Receptive Vocabulary Development Research Articles

Phonological processing skills and its relevance to receptive vocabulary development in children with early cochlear implantation

ObjectivesThe purposes of this study were to investigate phonological processing skills for children with cochlear implants (CIs) in comparison with children with normal hearing (NH), and to assess whether phonological processing skills can explain variance in receptive vocabulary scores in children with CIs. MethodsTwenty-five deaf children who received a CI before 2years of age were included in this study, and they ranged from 4years to 6years 11months. Twenty-five children with NH as a control group were matched to children with CIs on the basis of chronological age with 3months. Phonological processing skills were measured by the phonological awareness (PA), nonword repetition (NWR), and rapid automatized naming (RAN) tasks. Receptive vocabulary skills were also tested by the Peabody Picture Vocabulary Test – Korean version. ResultsChildren with CIs performed significantly lower than children with NH on PA (p<.05) and NWR (p<.001) tasks. Children with CIs showed slower naming speed than children with NH, which did not reach the significant level (p>.05). Among phonological processing skills, PA contributed significant amount to receptive vocabulary skills in children with CIs (p<.001). ConclusionsChildren with early implantation receive substantial benefits for developing lexical access skills. However, children with CIs showed delays in PA and NWR in comparison with age-matched children with NH. For children with CIs, PA among phonological processing skills plays an important role of developing receptive vocabulary skills.

Lexical access and vocabulary development in very young bilinguals.

This study compares lexical access and expressive and receptive vocabulary development in monolingual and bilingual toddlers. More specifically, the link between vocabulary size, production of translation equivalents, and lexical access in bilingual infants was examined as well as the relationship between the Communicative Development Inventories and the Computerized Comprehension Task. Twenty-five bilingual and 18 monolingual infants aged 24 months participated in this study. The results revealed significant differences between monolingual and bilinguals' expressive vocabulary size in L1 but similar total vocabularies. Performance on the Computerized Comprehension Task revealed no differences between the two groups on measures of both reaction time and accuracy, and a strong convergent validity of the Computerized Comprehension Task with the Communicative Development Inventories was observed for both groups. Bilinguals with a higher proportion of translation equivalents in their expressive vocabulary showed faster access to words in the Computerized Comprehension Task.

Is Danish difficult to acquire? Evidence from Nordic past-tense studies

Cross-linguistic findings have shown that Danish children's early receptive vocabulary development is slower relative to children learning other languages. In this study, we examined whether Danish children's acquisition of inflectional past-tense morphology is delayed relative to Icelandic, Norwegian, and Swedish children. Our comparison of data from experimental studies of 4-, 6-, and 8-year-old children's past-tense acquisition revealed that Danish children scored lowest across all measures of past tense. Analyses of the morphological and phonetic characteristics of these languages suggest that phonetic differences in strength and salience of cues relevant for the identification and segmentation of suffixes may account for cross-linguistic differences. The results support the hypothesis that the phonetic structure of Danish may delay these children's language development relative to other languages.

Evidence for Catch-up in Cognition and Receptive Vocabulary Among Adolescents Born Very Preterm

Very preterm adolescents display persistent deficits in neuropsychological functions. To compare cognitive and language outcomes at 16 years and cognitive and receptive vocabulary trajectories throughout school years between very preterm and term children and to determine child and family factors associated with better developmental trajectories. At 8, 12, and 16 years, 322 very preterm children with birth weights of 1250 g or less and 41 term children had cognitive and language testing. Hierarchical growth-curve modeling was used to delineate the differences in cognitive and receptive vocabulary development between participants. Cluster analyses allowed for the characterization of very preterm children with different patterns of cognitive and receptive vocabulary development. At 16 years, very preterm adolescents had deficits in general cognition and higher-order language skills (phonological awareness and phonemic decoding) compared with term peers. Although the between-group difference in cognitive scores remained stable from 8 to 16 years, very preterm children demonstrated catch-up gains in receptive vocabulary during the same period. Moreover, subgroups of very preterm children displayed developmental trajectories in cognition similar to term children (55% on the vocabulary and 46% on the block-design subtests). These children had lower rates of neurosensory impairment and mothers with higher education and were from an ethnic nonminority. Significant catch-up in receptive vocabulary is observed by the age of 16 years among very preterm children compared to term peers. The absence of neurosensory impairment and residing in a favorable socioeconomic milieu are associated with the most optimal developmental trajectories.

Phonology and lexicon in a cross-linguistic perspective: the importance of phonetics – a commentary on Stoel-Gammon's ‘Relationships between lexical and phonological development in young children’*

In her interesting article, Stoel-Gammon (this issue) reviews studies concerning the interactions between lexical and phonological development. While the focus of the review is on vocabulary production from children acquiring American English, she also suggests that cross-linguistic research be undertaken to examine how universal and language-specific properties affect the interaction between lexical and phonological acquisition. In this regard, Stoel-Gammon referred to the study of Bleses et al. (2008) who found differences in receptive vocabulary development across languages, based on norming studies for the Communicative Development Inventories (Fenson, Marchman, Thal, Dale, Reznick &amp; Bates, 2007). Bleses et al. showed that Danish children were slower in the early comprehension of words (and phrases). It was hypothesized that the phonetic structure of Danish may account for the difference in receptive vocabulary skills in this population (Bleses &amp; Basbøll, 2004).

Hearing Experience and Receptive Vocabulary Development in Deaf Children With Cochlear Implants

This study investigated receptive vocabulary delay in deaf children with cochlear implants. Participants were 23 children with profound hearing loss, ages 6-14 years, who received a cochlear implant between ages 1.4 and 6 years. Duration of cochlear implant use ranged from 3.7 to 11.8 years. Peabody Picture Vocabulary Test, Third Edition (PPVT-III) data were analyzed first by examining children's errors for evidence of difficulty in specific lexical content areas, and second by calculating standard scores with reference to hearing age (HA) (i.e., chronological age [CA]--age at implantation) rather than CA. Participants showed evidence of vocabulary understanding across all PPVT-III content categories with no strong evidence of disproportionate numbers of errors in any specific content area despite below-average mean standard scores. However, whereas mean standard scores were below the test mean established for hearing children when based on CA, they were within the average range for hearing children when calculated based on HA. Thus, children's vocabulary knowledge was commensurate with years of cochlear implant experience, providing support for the role of spoken language experience in vocabulary acquisition.

Trajectories of Receptive Language Development From 3 to 12 Years of Age for Very Preterm Children

The goal was to examine whether indomethacin use, gender, neonatal, and sociodemographic factors predict patterns of receptive language development from 3 to 12 years of age in preterm children. A total of 355 children born in 1989-1992 with birth weights of 600 to 1250 g were evaluated at 3, 4.5, 6, 8, and 12 years with the Peabody Picture Vocabulary Test-Revised. Hierarchical growth modeling was used to explore differences in language trajectories. From 3 to 12 years, preterm children displayed catch-up gains on the Peabody Picture Vocabulary Test-Revised. Preterm children started with an average standardized score of 84.1 at 3 years and gained 1.2 points per year across the age period studied. Growth-curve analyses of Peabody Picture Vocabulary Test-Revised raw scores revealed an indomethacin-gender effect on initial scores at 3 years, with preterm boys assigned randomly to receive indomethacin scoring, on average, 4.2 points higher than placebo-treated boys. However, the velocity of receptive vocabulary development from 3 to 12 years did not differ for the treatment groups. Children with severe brain injury demonstrated slower gains in skills over time, compared with those who did not suffer severe brain injury. Significant differences in language trajectories were predicted by maternal education and minority status. Although indomethacin yielded an initial benefit for preterm boys, this intervention did not alter the developmental trajectory of receptive language scores. Severe brain injury leads to long-term sequelae in language development, whereas a socioeconomically advantaged environment supports better language development among preterm children.

Receptive Vocabulary Development in Deaf Children with Cochlear Implants: Achievement in an Intensive Auditory-Oral Educational Setting

Deaf children with cochlear implants are at a disadvantage in learning vocabulary when compared with hearing peers. Past research has reported that children with implants have lower receptive vocabulary scores and less growth over time than hearing children. Research findings are mixed as to the effects of age at implantation on vocabulary skills and development. One goal of the current study is to determine how children with cochlear implants educated in an auditory-oral environment compared with their hearing peers on a receptive vocabulary measure in overall achievement and growth rates. This study will also investigate the effects of age at implant on vocabulary abilities and growth rates. We expect that the children with implants will have smaller vocabularies than their hearing peers but will achieve similar rates of growth as their implant experience increases. We also expect that children who receive their implants at young ages will have better overall vocabulary and higher growth rates than older-at-implant children. Repeated assessments using the Peabody Picture Vocabulary Test were given to 65 deaf children with cochlear implants who used oral communication, who were implanted under the age of 5 yr, and who attended an intensive auditory-oral education program. Multilevel modeling was used to describe overall abilities and rates of receptive vocabulary growth over time. On average, the deaf children with cochlear implants had lower vocabulary scores than their hearing peers. However, the deaf children demonstrated substantial vocabulary growth, making more than 1 yr's worth of progress in a year. This finding contrasts with those of previous studies of children with implants, which found lower growth rates. A negative quadratic trend indicated that growth decelerated with time. Age at implantation significantly affected linear and quadratic growth. Younger-at-implant children had steeper growth rates but more tapering off with time than children implanted later in life. Growth curves indicate that children who are implanted by the age of 2 yr can achieve receptive vocabulary skills within the average range for hearing children.

Receptive (aural) vocabulary development in children with permanent bilateral sensorineural hearing impairment

The receptive (aural) vocabulary development of children with binaural-aided residual hearing was investigated in a prospective longitudinal analysis (repeated measures). Thirty-three children with sensorineural hearing loss, without major co-morbidities (mean age at the first testing point, 56.2 months, standard deviation 19.0 months) were recruited from the 1994 German Goettinger Hearing Language Register. Their receptive vocabulary was measured using standardised tests (with reference to normal hearing child performance) on three separate test points (mean follow up, 18.7 months, standard deviation 5.0 months). On average, the study group scored below the normal range at the first and second tests and made a significant improvement at the last test. The degree of hearing loss was found to be significantly correlated to vocabulary performance at all time points, with increasing correlation coefficients. At the third test, significant predictive variables for successful receptive vocabulary outcome were found to be: degree of hearing loss (t = 5.43; p < 0.0001); age at diagnosis (t = 2.29; p = 0.03); and nonverbal intelligence (t = 2.82; p = 0.009). If permanent childhood hearing impairment is mild and/or is detected early, and if the child grows up in a monolingual environment, the development of receptive vocabulary within the normal range is possible.

Otitis media and speech and language: a meta-analysis of prospective studies.

Considerable controversy surrounds whether a history of otitis media with effusion (OME) in early childhood causes later speech and language problems. We conducted a meta-analysis of prospective studies to determine: 1) whether a history of OME in early childhood is related to receptive language, expressive language, vocabulary, syntax, or speech development in children 1 to 5 years old and 2) whether hearing loss caused by otitis media in early childhood is related to children's receptive language or expressive language through 2 years of age. We searched online databases and bibliographies of OME studies and reviews for prospective or randomized clinical trials published between January 1966 and October 2002 that examined the relationship of OME or OME-associated hearing loss in early childhood to children's later speech and language development. The original search identified 38 studies, of which 14 had data suitable for calculating a pooled correlation coefficient (correlational studies) or standard difference between parallel groups (group studies). Random-effects meta-analysis was used to pool data when at least 3 studies had usable data for a particular outcome. We performed 11 meta-analyses. There were no significant findings for the analyses of OME during early childhood versus receptive or expressive language during the preschool years in the correlation studies. Similarly, there were no significant findings for OME versus vocabulary, syntax, or speech during the preschool years. Conversely, there was a significant negative association between OME and preschoolers' receptive and expressive language (lower language) (0.24 and 0.25 standard difference, respectively) in the group studies. Additionally, hearing was also related to receptive and expressive language in infancy (3%-9% of variance). Our results indicate no to very small negative associations of OME and associated hearing loss to children's later speech and language development. These findings may overestimate the impact of OME on outcomes, because most studies did not adjust for known confounding variables (such as socioeconomic status) and excluded data not suitable for statistical pooling, especially from methodologically sound studies. Although some OME language differences were detectable by meta-analysis due to increased statistical power, the clinical relevance for otherwise healthy children is uncertain.

Current Status and Potential Changes in the Early Behavioral Intervention With Infants With Hearing Loss

No AccessPerspectives on Aural Rehabilitation and Its InstrumentationArticle1 Apr 2002Current Status and Potential Changes in the Early Behavioral Intervention With Infants With Hearing Loss Sheila Pratt Sheila Pratt Google Scholar More articles by this author https://doi.org/10.1044/arii10.1.5 SectionsAboutFull TextPDF ToolsAdd to favoritesDownload CitationTrack Citations ShareFacebookTwitterLinked In References Barsky-Firsker, L., & Sun, S. (1997). Universal newborn hearing screenings: A three-year experience.Pediatrics, 99, E4. Google Scholar Calderon, R., & Naidu, S. (2000). Further support for the benefits of early identification and intervention for children with hearing loss.The Volta Review, 100 (5), 53–84. Google Scholar Dalzell, L, Orlando, M., MacDonald, M., Berg, A., Bradley, M., Cacace, A., Campbell, D., DeCristofaro, J., Gravel, J., Greenberg, E., Gross, S., Pinheiro, J., Regan, J., Spivak, L., Stevens, F., & Prieve, B. (2000). The New York State universal newborn hearing screening demonstration project: Ages of hearing loss identification, hearing aid fitting, and enrollment in early intervention.Ear and Hearing, 21, 118–130. CrossrefGoogle Scholar Elssmann, S., Matkin, N., & Sabo, M. (1987). Early identification of congenital sensorineural hearing impairment.Hearing Journal, 40, 13–17. Google Scholar Finitzo, T., Albright, K., & O'Neal, J. (1998). The newborn with hearing loss: Detection in the nursery.Pediatrics, 102, 1452–1460. Google Scholar Harrison, M., & Roush, J. (1996). Age of suspicion, identification, and intervention for infants with hearing loss: A national study.Ear and Hearing, 17, 55–62. Google Scholar Joint Committee on Infant Hearing (2000). Year 2000 position statement. Principles and guidelines for early hearing detection and intervention programs.Audiology Today, Special Issue, 6–27. Google Scholar Mace, A., Wallace, K., Whan, M., & Stelmachowicz, P. (1991). Relevant factors in the identification of hearing loss.Ear and Hearing, 12, 287–293. CrossrefGoogle Scholar Majnemer, A. (1998). Benefits of early intervention for children with developmental disabilities.Seminars in Pediatric Neurology, 5, 62–69. Google Scholar Mayne, A. M., Yoshinaga-Itano, C., Sedey, A. L., & Carey, A. (2000). Expressive vocabulary development of infants and toddlers who are deaf or hard of hearing.The Volta Review, 100 (5), 1–28. Google Scholar Mayne, A. M., Yoshinaga-Itano, C., & Sedey, A. L. (2000). Receptive vocabulary development of infants and toddlers who are deaf or hard of hearing.The Volta Review, 100 (5), 29–52. Google Scholar Piper, M. C., & Pless, I. B. (1980). Early intervention for infants with Down syndrome: A controlled trial.Pediatrics, 65, 463–468. Google Scholar Stein, L., Jabaley, T., Spitz, R., Stoakley, D., & McGee, T. (1990). The hearing-impaired infant: Patterns of identification and rehabilitation revisited.Ear and Hearing, 11, 210–205. Google Scholar Turnbull, J. D. (1993). Early intervention for children with or at risk of cerebral palsy.American Journal of Diseases of Children, 147, 54–9. Google Scholar United States Department of Education (1999, March12). Assistance to States for the Education of Children with Disabilities and the Early Intervention Program for Infants and Toddlers with Disabilities; Final Regulations. Federal Register, (codified at 34 CFR, §§ 300 and 303, May 11, 1999). Google Scholar United States Department of Health and Human Services (2000). Healthy people 2010/U.S. Dept. of Health and Human Services, Conference Edition. Washington, DC: U.S. Department of Health and Human Services. Google Scholar Vohr, B. R., Carty, L. M., Moore, P. E., & Letourneau, K. (1998). The Rhode Island hearing assessment program: Experience with statewide hearing screening (1993–1996).Journal of Pediatrics, 133, 353–357. Google Scholar Yoshinaga-Itano, C. (1999). Efficacy of intervention strategies used with hearing impaired children. Paper presented at the annual ASHA Convention, San Francisco, CA. Google Scholar Yoshinaga-Itano, C., Sedey, A.L., Coulter, D.K., & Mehl, A.L. (1998). The language of early- and later-identified children with hearing loss.Pediatrics, 102, 1161–1171. Google Scholar Yoshinaga-Itano, C., & Sedey, A. (2000). Early speech development in children who are deaf or hard of hearing: Interrelationships with language and hearing.The Volta Review, 00, 181–211. Google Scholar Additional Resources FiguresReferencesRelatedDetails Volume 10Issue 1April 2002Pages: 5-8 Get Permissions Add to your Mendeley library History Published in issue: Apr 1, 2002 Metrics Topicsasha-topicsasha-article-typesasha-sigsCopyright & Permissions© 2002 American Speech-Language-Hearing AssociationPDF DownloadLoading ...

Assessment of vocabulary development in children after cochlear implantation.

To assess vocabulary development in children following cochlear implantation and to evaluate the effect of age at implantation on performance. Retrospective study (mean follow-up, 3(1/2) years). Tertiary center. Children with prelingual deafness provided with a cochlear implant between 1988 and 1999, who serially performed the Peabody Picture Vocabulary Test-Revised (60 patients) and the Expressive One-Word Picture Vocabulary Test-Revised (52 patients). The children were subgrouped into those receiving implants at younger than 5 years and at 5 years or older. Age-equivalent vocabulary test score and gap index (chronological age minus the age-equivalent score, divided by the chronological age at the time of testing) were calculated. For each test, the following were performed: calculation of rate of change for age-equivalent score; comparison of earliest and latest gap indices means (the cohort and intergroup and intragroup comparison); and multiple regression analysis demonstrating the effect of age at implantation, sex, communication mode, etiology of deafness, and residual hearing on the rate of vocabulary development. Expressive and receptive vocabulary development rates were 0.93 and 0.71 (age-equivalent scores per year), respectively. Subgrouped by age at implantation, the children's rates (for both vocabularies) were not statistically different (Peabody Picture Vocabulary Test-Revised, P =.90; Expressive One-Word Picture Vocabulary Test-Revised, P =.23). The global latest gap indices were significantly less than the earliest (Peabody Picture Vocabulary Test-Revised, P =.048; Expressive One-Word Picture Vocabulary Test-Revised, P<.001), indicating an improvement in age-appropriate vocabulary development over time. The age subgroups demonstrated similar results, except for the younger group's receptive gap index. On multiple regression analysis, the significant predictive variables were residual hearing (Expressive One-Word Picture Vocabulary Test-Revised) and male sex and oral communication mode (Peabody Picture Vocabulary Test-Revised). Children with cochlear implants developed their vocabularies at rates that were sufficient to prevent an increase in their gap indices as related to ideal scores at testing. A late age at implantation does not singularly preclude beneficial development of vocabulary.

Predictive validity of the New Zealand MacArthur Communicative Development Inventory: Words and Sentences

This study assessed the long-term predictive validity of the MacArthur Communicative Development Inventories: Words and Sentences (CDI:WS; Fenson, Dale, Reznick, Thal, Bates, Hartung, Pethick & Reilly, 1993) for children's expressive and receptive vocabulary development. Sixty-one New Zealand children (31 females) were assessed with a New Zealand version of the CDI: WS at 1;7 and 2;1 and with the Expressive Vocabulary Test (Williams, 1997) and the Peabody Picture Vocabulary Test-III (Dunn & Dunn, 1997) at 2;8 and 3;4. Excellent reliability and good predictive validity was obtained for the NZ CDI:WS even over a 21-month delay. Predictive validity of the NZ CDI:WS for the PPVT-III was higher for children of mothers with less education. We discuss the implications of these results for use of the CDI:WS with children from a broad range of cultural and educational backgrounds.

Development and course of receptive and expressive vocabulary from infancy to old age: Administrations of the peabody picture vocabulary test, Third edition, And the expressive vocabulary test to the same standardization population of 2725 subjects

Publication of the Third Edition of the Peabody Picture Vocabulary Test and the Expressive Vocabulary Test standardized on 2725 subjects documents development and course of receptive and expressive vocabulary from 2 1/2-90+ years.

Developmental Changes in Receptive Vocabulary in Hispanic Bilingual School Children

The present study examined the receptive vocabulary knowledge of mid‐socioeconomic‐status Hispanic simultaneous bilinguals exposed to English and Spanish (either mostly Spanish or equally English and Spanish) at home since birth. One hundred and two (34 from each grade level) first, third, and sixth graders were tested in both English and Spanish with complementary standardized tests, the Peabody Picture Vocabulary Test (PPVT‐R) and the Test de Vocabulario en Imáenes Peabody (TVIP‐H). All functioned comparably well on the Spanish receptive vocabulary test, the performance of first and sixth graders being near the mean for the norming sample. In contrast, English receptive vocabulary performance increased with grade level (p&lt;.05), first graders functioning approximately one standard deviation below the mean and sixth graders near the mean. It appears, therefore, that early simultaneous exposure to two languages does not harm receptive vocabulary development in the language of origin, while it lays the groundwork for gradual improvement in the majority language with formal schooling. Furthermore, within a simultaneous learning circumstance, equal exposure to English and Spanish at home was found to be sufficient for the maintenance of Spanish vocabulary skills and superior to exposure to mostly Spanish at home with respect to English vocabulary development. In addition, consistent with Cummins'(1979, 1984) interdependence hypothesis, performance in one language was found to be the best predictor of performance in the other.

Verbal and perceptual analogical reasoning and proportional metaphor comprehension in young children.

In contrast to the common assumption that young children have little or no ability to reason by analogy or to comprehend proportional metaphors, the present study demonstrated that children as young as age 5 years have an emerging ability to solve both verbal and perceptual proportional analogy problems and to detect the meanings of proportional metaphoric sentences. These results were largely because the experimental tasks were designed to minimize the number of factors that would restrict the performance of young children. The results indicated that the years between 5 and 7 mark a steady improvement in analogical reasoning and proportional metaphor comprehension, but that children ages 5, 6, and 7 display a wide-ranging ability in these areas. It was also found that perceptual analogical reasoning was statistically related to verbal analogical reasoning and to proportional metaphor comprehension, and that perceptual analogical reasoning and proportional metaphor comprehension were both statistically related to receptive vocabulary development.

A Sign in the Right Direction: Language Development for the Non-Verbal Child

Within the population of moderately to severely handicapped children is a sub-population of non-verbal children who fail to develop a functional language system and do not appear to profit from the traditional therapeutic methods that concentrate on oral production. Research is reviewed which uses sign language coupled with the spoken word to facilitate the development of receptive and expressive language for the non-verbal child. Procedures for using sign language with the non-verbal child are outlined with specific goals focused on: (a) development of receptive vocabulary, (b) development of quality and quantity of expressive language, (c) development of sentence structure and length, and (d) development of a major means of communication. A brief summary focuses on the use of sign language as a multi-sensory approach to language development.