Language Development Of Preschoolers Research Articles

Speech perception in children with reading disabilities: Phonetic perception is the problem

Reading disability (RD) is widely accepted as a key obstacle in the development of literacy. Studies show that 15–20% of grade-school students are RD. Many quit high-school and go to jail. We shall show that RD for 8–12 yrs is related to inadequate phonetic identification ability, rooted in pre-school language development. We used two tests (10 thousand responses/child): (1) A 3-interval forced choice procedure (Syllable Confusion Oddball Task: SCO). (2) A single CV/VC presentation task with oral response, to label CV/VC phones (Nonsense Syllable Confusion Matrix: NSCM). The experimental results showed that for the SCO task the 10 RD cohort had, on average 5 times the error compared to the 6 RC reading control (RC) cohort. The errors were highly idiosyncratic, analyzed by logit. (1) RDs have significant speech perception problems, despite normal pure-tone hearing and language ability. (2) When comparing the SCO and NSCM results, our findings are consistent with a reduced ability to label CV/VC sounds presented in random temporal order. This seems consistent with phone memory dysfunction. (3) These conclusions are at odds with previous studies finding no indication of phone identification impairment.

Factors affecting the capabilities of family development centre staff regarding promotion of pre-school language learning amongst parents in Thailand

Purpose The purpose of this paper is to investigate the factors contributing to the competencies and capabilities of Family Development Center (FDC) staff in order to promote pre-school language developmental support amongst parents. Design/methodology/approach A cross-sectional study was conducted amongst 260 FDC staff under the supervision of Thai local authorities in the rural province of Suphanburi in Thailand from July to September 2016. Self-administered questionnaires were used. Eligible participants with at least a year’s experience on the FDC committee were purposively selected. Analyses were performed by descriptive statistics, Pearson’s correlation, Spearman’s correlation, χ2 test and stepwise multiple regression. Findings Only 23.5 percent of staff had a high level of capability. The respondents’ perceptions of their self-capability were influenced by motivation, attitudes toward promoting language learning amongst parents, self-efficacy, sufficient budget and receiving constructive appraisal support (r=0.387, 0.328, 0.366, 0.106 and 0.104, respectively). Marital status was negatively associated with FDC staff capability (r=−0.172). The multivariate analysis showed that 23.9 percent of the variability of FDC staff’s self-capability could be explained by their motivation for working, attitude, self-efficacy and marital status (p<0.001). Originality/value Research findings could be used to improve motivation for working, positive attitudes and self-efficacy regarding parenting promotion for pre-school language development to achieve standardized quality performance. Results of this study could also form the basis for designing effective training programs for FDC staff in the context of the specific organization and community.

Association between the Quality of Teacher-Child Interaction and Language Development

The article presents a review aimed at studying the relationship between the process quality of the educational environment and the indicators of preschool language development. By process quality is understood the quality of the processes of teacher-child interaction in kindergarten groups (the CLASSTM assessment). The review considers correlation and longitudinal studies. The analysis and systematization of research results is carried out separately for the CLASSTM domains: Instructional Support, Emotional Support and Classroom Organization, which correspond to the emotional, instructional and organizational aspects of teacher-child interactions. The results of the studies testify to the existence of a stable connection between the organizational features of teacher-child interactions and their results of language development. The high level of consistency in the research results testifies to the effectiveness of the method used to assess the process quality of the educational environment — the Classroom Assessment Scoring System (CLASSTM) and the significant effect of process quality on preschool language development. This review can be useful for researchers of the quality of preschool education, since it presents systematic results of studies and information on the effectiveness of methods used in them.

Kemampuan Bercerita Anak Prasekolah (5-6 tahun)

Abstract: The purpose of this study is to know the knowledge about the language development of preschoolers, especially in the ability to storytelling. The study involved 60 children consisting of 32 boys and 28 girls ranging in age from 5-6 years and there were 4 teachers. The method used is experiment with pretest-postest control group design. Qualitative descriptive data were obtained from teacher interviews. Quantitative data obtained from the observation sheet of storytelling ability. Children do story-telling activities using a wordless picture book for the experimental group and a picture book with text for the control group. This research reveals that with a wordless picture book is more effective to improve the ability to tell the story of preschoolers than the story books in general. Children are more adept at choice of words and gestures through the images they see.

Pengembangan Kemampuan Berbahasa Melalui Metode Cerita Dengan Membacakan Buku Cerita Bermedia Gambar Pada Anak Pra Sekolah

This research is motivated by learning for develop of language ability on preschoolers. Based on preliminary survey conducted at kindergarten Aisyiah Bustanul Athfal (ABA) II Made Lamongan still get the delay of child language development which can affect the learning process. One of the interventions to develop children’s speaking skills need to be done in the right way, one of them by using picture story method.Research design using pra-experimental design with one-group Pre-Post Test Design. Population of 47 using simple random sampling. Independen variabel of storytelling method, dependent variable of child language development. Technique of collecting data using Denver Development Screning Test II(DDST) sheets. Data was tabulated and analyzed using wilcoxon test with significant level α<0.05.The result showed that the language development of preschoolers 4-6 years at kindergarten ABA II Made before intervention 29 children (69%), after done picture meth result 40 childre (95,2 %). Result wilcoxcon test, with a value of p = 0.001 where p <0.05, then rejected or capted, it means there is influence of storytelling method on language develop in kindergarten ABA II Made sub district Lamongan distric Lamongan.The need for the development of teaching activities in kindergarten by adding a storytelling method to stimulate the language development of children so as to provide a new learning experience for children.

Improving the Odds: Identifying Language Activities that Support the Language Development of Preschoolers with Poorer Vocabulary Skills

ABSTRACTThe aim of the current study is to determine what language activities Norwegian preschool children took part in, and to examine whether these language activities predict children’s language comprehension. We tested children (n = 134) with language measures at age 4/5 and age 5/6 and interviewed their teachers (n = 71) about the kinds of language activities the children engaged in during that school year. Teachers reported a variety of classroom language activities, ranging from informal language stimulation of everyday situations to more explicit language activities such as book reading, language games, vocabulary training and school preparation groups. Book reading every day significantly predicted children’s language comprehension.

Language insights for caregivers with young children

ABSTRACTHow to help babies and young children right from birth to become competent in talking as well as emergent literacy is illustrated by research findings as well as with specific clinical stories. Both kinds of knowledge can serve to galvanize parents and teachers to increase awareness of infant and preschool language development and the crucial role of caregivers in providing richly varied, focused, and effective ways to enhance children's early language skills.

A Reliability Study of Parent Reading Belief Inventory (PRBI) – the Case of Albania

Studies have shown that language development in children is something adults can work on to initiate its enhancement in various ways. Reading aloud is one of the most effective ways families can promote the enhancement of literacy and language development of preschoolers (De Temple & Snow, 2003) (Senechal & Cornell, 1993) (Whitehurst, et al., 1988). Reading behaviors could derive from parent’s belief on the effects of reading to children. It is assumed that the more a parent believes that children would benefit from shared reading, the more s/he will read with the child. To measure parental belief about reading to children, DeBaryshe and Binder (1994) developed an instrument named Parental Reading Beliefs Inventory. The inventory, analyzed in the present study, resulted to be satisfyingly reliable within the sample of Albanian parents (42 items; α =0.89). The purpose of this study was to i) examine the Parent Reading Belief Inventory (PRBI) scale reliability in a sample of 265 Albanian parents, ii) evaluate internal consistency of the 7 PRBI original scale components, and iii) assess the item analysis. Categorical data of PRBI results from Albanian parents in Albania show that most parents have positive beliefs about reading to preschool children measured by this scale.

Evolutionary Studies in the Humanities: The Case of Music

Next article No AccessArticleEvolutionary Studies in the Humanities: The Case of MusicGary TomlinsonGary Tomlinson Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Critical Inquiry Volume 39, Number 4Summer 2013 Article DOIhttps://doi.org/10.1086/671351 Views: 286Total views on this site Citations: 12Citations are reported from Crossref © 2013 by The University of Chicago. 00093-1896/13/3904-0009$10.00. All rights reserved.PDF download Crossref reports the following articles citing this article:Taba Menia, Radhe Amung Nyishi Beads Tradition of Yazali: The Changes and Continuity, Journal of the Anthropological Survey of India 25 (Jun 2022): 2277436X2211011.https://doi.org/10.1177/2277436X221101107Patrick E. Savage Cultural evolution of music, Palgrave Communications 5, no.11 (Feb 2019).https://doi.org/10.1057/s41599-019-0221-1Patrick Valiquet Affordance theory: a Rejoinder to “Musical events and perceptual ecologies” by Eric Clarke et al., The Senses and Society 14, no.33 (Oct 2019): 346–350.https://doi.org/10.1080/17458927.2019.1619319Nina Politimou, Simone Dalla Bella, Nicolas Farrugia, Fabia Franco Born to Speak and Sing: Musical Predictors of Language Development in Pre-schoolers, Frontiers in Psychology 10 (May 2019).https://doi.org/10.3389/fpsyg.2019.00948Georgina Born, Andrew Barry Music, Mediation Theories and Actor-Network Theory, Contemporary Music Review 37, no.5-65-6 (Mar 2019): 443–487.https://doi.org/10.1080/07494467.2018.1578107James N. Bennett A Million Years of Music: The Emergence of Human Modernity. By Gary Tomlinson, Music Theory Spectrum 38, no.22 (Feb 2016): 274–278.https://doi.org/10.1093/mts/mtw008Olivia Bloechl, Melanie Lowe Introduction: rethinking difference, (Dec 2014): 1–52.https://doi.org/10.1017/CBO9781139208451.001Gary Tomlinson Beneath difference; or, humanistic evolutionism, (Dec 2014): 366–381.https://doi.org/10.1017/CBO9781139208451.013Rachel Mundy Evolutionary Categories and Musical Style from Adler to America, Journal of the American Musicological Society 67, no.33 (Dec 2014): 735–768.https://doi.org/10.1525/jams.2014.67.3.735Rachel Mundy Evolutionary Categories and Musical Style from Adler to America, Journal of the American Musicological Society 67, no.33 (Dec 2014): 737–770.https://doi.org/10.1525/jams.2014.67.3.737Willard McCarty Getting There from Here, (Jan 2014): 291–321.https://doi.org/10.1057/9781137337016_19 Bibliography, (): 241–260.https://doi.org/10.1215/9780822374695-008

Assessment of language development of preschoolers: validating Morrow’s Checklist for Assessing Early Literacy Development

This study aimed to establish the validity of the Language Development Rating Scale and the Attitudes toward Reading and Voluntary Reading Behaviour Rating Scale in Morrow’s Checklist for Assessing Early Literacy Development for use with preschool children in Hong Kong. The sample comprised 2619 preschool children aged three–five years who were currently enrolled in preschool levels K1–K3 in Hong Kong. Analysis showed that the two scales had strong construct validity and internal consistency, and that both fit well to the Rasch model. Nevertheless, findings of the Rasch analysis suggested that the level of the Language Development Scale did not align well with the language proficiency of kindergarten children in the sample who were more proficient than the proficiency levels demanded by the items in the scale. The results suggested such further refinement such as the inclusion of more advanced items may be necessary for valid local applications.

Preschool language development among children of adolescent mothers

This longitudinal study examined a comprehensive set of predictors of preschool language performance in a sample of children of adolescent mothers. Six domains of risk (low maternal verbal ability, intergenerational risk, contextual risk, relational risk, home environmental risk, and child characteristics) for poor preschool language development, measured throughout early childhood, were examined in a sample of 154 children born to adolescent mothers. Logistic regression revealed that having a poor language-learning home environment was associated with children's low language scores even after accounting for mothers' below-average verbal ability. More importantly, however, was the exploration of the ‘dual risk’ hypothesis that evaluated the effects of combined risk factors. Being reared by a mother with low verbal ability amplified the risk of a poor quality home linguistic environment, whereas having a poor home linguistic environment did not adversely affect the language development of children with mothers of average verbal ability. Implications for intervention are discussed with regard to specificity of intervention efforts within sub-populations of risk identified in this paper.

Alternative Medicine and Hearing

Alternative Medicine and Hearing

Relational Aggression, Relational Victimization, and Language Development in Preschoolers

AbstractWe investigated language development, relational aggression, and relational victimization in ethnically, socioeconomically diverse preschoolers. Relational aggression was positively related to language development. Girls were more relationally aggressive than boys, and higher‐socioeconomic status (SES) children were more relationally aggressive and victimized than lower‐SES children. Neither gender nor SES conclusively moderated the relation between language and relational aggression, though some findings suggest the possibility of stronger relations among boys and lower‐SES children. Teachers agreed on ratings of relational aggression and relational victimization to a moderate extent.

Surveying and screening preschool language development in community-focused intervention programmes: a review of instruments.

Preschool language intervention has come increasingly to the fore with the development of community-focused interventions including Sure Start in the UK. Successful intervention methods may well be incorporated into mainstream service delivery, especially in areas of disadvantage. The question of whether such interventions will work and of their impact on children's language development has focused attention on measures of language. This paper distinguishes two reasons for measuring language development: (1) surveying language; and (2) screening language. It goes on to suggest a set of criteria for selecting instruments for these applications. The review includes a wide range of language assessment instruments for preschool children and examines those most likely to be suitable. It suggests a role for paraprofessionals in survey and screening and argues that this may be advantageous in terms of reaching families and thereby achieving high levels of coverage of a population group. Finally, there is a discussion of the implications of such measures in community-focused preschool interventions.

Reading Development, Reading Disorders, And Reading Instruction: Research-Based Findings

Reading Development, Reading Disorders, And Reading Instruction: Research-Based Findings

Antecedents to reading disability: Preschool language development and literacy experiences of children from dyslexic families

In a longitudinal study of the relation between preschool development and later reading abilities, children with dyslexic parents and/or older siblings were compared to children with no family incidence of dyslexia. Many children from dyslexic families developed reading problems by the end of the second grade, and these poor readers were characterized chiefly by weaker early syntactic and phonological skills and by less frequent exposure to books during their preschool years than the preschoolers who became normal readers. Some implications of the results for etiological theories of dyslexia are discussed.

Language development in preschoolers with cleft

Sixty‐five children with cleft lip and/or palate, ages 4, 5, and 6, were examined on several measures of language and memory development. No consistent sex or cleft‐type differences were noted; thus the group was compared, as a whole, to normative standards. The cleft group showed average abilities on measures of vocabulary definition, verbal analogies, and auditory memory span. However, the group showed significant delays on picture categorization and visual and intersensory memory measures. These measures appear to require verbal mediation. Therefore, children with clefts appear to have a delay in a specific type of language development, rather than generalized language delays.

Did the Australopithecines Sing?

Some years ago Hockett and Ascher (CA 5:135-68) developed several hypotheses as to how and when human language evolved from a primate call system. Their blending hypothesis for the opening of the call system has been criticized (Reynolds 1968), but to my mind no acceptable alternative has been offered. Carini's (CA 11:165-67) derivation of language from infant babbling is evolutionarily backward, as Washburn and Lancaster (CA 12:384-85) point out. The genetic propensity of human infants to babble is the result of selection by language. Carini's reply (CA 12:385) only emphasizes the differences in theoretical approach. His comparison of language with writing, by which he attempts to demonstrate that language had no communicative function but was purposeless at first, is implicitly antiDarwinian. Washburn and Lancaster outline the great many biological characteristics of man which are due to selection by language. Perhaps Carini would accept these as due to evolution, but he must postulate that babbling was a nonadaptive, purposeless, random behavior which simply existed for no reason prior to its role in the origin of language. This position is reminiscent of many previous postulations of nonadaptive traits in man, invariably discarded because of their inconsistency with genetic theory. Mutation, the source of all genetic variation, is indeed random; but if, for example, the sickle cell gene was ultimately a mutation from normal hemoglobin, nevertheless its widespread high frequencies are due to selection. A functionalist or Darwinian approach emphasizes deterministic, causative explanations for the existence of widespread, complex differ-