Age Vocabulary Research Articles

Grammatical comprehension in language and communication disorders

ABSTRACT Autism Spectrum Disorder (ASD) and Developmental Language Disorder (DLD) have traditionally been considered separate disorders, although some similarities and overlaps in certain aspects of language have been detected. In this paper, we compare the deficits in receptive grammar in these two disorders. We analyse the proportion of grammatical errors in relation to semantic complexity in 84 children divided into four groups: children with autism language impairment (ALI), with autism language normal (ALN), with DLD, and with typical development (TD), all groups with the same age of receptive vocabulary. The results show significant differences in the comprehension of grammatical structures, both simple (canonical and non-reversible) and complex (non-canonical and reversible). Children with ASD and DLD show different language profiles depending on the syntactic complexity. In the simplest structures, no differences are found between the groups, starting at an equivalent vocabulary age of 7:8 years. However, there are differences between the ALI and DLD groups with respect to the TD group in the more complex structures, starting at an equivalent vocabulary age of 3 years. Therefore, both groups ALI and DLD present the greatest difficulties compared to ALN and TD. The paper discusses the importance of attending to these differences, since the repercussion of comprehension difficulties increases as children grow.

Application of Singing Activities to Stimulate Children's Vocabulary Acquisition

This study was motivated by ability acquisition children 's vocabulary in age 4-5 years is somewhat low, so that will impact negative in communicate with the surrounding environment. This research conducted to see children 's vocabulary acquisition at Kurnia Putra Kindergarten. This study this study used action class action research approach. Subject in study this that is child K1 (or TK A) which consists of 16 children. method data collection used is observation participatory. Data analysis techniques using statistics descriptive. Research results this is activity sing could stimulate acquisition children 's vocabulary age early at Kurnia Putra Kindergarten. the thing could be seen from acquisition child 's vocabulary in cycle I day first average category not enough as much as 87.5% and on the day second no there is category less. Cycle II days first average category not enough as much as 75% and on the day second already no there is category less. This also happened in the other 3 cycles.

Correlates of Korean Hangul Reading in Children With Hearing Loss.

This study examined the associations of vocabulary and phonological and orthographic awareness with Hangul word reading in Korean children, aged between 7 and 10years, who were deaf and hard of hearing (DHH) and children with typical hearing (TH). The participants were 24 children with hearing aids (HAs), 24 children with cochlear implants (CIs), and 24 TH children in Korea. The three groups were matched for chronological age, vocabulary age, and nonverbal intelligence. Results showed that there were no differences between children with CIs and those with HAs in reading fluency and cognitive skills, except word-reading accuracy, whereas children with CIs and HAs were delayed in all measures compared with their TH peers. Regression analyses showed that syllable and phoneme awareness uniquely explained word-reading accuracy in children with DHH and those with TH. However, word-reading fluency was uniquely explained by syllable awareness in the DHH children and by vocabulary and orthographic awareness in the TH children. These results suggest that DHH and TH children in Korea rely on phonological awareness for Korean word recognition. However, DHH and TH Korean children tend to use different strategies based on sublexical versus lexical information, respectively, to read Korean words fluently.

Comprehension Scores Among Young Neurotypical Children and Children With Autism: Paper and iPad® Storybooks

This initial study used an equivalent-groups design to evaluate differences in story comprehension scores between children with autism spectrum disorder (ASD) and their neurotypical (NT) peers using paper and iPad® storybooks. Fifteen children with ASD of ages 4–6 and 15 NT peers matched for receptive vocabulary age and gender met inclusion criteria. Across two individualized testing sessions, participants answered language abstraction questions about three formats of Pete the Cat stories (paper, iPad adult read, and iPad with the read-to-me feature activated) during shared storybook reading. When examining the entire group of participants, all children performed better with either type of iPad storybook compared to the paper book. The current study indicates storybooks on the iPad function in similar ways for NT children and children with ASD. Further, this research shows promise for using the iPad with young children during shared storybook reading. Directions for future research and implications for special education personnel are provided.

Developmental trajectories of 31 French Creatine Transporter Deficiency (SLC6A8) patients: New insights into outcome measures selection

Objective: Creatine Transporter Deficiency (CTD) is a rare genetic disorder related to SLC6A8 gene mutations and leading to Intellectual Disability (ID). The present work aims at a more precise description of the developmental trajectories and key clinical features associated with SCL6A8 gene mutations, and the identification of objective reliable outcome measures for future clinical trials as new therapeutic avenues are emerging. Methods: This study was part of a National Clinical Research Program on X-linked ID. All CTD patients were clinically reviewed. Exhaustive clinical data were collected. Cognitive, adaptive and behavioral assessments were performed. We also assessed the impact of CTD on primary caregiver. Results: 31 French CTD patients were included: 27 males/4 females. The mean age was 11.4 years [3.2–23.8]. There was a strong correlation between the age at diagnosis and the age of CTD patients (r2=0.7, p<0.001): the younger the patients were, the earlier the diagnosis was made. 20.8% had microcephaly at birth. Mean age at walking alone in males was 2.2 years [1.17–4]. Only one patient out of 31 was unable to walk without help. 81.5% of CTD patients could use the thumb-index pinch (mean age=2.28 years [0.8–4.8]). Only 44.4% of male CTD patients were able to combine two words (mean age=4.9 years [4–5.5]). 45.2% of CTD patients had seizures. 10/31 patients had amyotrophy. Early onset behavioral troubles were observed in 82%. It was impossible to perform a Wechsler scale in 75%, whereas a Peabody Picture Vocabulary Test was possible in 54% of the patients (mean vocabulary age=3.4 years [1.75–6.25]). Vineland Adaptive Behavioral Scale revealed a mean global adaptive standard score of 56 (SD=9.9). Conclusion: We characterized the developmental trajectory of CTD patients. Vineland and PPVT scales might be useful for future trials, but new outcome measures appropriate for CTD patients (such as eye-tracking) should be developed.

Theory of mind and language development in Japanese children with hearing loss

ObjectiveThis study investigates the development of theory of mind (ToM) in Japanese children with hearing loss (HL) and its relationship with language abilities using the data of a large sample size. MethodsParticipants were 369 children with HL, ranging from 4 to 12 years of age. The mean hearing level of the better ear was 100.7 dB. A “change in location”-type false belief task similar to the “Sally-Anne test” was given to the participants. ResultsThe pass rates for the false belief task were in the 20% range for 4 to 6-year-olds, 35.6% for 7-year-olds, 47.6% for 8-year-olds, and 63.6% for 9-year-olds. However, no children, even 12-year-olds, achieved a pass rate of 70%. A logistic regression analysis showed that the significant independent predictors of the false belief task performance were vocabulary age and syntactic comprehension level, and chronological age, hearing level, syntactic production level, and nonverbal intelligence were excluded. ConclusionThe results demonstrate that there is a delay in the development of ToM in Japanese children with HL. This finding is consistent with findings in English-speaking countries. Additionally, it is suggested that language abilities play an important role in the acquisition of ToM for children with HL.

Communication performance of children with Down Syndrome: An ICF-CY based multiple case study

Enhancing communication performance skills may help children with Down Syndrome (DS) to expand their opportunities for participation in daily life. It is a clinical challenge for speech-language pathologists (SLP) to disentangle various mechanisms that contribute to the language and communication problems that children with DS encounter. Without clarity of different levels of functioning, appropriate interventions may be poorly conceived or improperly implemented. In the present study, the International Classification of Functioning, Disability and Health – Children and Youth Version (ICF-CY) framework was used to classify contributing factors to communication performance in a multiple case study of six young children with DS. Within a comprehensive assessment, we identified individual and environmental facilitators and barriers, leading to an integrative profile of communication performance (IPCP) for each child. Whereas these six children shared a developmental, and/or expressive vocabulary age and/or level of communicative intent, the children faced similar but also unique personal and environmental factors that play an important role in their communication performance. Our data reveal that a combination of different factors may lead to the same language outcomes and vice versa, based on a unique pattern of interdependency of ICF-CY domains. Planning SLP interventions for enhancing communication performance in children with DS should therefore be based on a comprehensive view on the competences and limitations of every individual child and its significant communication partners. This evaluation should address facilitators and barriers in body functions, structures, activities, participation and environment, with a specific focus on individual strengths. The ICF-CY provides a useful framework for constructing an IPCP that serves this purpose.

What are the criteria for a good intervention study? Response: "Unrecognized ambiguities in validity of intervention research: an example on explicit phonics and text-centered teaching".

What are the criteria for a good intervention study? Response: "Unrecognized ambiguities in validity of intervention research: an example on explicit phonics and text-centered teaching".

Using Personal Response Systems to Assess Speech Perception Within the Classroom

The assessment of the combined effect of classroom acoustics and sound field amplification (SFA) on children's speech perception within the "live" classroom poses a challenge to researchers. The goals of this study were to determine: (1) Whether personal response system (PRS) hand-held voting cards, together with a closed-set speech perception test (Chear Auditory Perception Test [CAPT]), provide an appropriate method for evaluating speech perception in the classroom; (2) Whether SFA provides better access to the teacher's speech than without SFA for children, taking into account vocabulary age, middle ear dysfunction or ear-canal wax, and home language. Forty-four children from two school-year groups, year 2 (aged 6 years 11 months to 7 years 10 months) and year 3 (aged 7 years 11 months to 8 years 10 months) were tested in two classrooms, using a shortened version of the four-alternative consonant discrimination section of the CAPT. All children used a PRS to register their chosen response, which they selected from four options displayed on the interactive whiteboard. The classrooms were located in a 19th-century school in central London, United Kingdom. Each child sat at their usual position in the room while target speech stimuli were presented either in quiet or in noise. The target speech was presented from the front of the classroom at 65 dBA (calibrated at 1 m) and the presented noise level was 46 dBA measured at the center of the classroom. The older children had an additional noise condition with a noise level of 52 dBA. All conditions were presented twice, once with SFA and once without SFA and the order of testing was randomized. White noise from the teacher's right-hand side of the classroom and International Speech Test Signal from the teacher's left-hand side were used, and the noises were matched at the center point of the classroom (10sec averaging [A-weighted]). Each child's expressive vocabulary age and middle ear status were measured individually and each child's home language and any special educational needs were recorded. All children were able to use the PRS handsets, and the CAPT speech perception test was sufficiently sensitive to highlight differences in perception in the different listening conditions. Scores were higher in quiet than in any noise condition. Results showed that group performance was significantly better with SFA than without it. The main demographic predictor of performance was expressive vocabulary age. SFA gave more benefit to the poorer performers in the group. There were no significant effects on performance relating to middle ear status or home language; however, the size of the population was too small to be able to fully explore these aspects in greater detail. PRS together with the CAPT provides a sensitive measure for in situ speech perception testing within the classroom. Vocabulary age has a large effect on a child's ability to perceive the speech signal. SFA leads to improved speech perception, when the speech signal has been degraded because of poor acoustics or background noise and has a particularly large effect for children with lower vocabulary ages.

Accessing, Integrating, and Inhibiting Word Meaning in Poor Comprehenders

This study examined three processes crucial to reading comprehension (semantic access, integration, and inhibition) to identify causes of comprehension impairment. Poor comprehenders were compared to chronological-age controls and vocabulary-age (VA) controls. When listening to homonym primes (“bank”) versus unrelated primes, controls were faster to name pictures related to dominant (money) and subordinate (river) meanings at 250 ms interstimulus interval (ISI) but only showed dominant priming at 1,000 ms ISI, whereas poor comprehenders only showed dominant priming. When listening to subordinately biased sentences ending in homonyms (“John fished from the bank”) versus control sentences, all groups showed priming when naming subordinate (appropriate) pictures at 250 ms ISI: VA controls and poor comprehenders also showed priming when naming dominant (inappropriate) pictures. At 1,000 ms ISI, controls showed appropriate priming, whereas poor comprehenders only showed inappropriate priming. These findings suggest that poor comprehenders have difficulties accessing subordinate word meanings, which can manifest as a failure to inhibit irrelevant information.

Factors affecting responses of children with autism spectrum disorder to yes/no questions

This study aimed to clarify factors related to difficulties in responding to yes/ no questions (Y/N-Qs) among 52 children with autism spectrum disorder (ASD), 41 boys and 11 girls aged between 3:5–16:0 years. Participants completed the Tanaka–Binet Intelligence Scale V, the Picture Vocabulary Test: Revised (PVT-R), and the Pervasive Developmental Disorder – Autism Society Japan Rating Scale (PARS). A yes/ no test, developed for this study, included two types of task: a naming true/false task and a request-intention task. For the naming true/false task, clear yes/ no responses accounted for 60% of responses among preschool children and more than 90% of responses among school-aged children in the normal IQ and mildly cognitively-impaired groups. In contrast, clear yes/ no responses accounted for less than 30% of responses in the moderately cognitively-impaired group, and less than 1% in the severely cognitively-impaired group. For the request-intention task, clear yes/ no responses were higher than for naming true/false tasks. Multiple logistic regression analysis indicated that scores of PARS, estimated mental age, vocabulary age according to the PVT-R, and IQ are associated with clear yes/ no responses. These findings appear to indicate that ability or inability to respond to Y/N-Qs follows a developmental pattern in children with ASD.

Estimated net saving to society from cochlear implantation in infants: A preliminary analysis

Although it is clear that cochlear implants (CIs) are highly cost-effective in adults and children, the possible additional economic benefit of implantation at younger ages has to be fully established to verify whether the costs and outcomes of CIs differ between infants and older children. Retrospective cohort study. Comprehensive data of CI costs were obtained in four groups of children (age 2-11, 12-23, 24-35, and 72-83 months) from parent questionnaires, national healthcare and educational systems, and retail prices for materials used. Outcomes are compared in terms of receptive language level (Peabody Picture Vocabulary Test-Revised [PPVT-R]), with follow-up to the chronological age of 10 years. Implantation in infants was associated with a lower total cost for the first 10 years of life. The net savings to society ranged from around 21,000€ in the two younger classes to more than 35,000€ when comparing infants against children in the oldest group. When implantation was delayed, family costs played an important role in the increase in expenses. Children in the 2- to 11-month group scored significantly better at the PPVT-R than those in the other age groups (P < .05, P < .01, and P < .001, respectively; Dunn's test) at 10 years of age. The cost per 1-year gain in vocabulary age at the PPVT-R showed a substantial difference between the youngest and oldest age groups (13,266€/year, 17,719€/year, 20,029€/year, and 28,042€/year, respectively). CIs for patients under 1 year of age afford significantly improved performance and a net savings to society.

Lexico-semantic processing in children with specific language impairment: The overactivation hypothesis

The hypothesis indicating an overactivation of the lexico-semantic network in children with specific language impairment (SLI) was tested using an auditory pair-primed paradigm (PPP), where participants made a lexical-decision on the second word of a noun pair that could be semantically related, or not, to the first one. Though children with SLI were proven to be as accurate as children matched for receptive vocabulary age, they presented a larger priming effect in the PPP in terms of both reaction time and accuracy. These results preliminarily support the hypothesis of an overactivation of the lexico-semantic network. Learning outcomes: As a result of reading this paper the reader will be able to (1) understand how the pair-primed paradigm can contribute to investigate the online spreading of the activation within the lexico-semantic network; (2) be aware of the fact that during development it is unlikely that some cognitive domain are completely typical (residual normality), while others develop atypically; (3) the reader will be aware that children with SLI present some subtle abnormalities in the lexico-semantic network, which appears to be overactive.

Multiple aspects of preschool children’s social cognition: relations with peer acceptance and peer interaction style

Three aspects of young children’s social cognition – accurate encoding of social cues, hostile attributions and response access/generation – were assessed among 128 children (64 girls) attending three‐, four‐, and five‐year‐old classrooms (ages ranged from 36 to 73 months). Hostile attributions and the quality of strategy generation were both significantly associated with teacher‐rated peer competence and aggressiveness, even when children’s receptive vocabulary scores and age were controlled. For girls, hostile attributions, but not cue encoding or response generation, was associated with teacher ratings of competence and aggression. For boys, hostile attributions were associated with teacher ratings of competence, and response generation was associated with teacher ratings of competence and aggression. Regression analysis, controlling for sex, age and receptive vocabulary, revealed that both hostile attributions and the quality of social strategy generation, but not encoding of cues, made unique, significant contributions to the prediction of teacher ratings of competence and aggression.

Home literacy environment of pre‐school children with intellectual disabilities

For pre-school children, the home literacy environment (HLE) plays an important role in the development of language and literacy skills. As there is little known about the HLE of children with intellectual disabilities (ID), the aim of the present study was to investigate the HLE of children with ID in comparison with children without disabilities. Parent questionnaires concerning aspects of the HLE were used to investigate differences between 48 children with ID, 107 children without disabilities of the same chronological age and 36 children without disabilities of the same mental age (MA). Furthermore, for the children with ID, correlations were computed between aspects of the HLE and children's non-verbal intelligence, speech intelligibility, language and early literacy skills. From the results of the multivariate analyses of variance it could be concluded that the HLE of children with ID differed from that of children in the chronological age group on almost all aspects. When compared with children in the MA group, differences in the HLE remained. However, differences mainly concerned child-initiated activities and not parent-initiated activities. Correlation analyses showed that children's activities with literacy materials were positively related with MA, productive syntax and vocabulary age, and book orientation skills. Also, children's involvement during storybook reading was related with their MA, receptive language age, productive syntax and vocabulary age, book orientation and rapid naming of pictures. The amount of literacy materials parents provided was related to a higher productive syntax age and level of book orientation of the children. Parent play activities were also positively related to children's speech intelligibility. The cognitive disabilities of the children were the main cause of the differences found in the HLE between children with ID and children without disabilities. Parents also adapt their level to the developmental level of their child, which may not always be the most stimulating for the children.

Semantic and phonological fluency in children with Down syndrome: Atypical organization of language or less efficient retrieval strategies?

In this study the verbal fluency procedure was used to investigate the organization of semantic and phonological representations in children with Down syndrome (DS) and typically developing children, matched pairwise for receptive vocabulary age. Productivity was found to be significantly reduced in the DS group in both the semantic and the phonological tasks. However, group differences in the number of clusters as opposed to cluster size suggest that this may reflect less efficient retrieval strategies rather than differences in the organization of linguistic representations. Together the findings point to executive deficits in Down syndrome rather than deviant language processes.

Speeded naming, frequency and the development of the lexicon in Williams syndrome

Atypical vocabulary has been reported as one of the most notable features of the language of adolescents and adults with Williams syndrome (WS), including use of unusual or low frequency words. Two hypotheses were identified regarding the developmental origins of this phenomenon. The intra-lexicon hypothesis views the cause in terms of domain-specific anomalies of structure or activation dynamics in the WS lexicon. The extra-lexicon hypothesis views the cause in terms of pragmatic influences, whereby individuals with WS use social engagement devices in their language in service of their “hyper-social” profile (Jones et al., 2000), and domain-general deficits to lexical-semantic representations in line with the level of learning disability present in WS. The hypotheses were evaluated using a speeded picture-naming task, in which frequency and semantic category were manipulated as implicit variables. The performance of 16 adolescents and adults with WS was compared with two individually matched control groups, one matched on chronological age (CA) and the other on receptive vocabulary age (RVA). Developmental trajectories were also constructed to assess the relationship between performance and age. Results indicated slower and less accurate naming in the WS group compared with both CA and RVA groups, but frequency and semantic category effects in line with the RVA group. Trajectories were delayed but not atypical. The data support a normal encoding of word frequency (rarity) in the WS lexicon, with rare-word usage explained as a pragmatic aspect of the WS social profile. The finding sets bounds on the domain-specificity of the complex developmental pathway between atypical genotype and atypical phenotype in WS.

Disambiguation and Mapping of New Word Meanings by Individuals With Intellectual/ Developmental Disabilities

Wilkinson and Green (1998) reported that differences in the procedure by which new words were introduced to learners with cognitive impairments significantly affected their accuracy in later tests of receptive understanding of word meanings. However, a limited sample and no control group rendered the data preliminary. Here, I replicated and extended the research. First, a control group of preschool children, matched on receptive vocabulary age, was compared to individuals with intellectual disability of unspecified origin. Second, performance was also evaluated in three matched groups of varying etiology: unspecified, Down syndrome, and autism spectrum disorders. Performance on receptive word matching differed between preschool children and their matched experimental groups as well as among matched etiological groups.

Serial order reconstruction in Down syndrome: evidence for a selective deficit in verbal short‐term memory

Individuals with Down syndrome consistently perform less well than appropriately matched comparison groups on tests of verbal short-term memory, despite performing relatively well on non-verbal short-term memory tasks. However, it is not clear whether these findings constitute evidence for a selective deficit in verbal short-term memory, or whether they instead reflect the influence of non-central factors such as speech difficulties or poor number knowledge. Twenty-six individuals with Down syndrome and 32 typically developing children were tested on a digit reconstruction task in which participants were presented with auditory digit sequences and responded by pressing the corresponding digits on a touch-screen in the correct serial order. Background measures were performance on a closely matched visuo-spatial reconstruction task, reaction time on a simple digit identification task, receptive vocabulary age and non-verbal ability (Raven's matrices). Participants were also tested on a conventional digit recall task. All four background measures accounted for significant individual variation in digit reconstruction performance, but there remained a significant effect of group that reflected relatively poor performance of individuals with Down syndrome. Hierarchical regression showed that group membership accounted for unique variation in both digit reconstruction and recall performance, even after all group differences on background measures had been accounted for. The results provide strong evidence that Down syndrome is associated with a selective deficit in verbal short-term memory, and a deficit in verbal serial order memory in particular. Implications for the language difficulties associated with Down syndrome are discussed.

Phonological neighbourhood density: effects in a rhyme awareness task in five-year-old children

Phonological awareness skills are critical for reading acquisition, yet relatively little is known about the origins of phonological awareness. This study investigates one plausible source of the emergence of phonological awareness, phonological neighbourhood density. As vocabulary grows, the number of similar-sounding words in the child's mental lexicon increases. This could create developmental pressure to develop awareness of sub-units within words such as syllables, rhymes and phonemes. If this is the case, then neighbourhood density effects should be discernible in phonological awareness tasks. Children should be more successful in these tasks with words from dense phonological neighbourhoods, as they should show greater awareness of sub-units within these words. We investigated this hypothesis in a group of 48 five-year-old children, most of whom were pre-readers. The five-year-olds with a high vocabulary age showed neighbourhood density effects in a rhyme oddity task, but five-year-olds with lower vocabulary ages did not. This suggests that vocabulary acquisition and consequent neighbourhood density effects are indeed one source of the emergence of phonological awareness skills in pre-readers.