Child Language Research Articles

Stick with Static: Unexpected Detrimental Effects of Visual Movement in a Looking-While-Listening Task.

Looking while listening (LWL) tasks track eye movements while children view images (e.g., a dog and a ball) and hear an auditory prompt (e.g., "Find the ball"), allowing researchers to measure receptive language in populations who may be difficult to test with traditional measures. However, LWL tasks often result in high levels of missing data and accurately measuring receptive language in autistic children remains a challenge. We analyzed data from 18 autistic children ages 2-5 years and examined whether adding visual movement of the named image improved LWL accuracy compared to a static condition. This study also investigated whether receptive language abilities on a standardized assessment moderated the effect of condition (i.e., static vs. movement) on LWL accuracy. There was evidence of comprehension in both conditions, although children showed faster recognition in the static compared to the movement condition. Standardized language abilities did not moderate the effect of condition on LWL accuracy. However, as standardized receptive language scores increased, accuracy increased. Findings indicate that the visual movement manipulation in the current study did not improve accuracy compared to traditional static images within the LWL task. These results also suggest a continued need to refine LWL tasks in order to improve LWL methodology and refine receptive language measures for autistic children.

Specialization of the brain for language in children with Fragile X Syndrome: a functional Near Infrared Spectroscopy study

Specialization of the brain for language is early emerging and essential for language learning in young children. Fragile X Syndrome (FXS) is a neurogenetic disorder marked by high rates of delays in both expressive and receptive language, but neural activation patterns during speech and language processing are unknown. We report results of a functional Near Infrared Spectroscopy (fNIRS) study of responses to speech and nonspeech sounds in the auditory cortex in a sample of 2- to 10-year-old children with FXS and typically developing controls (FXS n = 23, TDC n = 15, mean age = 6.44 and 7.07 years, respectively). Specifically, we measured changes in oxygenated and deoxygenated hemoglobin in the auditory cortex during blocks of speech and nonspeech matched noise in children with FXS and sex-and-age-matched controls. Similar to controls, children with FXS showed hemodynamic change consistent with neural activation of the primary auditory regions for speech as well as leftward lateralization for speech sound processing, strength of which was associated with higher verbal abilities in FXS. However, while controls showed neural differentiation of speech and nonspeech in the left auditory cortex, children with FXS did not demonstrate differentiation of the two conditions in this study. In addition, the children with FXS showed a greater neural activation to the nonspeech condition overall. Overall, these results suggest that basic patterns of neural activation for speech are present in FXS in childhood, but neural response to nonspeech sounds may differ in FXS when compared to controls.

Do executive functions and processing speed mediate the relationship between socioeconomic status and educational achievement? Analysis of an observational birth cohort study

BackgroundThere are large and persistent social inequalities in children’s educational attainment, with children from more socioeconomically disadvantaged families consistently having lower attainment. Despite this being widely reported, the mechanisms underlying the association between socioeconomic disadvantage and educational attainment are not well understood. It is important to understand the potential mechanisms by which socioeconomic disadvantage may impede on educational outcomes, as this knowledge could then be used to help target possible interventions to improve educational outcomes for socioeconomically disadvantaged children. Children’s executive functions (including working memory and inhibition) and processing speed abilities may underlie these inequalities, however, the previous literature regarding this is limited. This study examined longitudinal mediating mechanisms between socioeconomic status (SES) and educational achievement, using a socioeconomically deprived and ethnically diverse cohort.MethodsData from the Born in Bradford longitudinal cohort study was analysed using Structural Equation Modelling (n = 4201; 28% White British, 56% Pakistani heritage, 16% Other; 54% Female). SES was measured before birth, executive functions and processing speed were measured in middle childhood (Mage=8.45 years), and educational achievement was obtained through educational records (Mage=10.85 years). All models adjusted for child gender, age, language ability, ethnicity, and mother immigration status.ResultsExecutive functions significantly mediated the association between SES and educational achievement (B = 0.109), whilst processing speed did not. Examination of executive function components revealed that working memory significantly mediated the associated between SES and educational achievement (B = 0.100), whilst inhibition did not. Working memory appeared to account for a large proportion (39%) of the total effect of SES on educational achievement.ConclusionsThese results, and the theoretical mechanisms linking working memory to educational achievement, both indicate the importance of finding ways to support children with working memory difficulties in the classroom. This is an important avenue for future research and may be useful for closing the socioeconomic gap in educational achievement.

Interest, home environment, and young Chinese children's development of English as a second/foreign language.

The current study examined the relationship between interest, the home environment, and young Chinese children's development of English as a second/foreign language in Hong Kong. Two hundred and seventy-four Hong Kong kindergartners were assessed on their interest in learning English and their English language skills (i.e., expressive and receptive vocabulary). Their parents completed questionnaires eliciting family socio-economic status, parental beliefs, and home learning environment. The results indicated that (1) interest was related to children's English language abilities after controlling for children's gender, non-verbal intelligence, and kindergarten type; (2) parents' beliefs about their child's English ability and self-efficacy were related to children's interest in learning English; and (3) interest uniquely contributed to children's English language ability in the home environment. The present findings provide evidence of the active role that children play in their second/foreign language development and highlight the significant influence of parental beliefs on children's interest in learning English.

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.

A Three-Level Meta-Analysis of the Relationship Between Parental Language Input and Child Language Outcomes

A Three-Level Meta-Analysis of the Relationship Between Parental Language Input and Child Language Outcomes

Becoming bilingual when access to the minority language may be compromised

Between September and December 2023, Babylonia collected questions from parents regarding their children's language development. This article aims to answer the following questions: We want our daughter to be fully bilingual - with such a high dominion of each language that people question whether she speaks any other language at all. Both my husband and I speak Spanish and English in this way, having grown up in Mexico going to an English-speaking school and then moving to the US for university and the rest of our adult lives. The actual question: how can we recreate this for our daughter, knowing that she is in the US and will not be immersed in Spanish the way we were when growing up. Plus finding Spanish-speaking child care is hard—- is two days on the weekend and evenings in Spanish enough to have her be bilingual? What would you recommend we do so that we set her up for success in both languages? She is 8 months today. I am a non-heritage speaker of another language (Spanish). I can speak fluidly but still make errors that native speakers do not make. My husband and I would like our daughter - currently 2 months old - to be fluent in the second language (Spanish) and plan to enroll her in a bilingual learning environment once she is old enough. In the meantime we join a once per week bilingual storytime, and try to read her stories in Spanish at home. My question is: for language exposure & acquisition, is it better for me to try to speak Spanish to her at home if my Spanish has errors, or just wait, stick to small exposures for now, and let her learning come primarily once she has started daycare/preschool? [Summary generated by Poe - we refer the reader to the full article in PDF format for a complete answer] This article discusses the challenges of bilingual development in children particularly in contexts where access to a minority language, such as Spanish in an English majority context, may be compromised. Interaction with fluent speakers is essential for language learning. It is beneficial for parents to speak the minority language at home and create an environment in which its use feels natural. Regular exposure, even if limited, supports the development of language skills, and exposure to varied contexts and diverse speakers is encouraged. The author recommends access to the minority language through interactions with other adults and children who speak that language, and continued use of this language even once the child starts school. Additionally, enrolling the child in a bilingual school or a school where the minority language is used as a medium of instruction can be beneficial. Finally, she notes thatparents play a key role in creating a rich language environment and promoting a positive language learning experience. In summary, the author recommends that parents: Use the minority language at home and create an environment in which it is natural for the child to use it. Expose the child to other adults and children who speak the minority language. Continue to use and expose the child to the minority language once they start school. Consider enrolling the child in a bilingual school or a school where the minority language is used as a medium of instruction. Don't give up, as there may be occasional ups and downs in the child's uptake of the language.

Myths About Bilingual Development And Why They Hurt

Between September and December 2023, Babylonia collected questions from parents regarding their children's language development. This article aims to answer the following questions: What are the advantages and disadvantages of language development in a multilingual environment? What are the most common myths about a multilingual upbringing? [summary generated by Claude-3-Haiku-200k - we refer the reader to the article in PDF format for a complete answer] The article discusses common myths about bilingual language development and how these misconceptions can be harmful. The article first acknowledges that while bilingual children may experience advantages like cognitive flexibility and language awareness, they can also face negative experiences due to biases against early bilingualism. These biases are often unfounded myths not supported by research. Six common myths are addressed: "Bilingual children experience delayed language development." Research shows no differences in the rate of language development between bilingual and monolingual children. "Bilingual children always use language mixing." While some mixed utterances are normal, bilingual children are capable of speaking in a single language without structural influence from the other. "Bilingual children cannot learn any one language well." Millions of fluent bilingual children disprove this myth. "Bilingual children get confused when exposed to two languages." In fact, the ability to switch between languages appropriately develops early in bilingual children. "Hearing a non-school language at home hinders learning the school language." Bilingual children raised with a school language from birth as one of their languages generally perform just as well as monolinguals in the school language. Bilingual children first raised with just a non-school language can often learn to perform as well as monolinguals in the school language, but take a lot longer. "Small children easily pick up two or more languages." In reality, it takes years for both bilingual and monolingual children to develop fluency across a range of topics. Another persistent myth is that the "one person, one language" approach is the only way to raise a "perfectly" bilingual child, which research has disproven. The article explains how these myths can be harmful, threatening parental well-being, parent-child relationships, and children's development. Doctors, educators and others may provide advice based on these myths, leading parents to abandon one of the languages spoken at home. This can deprive children of their linguistic and cultural identity. The article emphasizes the need for information campaigns and educational initiatives to address these harmful myths, grounded in sound scientific research. It highlights resources like the Harmonious Bilingualism Network that empower parents with research-based knowledge to counter discriminatory attitudes.

Remote collection of language samples from three-year-olds.

We characterised language samples collected remotely from typically developing three-year-olds by comparing them against independent language samples collected in person from age-matched peers with and without language delays. Forty-eight typically developing, English-learning three-year-olds were administered a picture description task via Zoom. The in-person comparison groups were two sets of independent language samples from age-matched typically developing as well as language-delayed children available on the Child Language Data Exchange System. The findings show that although language samples collected remotely from three-year-olds yield numerically dissimilar lexical and grammatical measures compared to samples collected in person, they still consistently distinguish toddlers with and without language delays.

Parents' Supplemental Outsourcing Behavior on Their Children's English Language Learning

The purpose of this exploratory paper was to conceptualize parental involvement into supplemental outsourcing behavior reflecting motivation, attitude and behavior of Filipino parents on English language learning. Filipino parents (n=30) were purposively sampled based on their monthly income, educational background, type of employment, number of children, age, sex. One-on-one interviews with the parents were carried out to elicit their supplemental outsourcing behavior in aiding their children to learn the English language. Findings indicated that the parents’ attitude, motivation, and perceived responsibility in their children's English language learning were the primary factors driving their outsourcing behavior. Parents thought of English as a universal language—being essential for communication, professional advancement, and cultural integration. They acknowledged the cognitive advantages of English language, such as improved fluency, expanded vocabulary, and a more comprehensive understanding of cultural traditions. Parents actively engaged in supportive strategies, including the facilitation of learning activities, the provision of encouragement, the assistance with schoolwork, and the development of innovative instructional materials. The findings emphasized their perceived responsibility to develop their children's language abilities, which was driven by a desire to promote academic success and cultivate a positive attitude toward English learning. Parents emphasized the importance of their involvement in their children’s English education, citing language skill development, sustained interest, and parental responsibility as driving factors. The study noted that a strong sense of perceived responsibility among parents led to greater involvement. Parental participation, therefore, was not merely an academic effort but also an emotional and behavioral commitment, motivated by a genuine desire to support their children’s linguistic and cognitive growth.

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.

Validation of the Language ENvironment Analysis (LENA) Automated Speech Processing Algorithm Labels for Adult and Child Segments in a Sample of Families From India.

The Language ENvironment Analysis (LENA) technology uses automated speech processing (ASP) algorithms to estimate counts such as total adult words and child vocalizations, which helps understand children's early language environment. This ASP has been validated in North American English and other languages in predominantly monolingual contexts but not in a multilingual context like India. Thus, the current study aims to validate the classification accuracy of the LENA algorithm specifically focusing on speaker recognition of adult segments (AdS) and child segments (ChS) in a sample of bi/multilingual families from India. Thirty neurotypical children between 6 and 24 months (M = 12.89, SD = 4.95) were recruited. Participants were growing up in bi/multilingual environment hearing a combination of Kannada, Tamil, Malayalam, Telugu, Hindi, and/or English. Daylong audio recordings were collected using LENA and processed using the ASP to automatically detect segments across speaker categories. Two human annotators manually annotated ~900 min (37,431 segments across speaker categories). Performance accuracy (recall and precision) was calculated for AdS and ChS. The recall and precision for AdS were 0.62 (95% confidence interval [CI] [0.61, 0.63]) and 0.83 (95% CI [0.8, 0.83]), respectively. This indicated that 62% of the segments identified as AdS by the human annotator were also identified as AdS by the LENA ASP algorithm and 83% of the segments labeled by the LENA ASP as AdS were also labeled by the human annotator as AdS. Similarly, the recall and precision for ChS were 0.65 (95% CI [0.64, 0.66]) and 0.55 (95% CI [0.54, 0.56]), respectively. This study documents the performance of the ASP in correctly classifying speakers as adult or child in a sample of families from India, indicating recall and precision that is relatively low. This study lays the groundwork for future investigations aiming to refine the algorithm models, potentially facilitating more accurate performance in bi/multilingual societies like India. https://doi.org/10.23641/asha.27910710.

The Influence of Family Language in Childhood on Educational Achievement

The Influence of Family Language in Childhood on Educational Achievement

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.

Hubungan antara Kemampuan Kognitif dengan Kemampuan Turn-Taking Anak Autism di UPT Pusat Layanan Disabilitas dan Pendidikan Inklusif Surakarta

Background: Autism is a neurodevelopmental disorder characterized by a lack of social interactin, difficulty in communication, both verbal and nonverbal, and very limited interests and activities. Cognitive is a thinking process, which refers to an individual's capacity to connect, evaluate, and consider. Cognitive abilities can affect children's language, one aspect of language is pragmatics (turn-taking). Objectives: This research aims to determine the relationship between cognitive abilities and the turn-taking ability of children with autism at UPT Pusat Layanan Disabilitas dan Pendidikan Inklusif Surakarta. Methods: The research used a type of quantitative research with a crosssectional design. The sampling technique used was total sampling with a sample size of 38 respondents. Research instruments used to measure cognitive abilities used the Cognitive Linguistic Evaluation instrument and an instrument to measure turn-taking ability used a pragmatics questionnaire. The statistical test used in this research is the Kendall's Tau test. Results: The results of data analysis obtained from cognitive abilities in children with autism are dominated by the category below average (76.3%) and the results of turn-taking ability in children with autism are dominated by the less category (57.9%). Kendall's Tau test results showed p = 0,000 (???????? accepted), with a correlation coefficient (r) = 0,622 which means it has a positive correlation in the strong category. Conclusion: There are relationship between cognitive ability and turntaking ability of children with autism at the UPT Pusat Layanan Disabilitas dan Pendidikan Inklusif Surakarta. Keywords: Cognitive ability, Turn-taking ability, Autism

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.

Pengaruh Penggunaan Gawai Terhadap Perkembangan Bahasa Anak

Advances in information and communication technology, including the use of gadgets, have affected various aspects of life, including language development in early childhood. This study aims to analyze the effect of gadget use on children's language development, especially early childhood who experience speech delays. The research method used is qualitative with a descriptive approach, using in-depth interviews with parents and children as a data collection technique. The results showed that excessive use of gadgets without supervision can inhibit children's verbal interaction, reduce stimulation from the social environment, and have an impact on speech delay. Other factors, such as lack of direct interaction with parents and excessive sugar consumption, also worsen children's language development. However, with learning strategies based on direct interaction and controlled utilization of devices as learning media, children's language development can be improved. This study emphasizes the importance of parents' role in providing assistance and limiting the use of devices. The results of this study provide insights for parents, educators, and researchers to better understand the impact of technology on children's development and the importance of appropriate stimulation in supporting children's language skills.

The Effect of Literacy-Based Play Activities to Improve Early Childhood Language Skills

Developing linguistic competence during the formative years is critical for subsequent academic achievement, and targeted interventions can help children realize their maximum abilities. This investigation sought to evaluate the effects of literacy-oriented play activities on the linguistic abilities of children aged 4 to 6 years. The methodological approach employed was quasi-experimental, using a one-group pretest-post-test framework. The demographic focus of the study consisted of kindergarten children, with a purposively selected sample of 30 participants. Findings indicated a statistically significant improvement in the children's language abilities, evidenced by an average pretest score of 63.5 compared to a post-test score of 78.5 (p-value < 0.001). The overarching conclusion derived from this study is that interventions utilizing literacy-based play are efficacious in improving language skills in early childhood.

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.