outcomes in pediatric cochlear implant recipients. In August 2023, the following databases were searched: Embase.com, Ovid MEDLINE, Scopus, Cochrane Central Register of Controlled Trials, the Cochrane Database of Systematic Reviews, Cumulated Index to Nursing and Allied Health Literature Plus, APA PsycINFO, and ClinicalTrials.gov. Following duplicate exclusion of 8687 results, 5326 records were finalized. Abstract screening, full-text review, and risk of bias assessment was performed by 1 to 2 reviewers. Articles were included if an effect size for an SDH variable that was associated with measures of language, communication, reading, academics, and quality of life was reported. A random-effects meta-analysis was performed, with standardized regression coefficients measuring the relative direction and magnitude of a variable association with the outcome of interest. Of 5326 articles, 40 articles that included a total of 3809 children were included in the systematic review; 20 articles that included a total of 1905 children were included in the meta-analysis. Parental involvement, education level, and low socioeconomic status were moderately to strongly associated with language outcomes (β = 0.30; 95% CI, 0.13-0.48; β = 0.45; 95% CI, 0.29-0.62; β = -0.47; 95% CI, -0.83 to -0.10, respectively). Known determinants of language outcomes, such as the age of cochlear implantation and duration of cochlear implant use, demonstrated moderate to no associations with language outcomes (β = -0.30; 95% CI, -0.43 to -0.17; β = 0.19; 95% CI, -0.26 to 0.63, respectively). The results of this systematic review and meta-analysis suggest that SDH are associated with childhood language development and academic achievement. In addition to efforts to expedite cochlear implant placement in eligible children, optimal outcomes may be achieved with interventions centered on the child's home, primary medical care, and school environment.

Child activity contexts and language environments

Abstract Activity contexts are increasingly recognized as important for the variation observed in the type and quantity of speech heard by children. However, there is little data from children’s everyday experiences to properly study this role. We analyzed the quantity of target child-directed speech (TDS) and other-directed speech (ODS) according to children’s activity contexts. We used Daylong Audio Recordings of American English children aged 6–17 months old from the Bergelson Seedlings corpus. A higher quantity of ODS per minute was observed in Solitary playful and exploratory activity contexts, while a higher quantity of TDS per minute was observed in Social activity contexts in comparison to other activity contexts. However, the interindividual variation found needs to be further explored. These results highlight the link between the language environment and activity contexts, and their importance for understanding child language development.

A bidirectional association between language development and prosocial behavior in childhood: Evidence from a longitudinal birth cohort in the United Kingdom.

This study investigated a developmental cascade between prosocial and linguistic abilities in a large sample (N = 11,051) from the general youth population in the United Kingdom (50% female, 46% living in disadvantaged neighborhoods, 13% non-White). Cross-lagged panel models showed that verbal ability at age 3 predicted prosociality at age 7, which in turn predicted verbal ability at age 11. Latent growth models also showed that gains in prosociality between 3 and 5 years were associated with increased verbal ability between 5 and 11 years and vice versa. Theory of mind and social competence at age 5 mediated the association between early childhood prosociality and late childhood verbal ability. These results remained robust even after controlling for socioeconomic factors, maternal mental health, parenting microclimate in the home environment, and individual characteristics (sex, ethnicity, and special educational needs). The findings suggest that language skills could be boosted through mentalizing activities and prosocial behaviors. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The Impact of Turkish Cypriot Folktales on Middle School Students' Social Skills

Folktales, as products of oral culture, play a significant role in supporting children's language development during their preschool and primary school years. They facilitate children's adaptation to social and cultural environments and contribute significantly to their cultural and educational lives. Additionally, folktales enhance children's social skills, including critical thinking, communication, problem-solving, planning, analysis, and coping with stress. This study aims to investigate how Turkish Cypriot folktales influence the social skills of middle school students. This research highlights the potential of folktales in enhancing children's social skills. A mixed-methods research design was employed to measure the impact of Turkish Cypriot folktales on middle school students' social skills. The study group consists of 56 students attending a private school in the Northern Cyprus. The quantitative data collection tool used was the "Matson Evaluation of Social Skills in Children (MESSY)" scale, and two open-ended interview questions created by the researchers were administered. According to the quantitative data, the intervention of teaching social skills with Cyprus Turkish folktales did not statistically make a difference on the experimental group students. However, the qualitative data revealed that according to the expressions of the participating students, Cyprus Turkish folktales have increased their awareness of social skills such as problem-solving, planning, analysis, and coping with stress.

Preschoolers' home music environment relates to their home literacy environment and parental self-efficacy.

Positive relationships between the home literacy environment and children's language and literacy development are well-established. However, existing literature has overlooked the potential contributions of the home music environment. Initial evidence indicates positive relationships between the home music environment and children's emerging language and literacy skills, yet it remains unclear whether and how children's home music and literacy environments may be related. Furthermore, parents' sense of self-efficacy is known to impact the home environment provided for their children. Despite being linked with the home literacy environment, parental self-efficacy has not been directly investigated in relation to the home music environment. In the present study, 124 caregivers of preschoolers completed a one-time online survey about their children's home music environment, home literacy environment, and parental self-efficacy. Partial correlations and hierarchical regressions reveal that children's amount of music exposure is associated with qualitative (not quantitative) aspects of the home literacy environment, specifically parents' use of interactive techniques during shared reading. Moreover, parental self-efficacy is associated with children's amount of exposure to music. Overall, these findings support the need to further examine how the home music environment may meaningfully contribute to an enriching learning environment, especially to support language and literacy development.

Adaptive language strategies of an older sibling in bilingual German-Russian acquisition: A case study

Abstract In the beginning stages of language acquisition, children primarily learn language from their parents or main caregivers. Studies have shown that adults use a specific way of speaking when talking to young children, called child-directed speech (CDS). This type of speech has distinct characteristics across different aspects of language. Additionally, older siblings also communicate with their younger brothers and sisters. Studies suggest that even three- and four-year-olds change how they talk when interacting with younger children, like their siblings. Studies have shown that children’s speech patterns resemble those of adults, whether they grow up in monolingual or bilingual environments. However, research on bilingual language acquisition often focuses on how siblings influence the language development of younger children. In this study, we explore how children adapt their language in bilingual settings and focus on the older sibling. Specifically, we compare the speech of an older sibling, who speaks both German and Russian, when talking to their younger sibling and when talking to their parents. The study revealed the following: The girl demonstrated linguistic adaptations typical of child-directed speech in both Russian and German when interacting with her younger brother. However, these adaptations were not consistent across all linguistic categories analyzed, revealing some differences between the two languages. Notably, Katharina did not exhibit more child-directed speech features in one language over the other. Adaptive behavior was present in both Russian and German in categories such as MLU, MLU5, question constructions, and imperatives. In Russian, adaptation was also evident in coordinate constructions but not subordinate constructions, while the opposite pattern was observed in German.

Assessing Parental Engagement's Influence on Elementary Students' Language Proficiency Development

Aim: In this research, the influence of Jordanian parents on their children's English language development in sixth grade is examined. The study's goals could only be met with the help of a pre- and post-test designed to evaluate the participants' English language skills. There were fifteen English-language questions on the test. Method: Female students in sixth grade from two public schools in the Irbid 1st Directorate of Education served as the study's sample (92). There were 46 in the control group and 46 in the experimental group. The teachers' guide group followed the conventional approach, while the experimental group used the Parents' Participation strategy. Results: By comparing the pre- and post-test scores of the experimental and control groups, the study determined whether or not parental participation improved sixth graders' speaking abilities. In comparison to the control group, which had a pretest mean of 60 (standard deviation=9) and a posttest mean of 70 (standard deviation=10), the experimental group that included parents had higher scores on both the pretest and posttest (mean=65, SD=8). In spite of these gains, there was no statistically significant difference in the groups' overall teaching strategies according to the ANOVA results (F value=1.25, p=0.267). This suggests that parental involvement may result in higher scores, but it does not necessarily affect the effectiveness of the tested teaching strategies. Additionally, the results showed that the experimental group routinely beat the control group, which is encouraging but not conclusive evidence of a substantial effect on the improvement of students' public speaking abilities. Received: 12 July 2024 / Accepted: 31 October 2024 / Published: 05 November 2024

What role does the environment play in language development? Exploring the associations among socioeconomic status, parent language input, and language skills in school-aged children with autism.

Language development in children with autism is influenced by proximal (e.g., parent language input) and distal (e.g., socioeconomic status) environmental constructs. Studies have found that "rich and responsive" parent language input supports autistic children's language development, and recent work has reported positive associations between measures of socioeconomic status (SES) and child language skills. However, little is known about how these proximal and distal environmental constructs interact to shape language development in autism. In a sample of 74 autistic school-aged children, the present study investigated the associations among measures of SES, the quantity and quality of language produced by parents and children during home-based dyadic parent-child interactions, and children's expressive and receptive language skills. Results showed that annual household income was positively associated with parent number of total words (NTW), parent number of different words (NDW), and parent mean length of utterance (MLU), while neither parent education level nor annual household income were significantly associated with measures of child language skills. Parent MLU was positively associated with child MLU and child expressive language skills. Findings suggest that annual household income may influence both the quantity and quality of parent language input, and that parent MLU, a qualitative measure of parent language input, may play a particularly important role in shaping autistic children's expressive language development. Future research should study longitudinal associations among SES, parent language input, and child language skills, as identifying environmental predictors of language skills in autism may facilitate the creation of more effective interventions that support language development.

A meta-analysis of the relationship between speech and language development in children with nonsyndromic cleft palate with or without cleft lip

Objective Children with nonsyndromic cleft palate with or without cleft lip are at risk of speech production and language delays. In typical development, a strong relationship exists between speech and expressive language development. However, the understanding of this relationship in children with nonsyndromic cleft palate with or without cleft lip is incomplete. The objective of this study was to determine the average correlation between consonant inventory and two expressive language skills in children with NSCP ± L. Design The study used a random effects meta-analyses design. Articles were included by searching PubMed, APA PsycINFO, and ERIC. Main Outcome Measures Correlations between consonant inventory and (1) expressive vocabulary and (2) mean length of utterance. Result Based on eight studies representing 187 children with nonsyndromic cleft palate with or without cleft lip, consonant inventory was positively correlated with expressive vocabulary size (k = 8, z = 0.74, SE = .16, p < .001, [0.424, 1.052]). Using data from four studies, representing 83 children with nonsyndromic cleft palate with or without cleft lip, consonant inventory had a positive nonsignificant correlation with mean length of utterance (k = 4, z = 0.513, SE = 0.293, p = .081, [−0.063, 1.088]). Conclusion Results support a connection between consonant inventory and expressive vocabulary size in children with nonsyndromic cleft palate with or without cleft lip across four languages. Small consonant inventories are often associated with expressive language delays.

The JIBO Kids Corpus: A speech dataset of child-robot interactions in a classroom environment.

This paper describes an original dataset of children's speech, collected through the use of JIBO, a social robot. The dataset encompasses recordings from 110 children, aged 4-7 years old, who participated in a letter and digit identification task and extended oral discourse tasks requiring explanation skills, totaling 21 h of session data. Spanning a 2-year collection period, this dataset contains a longitudinal component with a subset of participants returning for repeat recordings. The dataset, with session recordings and transcriptions, is publicly available, providing researchers with a valuable resource to advance investigations into child language development.