Support Language Development Research Articles

Strategies to support language development in neonatal intensive care unit: a narrative review

Strategies to support language development in neonatal intensive care unit: a narrative review

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.

Narrative Techniques in English Literature: Enhancing Critical Thinking Skills in EFL (English as a Foreign Language) Classrooms

This article explores the role of narrative techniques in English literature as an effective tool for enhancing critical thinking skills in English as a Foreign Language (EFL) classrooms. With the growing emphasis on developing higher-order thinking skills, literature provides a rich context for fostering students' analytical, interpretative, and evaluative abilities. The study highlights key narrative techniques such as foreshadowing, irony, metaphor, and point of view, demonstrating how these elements encourage deeper engagement with texts. By analyzing narrative structures, students can challenge assumptions, explore different perspectives, and develop the ability to critically assess various situations. The article examines the integration of these literary techniques into EFL curricula, focusing on how they support language development alongside critical thinking. It also addresses potential challenges faced by both teachers and students, such as language proficiency barriers and the need for culturally relevant texts. Through case studies and classroom examples, the research offers practical strategies for EFL instructors to incorporate narrative techniques into their teaching, enhancing both language acquisition and cognitive skills. The findings suggest that teaching English literature through a focus on narrative elements not only improves linguistic competence but also cultivates critical thinking, preparing students to navigate complex real-world issues.

Analyze How Children Acquire Language and the Cognitive Processes Involved, including the Role of Environmental and Social Factors

Language acquisition is a multifaceted process through which children develop the ability to understand, produce, and utilize language for communication. This study explores the cognitive processes and social factors involved in language development, with a focus on how environmental contexts such as home, school, and community shape these abilities. Utilizing a qualitative approach, the research draws from semi-structured interviews, observations, and case studies of 200 participants, including children, parents, and educators, to investigate the roles of phonological awareness, syntax, semantics, and pragmatics in language acquisition. The study is grounded in theoretical frameworks such as Vygotsky’s Sociocultural Theory, Bruner’s Interactionist Theory, and Piaget’s Cognitive Developmental Theory, which provide insights into the interaction of social, cognitive, and environmental factors. The research findings emphasize the importance of structured educational activities, a language-rich environment, and positive social interactions in fostering language development. The study reveals that children who engage in targeted phonological activities, such as rhyming games and sound manipulation tasks, exhibit stronger phonological skills, which are critical for early literacy. It also highlights how syntactic, semantic, and pragmatic skills develop through meaningful interactions with caregivers, peers, and teachers. Additionally, the research underscores the significant role of environmental factors, such as verbal interactions at home and interactive teaching methods in the classroom, in supporting language development. This study addresses gaps in the literature by integrating cognitive mechanisms with social interactions and examining the impact of contemporary contexts, including digital media, on language acquisition. The findings offer practical recommendations for educators and parents, emphasizing the need to create supportive language environments and foster interactive learning experiences. The research contributes to a deeper understanding of the interplay between cognitive processes and environmental influences in language acquisition, providing valuable insights for improving educational practices and supporting children’s linguistic development.

The role of lexical and prosodic characteristics of mothers' child-directed speech for the early vocabulary development of Italian children with cochlear implants.

Variability in the vocabulary outcomes of children with cochlear implants (CIs) is partially explained by child-directed speech (CDS) characteristics. Yet, relatively little is known about whether and how mothers adapt their lexical and prosodic characteristics to the child's hearing status (before and after implantation, and compared with groups with normal hearing (NH)) and how important they are in affecting vocabulary development in the first 12 months of hearing experience. To investigate whether mothers of children with CIs produce CDS with similar lexical and prosodic characteristics compared with mothers of age-matched children with NH, and whether they modify these characteristics after implantation. In addition, to investigate whether mothers' CDS characteristics predict children's early vocabulary skills before and after implantation. A total of 34 dyads (17 with NH, 17 with children with CIs; ages = 9-32 months), all acquiring Italian, were involved in the study. Mothers' and children's lexical quantity (tokens) and variety (types), mothers' prosodic characteristics (pitch range and variability), and children's vocabulary skills were assessed at two time points, corresponding to before and 1 year post-CI activation for children with CIs. Children's vocabulary skills were assessed using parent reports; lexical and prosodic characteristics were observed in semi-structured mother-child interactions. Results showed that mothers of children with CIs produced speech with similar lexical quantity but lower lexical variety, and with increased pitch range and variability, than mothers of children with NH. Mothers generally increased their lexical quantity and variety and their pitch range between sessions. Children with CIs showed reduced expressive vocabulary and lower lexical quantity and variety than their peers 12 months post-CI activation. Mothers' prosodic characteristics did not explain variance in children's vocabulary skills; their lexical characteristics predicted children's early vocabulary and lexical outcomes, especially in the NH group, but were not related to later language development. Our findings confirm previous studies on other languages and support the idea that the lexical characteristics of mothers' CDS have a positive effect on children's early measures of vocabulary development across hearing groups, whereas prosodic cues play a minor role. Greater input quantity and quality may assist children in the building of basic language model representations, whereas pitch cues may mainly serve attentional and emotional processes. Results emphasize the need for additional longitudinal studies investigating the input received from other figures surrounding the child and its role for children's language development. What is already known on the subject Mothers' CDS is thought to facilitate and support language acquisition in children with various language developmental trajectories, including children with CIs. Because children with CIs are at risk for language delays and have acoustic processing limitations, their mothers may have to produce a lexically simpler but prosodically richer input, compared to mothers of children with NH. Yet, the literature reports mixed findings and no study to our knowledge has concurrently addressed the role of mothers' lexical and prosodic characteristics for children's vocabulary development before implantation and in the first 12 months of hearing experience. What this study adds to the existing knowledge The study shows that mothers of children with CIs produce input of similar quantity but reduced variety, and with heightened pitch characteristics, compared to mothers of children with NH. There was also a general increase in mothers' lexical quantity and variety, and in their pitch range, between sessions. Only their lexical characteristics predicted children's early vocabulary skills. Their lexical variety predicted children's expressive vocabulary and lexical variety only in the NH group. What are the practical and clinical implications of this work? These findings expand our knowledge about the effects of maternal input and may contribute to the improvement of early family-centred intervention programmes for supporting language development in children with CIs.

An Exploration of EFL Teachers’ Perceptions of Using Game-Based Learning Tools in Virtual Classes in a Saudi Primary School Context

The recent trend towards digitization in education sectors, driven by the growing demand for more personalized learning, the health pandemic crisis, and the need to improve accessibility to diverse pedagogies, has transformed approaches to teaching. Specifically, the creation of digital game-based learning (DGBL) in recent years has led to an increased appreciation of the potential offered by digitization and the new trends toward gamified and virtual learning. This study explores the benefits of and challenges associated with learning gamification, as well as EFL teachers’ perceptions of using gamification tools in five primary schools in Al-Qunfudhah school district, Saudi Arabia. The study employed a qualitative design to obtain comprehensive data. Non-probabilistic purposive sampling was used to recruit a representative sample comprising five EFL teachers (N=5) from different primary schools. Furthermore, the study performed semi-structured interviews (SSIs) with participants to acquire in-depth insights based on their perceptions and experiences with DGBL. A thematic analysis (TA) was chosen as the primary strategy for analyzing qualitative data and coding participants’ insights into key themes and sub-themes. Overall, statistical measures indicated that many EFL primary school teachers in Al-Qunfudhah had effective technological awareness. Given the positive perception of DGBL, the study suggests that EFL teachers are able to integrate DGBL strategies to facilitate virtual learning, improve student-teacher engagement, increase time efficiency, and support language development.

Hearing parents as sign language learners: describing and evaluating the ASL skills of parents learning ASL with their deaf children

ABSTRACT Hearing parents who endeavour to learn American Sign Language (ASL) to communicate with their deaf children are a unique but understudied population of adult language learners. In this study, we assessed the expressive and receptive ASL skills of hearing parents of deaf children (n = 55). Expressive ASL skills were evaluated through elicited language samples, and scored using adapted rubrics from the Common European Framework of Reference for Languages. For a subset of participants (n = 20), an additional language sample was obtained and coded for lexical and grammatical features of ASL. Receptive ASL skills were measured using the ASL-Comprehension Test. Across measures, participants demonstrated language skills in the beginner to intermediate range. Parents’ signing samples showed a range of ASL linguistic features including classifier constructions. Our findings suggest that hearing parents can learn ASL and should be encouraged to do so to support language development in their deaf children.

Pengaruh Metode Pembelajaran Bermain Peran Terhadap Kemampuan Berbahasa Pada Anak Kelas 2 SD Negeri 060826 Kec. Medan Area

This research aims to find out how role-playing games can be used to support language development in children aged 6 to 7 years. The research method used is an experimental method, where the population in this research is all second grade elementary school students. The technique used in this research is by Using observation and data collection techniques using role-playing questionnaires was very effective and efficient in class II elementary school because from the results of planning, implementation and observation, success reached 90%, that role-playing can improve students' vocabulary, communication and linguistics

"Aha, so that's how it's done!" - parents' voices on an early language and literacy intervention.

The early intervention Språkstart Halland targets children aged 0-3 years. During home visits at 6 and 11 months, library staff deliver gift-packs containing books, toys, songs, and rhymes to promote early language stimulation. Parents are encouraged to engage in 'talk, play, sing, read' activities to support language development. The aim of the present study was to examine parents' experiences of the 6- and 11-month visits and develop an understanding of their general impressions and thoughts regarding the perceived impact of the visits. Parents (n = 15) were interviewed in four focus groups and two one-on-one interviews. Data was analysed using qualitative content analysis. The findings show that the intervention changed the parents' mindset and increased their knowledge regarding early language stimulation. Tools and strategies benefitting the parent-child interaction were gained. A positive experience and personal guidance created motivation for the parents to carry out the language stimulating activities after the visit. Social gains were described. The findings imply usefulness of the intervention in supporting children's language and literacy development.

"You Just Want to Be Able to Communicate With Your Child": Parents' Perspectives on Communication and AAC Use for Beginning Communicators on the Autism Spectrum.

For young children on the autism spectrum who are beginning communicators, augmentative and alternative communication (AAC) can support language development and participation in meaningful interactions. AAC is more likely to be effective when services align with the needs and priorities of the child's family. To better understand family perspectives, this study investigated the communication and AAC experiences of parents of young beginning communicators on the autism spectrum. The study used a phenomenological qualitative design. Eight caregivers of seven children on the autism spectrum participated in semistructured interviews, and thematic analysis was used to identify themes within the data. Five main themes and 15 subthemes emerged from the data. Parents situated communication and AAC experiences within the context of complex, busy lives. They discussed the value of communication and benefits of AAC, but described numerous challenges related to obtaining, learning, and implementing AAC that evolved over time as needs and skills changed. Parents discussed their children's individuality and the need for AAC systems and services to fit the unique needs of their child and their family. They also emphasized ways in which communication outcomes were affected by factors external to the child and the family, including factors related to professional services and the U.S. health care and educational systems. The results affirm the need to consider the family and the broader social system when providing AAC services to young children on the autism spectrum. Provision of family-centered services is critical to successful AAC. https://doi.org/10.23641/asha.24881562.

Parent–infant conversations are differentially associated with the development of preterm- and term-born infants

Preterm birth is a risk factor for language difficulties. To better understand the language development of preterm-born infants, the current study investigated the concurrent associations between parent–infant conversations and the development of 22 preterm-born and 25 term-born infants at 2 years of age. Conversations occurring during mother/father–infant free-play interactions were analyzed to characterize features of parental speech (volubility, speech rate, lexical diversity, and morphosyntactic complexity) and parent–infant exchanges (parent responsiveness, turn-taking, and conversational balance). The infants’ language development (receptive communication and expressive communication) and non-language development (cognitive, social–emotional, and executive function) was assessed using standardized measures. Parent–infant conversations were associated with both language and non-language development. This suggests that parent–infant conversations may support language development directly and/or through advancing non-language skills that could promote language learning. The associations between parent–infant conversations and development varied as a function of birth status (preterm or term). This finding may signal the operation of different developmental processes within preterm- and term-born groups. Finally, infant development was differentially associated with mother–infant and father–infant conversations. This may point to the distinct contributions made by mothers and fathers to the development of both preterm- and term-born infants. To optimize language outcomes, these findings indicate that families should be guided to tailor parent–infant conversations to the unique developmental needs and processes of preterm-born infants. Families should also be supported to leverage the distinct developmental contributions of mothers and fathers. Future recommendations are made regarding how to investigate the proposed preterm–term differences in language development processes and the differential developmental contribution of mothers and fathers.

Using the Natural Language Acquisition Protocol to Support Gestalt Language Development

Purpose: The purpose of this article is to describe gestalt language development, a natural style of language acquisition, and describe how the Natural Language Acquisition (NLA) protocol can be used to support autistic and non-autistic individuals with language development. NLA builds on previous research findings and is used to detail and quantify the stages of gestalt language development. Method: This article is based on a review of the literature that describes echolalia and the language acquisition process of individuals who develop language in a gestalt style. Results: For years, autistic people have been sharing about their lived experiences with acquiring language through “scripts” and “ echolalia.” Collaborating with families and establishing a connection based on trust between the clinician and the child are essential components of supporting gestalt language development and are at the core of NLA. Conclusions: Clinicians can use the strategies outlined in NLA to support language development in gestalt language processors. In the interest of not excluding autistic people or underrepresented groups, it is necessary to change the traditional sequence of research to include marginalized communities such as multilingual and international populations in future studies regarding gestalt language development.

Early childhood education language environments: considerations for research and practice.

The importance of developing early language and literacy skills is acknowledged by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) as a global human rights issue. Indeed, research suggests that language abilities are foundational for a host of cognitive, behavioral, and social-emotional outcomes. Therefore, it is critical to provide experiences that foster language acquisition across early learning settings. Central to these efforts is incorporating assessments of language environments into research and practice to drive quality improvement. Yet, several barriers may be preventing language environment assessments from becoming widely integrated into early education. In this brief, we review evidence on the types of experiences that promote language development, describe characteristics of language environment assessments, and outline practical and philosophical considerations to assist with decision-making. Further, we offer recommendations for future research that may contribute knowledge regarding strategies to assess and support language development. In addressing both areas, we highlight the potential for early childhood language environments to advance equity.

'We manage, but yeah, it's challenging': A mixed-methods study of enablers and barriers to hearing assessments for parents of children in metropolitan and regional Australia.

Early identification and intervention for hearing loss is important for supporting language development. Despite this, parents are required to overcome barriers to access hearing assessments for their children. To identify the enablers and barriers to accessing hearing assessments for Australian children identified by their parents, and to compare between metropolitan, regional and rural areas. This sequential, explanatory mixed-methods study was undertaken online and included participants in metropolitan, regional and rural area of Queensland, New South Wales, Victoria, South Australia, Western Australia and the Northern Territory. A total of 56 participants participated in the surveys, and 10 participated in semi-structured interviews. Participants in metropolitan areas were more likely to have services in their area; however, access to hearing assessment was related more to individual circumstances (including health literacy skills) rather than geographical location. Many participants experienced long wait times, reduced flexibility, and a lack of audiologists experienced in working with children. Barriers to hearing assessments (which assist with early identification and intervention for hearing loss) should be addressed so that children have access to clear auditory information to assist with their speech and language development. What is already known on the subject Poor audiological input can lead to poor speech, language and literacy outcomes for children. What this paper adds to the existing knowledge Although previous research indicates that people in regional and remote locations experience difficulty accessing health services within a reasonable timeframe, in this study barriers were experienced regardless of geographical location, and were dependent on individual circumstances. Many parents are unaware of the impact of hearing on speech and language. What are the potential or actual clinical implications of this work? Further research might examine how health literacy affects access to hearing assessment. Parents shared several potential solutions to these access barriers which should be considered by service providers.

Bolstering and Bridging – Pre-Primary Teachers’ Purposes and Views of Reading Aloud

This study investigates what purposes teachers attach to reading books aloud in pre-primary education. Data were collected through a digital questionnaire filled out by 44 teachers working with 6-year-olds in Finnish pre-primary education. Qualitative and inductive content analysis showed that the teachers saw read-alouds as versatile opportunities with several different purposes. Teachers stated that they read aloud to support language development, enhance pedagogical content or current interests, promote transversal competencies and create a certain atmosphere. The teachers’ responses suggested that they believe that read-alouds can further children’s social skills in several ways, bridge and bolster other pre-primary content and prepare children for future educational contexts. Few teachers seemed to regard read-alouds as opportunities to promote aesthetic responses to literature or children’s learning about literature as such, despite books being central to read-alouds. Further study and discussion may indicate whether it would be beneficial to strengthen purposes in closer connection to literature and aesthetic responses, as read-alouds can bring their own learning potential in addition to being versatile tools for other content and activities.

Management of Bilateral Congenital Sensorineural Hearing Loss with Cochlear Implant Surgery in a child with Developmental Delay: A Case Report

Background : Most people have congenital hearing loss. This type of hearing loss happens during pregnancy. The causes are Prematurity, maternal hyperglycemia, anoxia before birth, genetics, and infectious disorders like rubella transmitted from mother to baby in utero. Early diagnosis of hearing loss in some neonates allows for timely treatment with cochlear implants or hearing aid treatment to support language development. Cochlear implants may enable better speech comprehension in both quiet and noisy situations with the aid of therapy. Case Presentation : We discuss Bilateral Congenital Profound Sensorineural Hearing Loss with Developmental Delay and Cochlear Implant Surgery. This 2.5-year-old female child registered in the ENT department, with the chief complaint of inability to hear by both ears and inability to speak. The child was aged 2.5 years and responded only to loud sounds. An examination and evaluation of a doctor confirmed the diagnosis of bilateral severe hearing loss with developmental delays. Therapeutic Management : Medication was given to a child as per the doctor’s order, Ivf DNS 400ml +Inj. KCL 4ml 8 Hourly, Inj. Cefuroxime 700 Mg Bd, Inj Pan 15mg Od, Inj. Emeset 1.5 Mg Tds, Inj. Neomol 20ml Tds, Inj. Dexa 2 Mg Bd, SypIbugesic Plus 7ml Tds ,Syp. Taxol Dx 3.5 ml Tds Syp. Sinarest 1 Tsp, N/D Otrivin (P) 2 Drops Tds. Child was treated with cochlear implant surgery. After treatment child’s condition improved. Conclusion : Timely intervention can be beneficial to improve the hearing sense and ultimately development of child with Sensorineural hearing loss.

IMPROVING READING COMPREHENSION THROUGH USING OF THE HERRINGBONE TECHNIQUE IN TEACHING READING

This study investigated the effectiveness of the Herringbone technique in improving reading comprehension skills among class XI students. The research followed a quasi-experimental design, with an experimental group receiving instruction using the Herringbone technique and a control group receiving traditional instruction. Pre-test and post-test assessments were conducted to measure the participants' reading comprehension abilities. The results indicated a significant improvement in the reading comprehension scores of the experimental group compared to the control group. These findings suggest that the Herringbone technique is more effective than traditional methods in enhancing reading comprehension skills. The implications of this study emphasize the importance of incorporating interactive and collaborative instructional approaches in English language teaching to foster critical thinking and deeper understanding of texts. Future research should explore the long-term effects and applicability of the Herringbone technique in diverse educational contexts. Overall, the Herringbone technique shows promise as an effective approach to enhance reading comprehension instruction and support language development among students.

Age and vocabulary knowledge differentially influence the N400 and theta responses during semantic retrieval

Using electroencephalography (EEG) to study the neural oscillations supporting language development is increasingly common; however, a clear understanding of the relationship between neural oscillations and traditional Event Related Potentials (ERPs) is needed to disentangle how maturation of language-related neural networks supports semantic processing throughout grade school. Theta and the N400 are both thought to index semantic retrieval but, in adults, are only weakly correlated with one another indicating they may measure somewhat unique aspects of retrieval. Here, we studied the relationship between the N400 amplitude and theta power during semantic retrieval with key indicators of language abilities including age, vocabulary, reading comprehension and phonological memory in 226 children ages 8–15 years. The N400 and theta responses were positively correlated over posterior areas, but negatively correlated over frontal areas. When controlling for the N400 amplitude, the amplitude of the theta response was predicted by age, but not by language measures. On the other hand, when controlling theta amplitude, the amplitude of the N400 was predicted by both vocabulary knowledge and age. These findings indicate that while there is a clear relationship between the N400 and theta responses, they may each index unique aspects of development related to semantic retrieval.

The sources and consequences of individual differences in statistical learning for language development

Statistical learning (SL)—sensitivity to statistical regularities in the environment—has been postulated to support language development. While even young infants are capable of using distributional statistics to learn in linguistic and non-linguistic domains, efforts to measure SL at the level of the individual and link it to language proficiency in individual differences designs have been mixed, which has at least in part been attributed to problems with task reliability. In the current study we present the first prospective longitudinal study of the relationship between both non-linguistic SL (measured with visual stimuli) and linguistic SL (measured with auditory stimuli) and language in a group of English-speaking children. One-hundred and twenty-one (N = 121) children in their first two years of formal schooling (Mage = 6;1 years, Range: 5;2 – 7;2) completed tests of visual SL (VSL) and auditory SL (ASL) and several control variables at time 1. Both forms of SL were then measured every 6 months for the next 18 months, and at the final testing session (time 4) their language proficiency was measured using a standardised test. The results showed that the reliability of the SL tasks increased across the course of the study. A series of path analyses showed that both VSL and ASL independently predicted individual differences in language proficiency at time 4. The evidence is consistent with the suggestion that, when measured reliably, an observable relationship between SL and language proficiency exists. Theoretical and methodological issues are discussed.

Language Profiles of School-Aged Children with 22q11.2 Copy Number Variants.

Although it is known that copy number variants (CNVs) on chromosome 22, such as 22q11.2 deletion (22q11.2DS) and 22q11.2 duplication (22q11.2Dup) syndromes, are associated with higher risk for neurodevelopmental issues, few studies have examined the language skills across 22q11.2Dup nor compared them with the 22q11.2DS. The current study aims to characterize language abilities in school-aged children with 22q11.2Dup (n = 29), compared to age-matched children with 22q11.2DS (n = 29). Standardized language tests were administered, assessing receptive and expressive language skills across different language domains. Results indicate that children with 22q11.2Dup demonstrate significantly more language problems compared to the general population. Mean language skills were not significantly different among children with 22q11.2 CNVs in this cohort. While children with 22q11.2DS demonstrated language difficulties starting at the word level, the most common language problems in children with 22q11.2Dup started at the sentence level. Importantly, both expressive and receptive language as well as lexico-semantic and morphosyntactic domains were impaired in children with 22q11.2 CNVs. Early identification, therapeutic intervention, and follow-up of language impairments in children with 22q11.2Dup are recommended to support language development and to reduce longitudinal impact of language and communicative deficits.