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Preschool language delay

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https://www.readbyqxmd.com/read/28863583/speech-rate-rate-matching-and-intelligibility-in-early-implanted-cochlear-implant-users
#1
Valerie Freeman, David B Pisoni
An important speech-language outcome for deaf people with cochlear implants is speech intelligibility-how well their speech is understood by others, which also affects social functioning. Beyond simply uttering recognizable words, other speech-language skills may affect communicative competence, including rate-matching or converging toward interlocutors' speech rates. This initial report examines speech rate-matching and its relations to intelligibility in 91 prelingually deaf cochlear implant users and 93 typically hearing peers age 3 to 27 years...
August 2017: Journal of the Acoustical Society of America
https://www.readbyqxmd.com/read/28793161/visuospatial-and-verbal-short-term-memory-correlates-of-vocabulary-ability-in-preschool-children
#2
Stephanie F Stokes, Thomas Klee, Myriam Kornisch, Lisa Furlong
Background: Recent studies indicate that school-age children's patterns of performance on measures of verbal and visuospatial short-term memory (STM) and working memory (WM) differ across types of neurodevelopmental disorders. Because these disorders are often characterized by early language delay, administering STM and WM tests to toddlers could improve prediction of neurodevelopmental outcomes. Toddler-appropriate verbal, but not visuospatial, STM and WM tasks are available. A toddler-appropriate visuospatial STM test is introduced...
August 16, 2017: Journal of Speech, Language, and Hearing Research: JSLHR
https://www.readbyqxmd.com/read/28671266/improving-language-comprehension-in-preschool-children-with-language-difficulties-a-cluster-randomized-trial
#3
Åste M Hagen, Monica Melby-Lervåg, Arne Lervåg
BACKGROUND: Children with language comprehension difficulties are at risk of educational and social problems, which in turn impede employment prospects in adulthood. However, few randomized trials have examined how such problems can be ameliorated during the preschool years. METHODS: We conducted a cluster randomized trial in 148 preschool classrooms. Our intervention targeted language comprehension skills and lasted 1 year and 1 month, with five blocks of 6 weeks and intervention three times per week (about 75 min per week)...
July 3, 2017: Journal of Child Psychology and Psychiatry, and Allied Disciplines
https://www.readbyqxmd.com/read/28638330/flat-vs-expressive-storytelling-young-children-s-learning-and-retention-of-a-social-robot-s-narrative
#4
Jacqueline M Kory Westlund, Sooyeon Jeong, Hae W Park, Samuel Ronfard, Aradhana Adhikari, Paul L Harris, David DeSteno, Cynthia L Breazeal
Prior research with preschool children has established that dialogic or active book reading is an effective method for expanding young children's vocabulary. In this exploratory study, we asked whether similar benefits are observed when a robot engages in dialogic reading with preschoolers. Given the established effectiveness of active reading, we also asked whether this effectiveness was critically dependent on the expressive characteristics of the robot. For approximately half the children, the robot's active reading was expressive; the robot's voice included a wide range of intonation and emotion (Expressive)...
2017: Frontiers in Human Neuroscience
https://www.readbyqxmd.com/read/28594429/effects-of-serial-and-concurrent-training-on-receptive-identification-tasks-a-systematic-replication
#5
Kara L Wunderlich, Timothy R Vollmer
The current study compared the use of serial and concurrent methods to train multiple exemplars when teaching receptive language skills, providing a systematic replication of Wunderlich, Vollmer, Donaldson, and Phillips (2014). Five preschoolers diagnosed with developmental delays or autism spectrum disorders were taught to receptively identify letters or letter sounds. Subjects learned the target stimuli slightly faster in concurrent training and a high degree of generalization was obtained following both methods of training, indicating that both the serial and concurrent methods of training are efficient and effective instructional procedures...
June 8, 2017: Journal of Applied Behavior Analysis
https://www.readbyqxmd.com/read/28586433/speech-intelligibility-and-psychosocial-functioning-in-deaf-children-and-teens-with-cochlear-implants
#6
Valerie Freeman, David B Pisoni, William G Kronenberger, Irina Castellanos
Deaf children with cochlear implants (CIs) are at risk for psychosocial adjustment problems, possibly due to delayed speech-language skills. This study investigated associations between a core component of spoken-language ability-speech intelligibility-and the psychosocial development of prelingually deaf CI users. Audio-transcription measures of speech intelligibility and parent reports of psychosocial behaviors were obtained for two age groups (preschool, school-age/teen). CI users in both age groups scored more poorly than typically hearing peers on speech intelligibility and several psychosocial scales...
July 1, 2017: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/28581688/when-you-re-happy-and-i-know-it-four-year-olds-emotional-perspective-taking-during-online-language-comprehension
#7
Melanie Khu, Craig Chambers, Susan A Graham
Using a novel emotional perspective-taking task, this study investigated 4-year-olds' (n = 97) use of a speaker's emotional prosody to make inferences about the speaker's emotional state and, correspondingly, their communicative intent. Eye gaze measures indicated preschoolers used emotional perspective inferences to guide their real-time interpretation of ambiguous statements. However, these sensitivities were less apparent in overt responses, suggesting preschoolers' ability to integrate emotional perspective cues is at an emergent state...
June 5, 2017: Child Development
https://www.readbyqxmd.com/read/28514238/the-influence-of-maternal-pragmatics-on-the-language-skills-of-children-with-autism
#8
Yael S Stern, Nell Maltman, Megan Y Roberts
OBJECTIVE: This study examined the relationship between mothers' pragmatics and child language in autism spectrum disorder (ASD) and non-ASD language delay (LD) mother-child dyads. METHODS: Participants consisted of 20 dyads of mothers and their toddlers aged 24 to 48 months, with ASD (n = 10) or non-ASD LD (n = 10). Groups were matched on child chronological age, language, and cognition. Maternal pragmatic language was qualified based on the degree of pragmatic violations during a semistructured interview, and was examined in relation to both child language, as measured by the Preschool Language Scale-4 and maternal use of language facilitation strategies during play...
June 2017: Journal of Developmental and Behavioral Pediatrics: JDBP
https://www.readbyqxmd.com/read/28417256/to-which-extent-social-withdrawal-at-the-age-of-1%C3%A2-year-is-associated-with-iq-at-5-6%C3%A2-years-old-results-of-the-eden-mother-child-cohort
#9
Antoine Guedeney, Sarah Doukhan, Anne Forhan, Barbara Heude, Hugo Peyre
The present study aims to determine to which extent social withdrawal at 1 year is associated with the child's IQ at the end of the preschool period. Children (N = 1045) from the EDEN mother-child cohort were assessed for social withdrawal behaviours at 1 year by trained midwives using the Alarm Distress BaBy (ADBB) scale. Midwives also examined infants' language and motor development at 1 year. At the age 5-6 years, IQ scores were based on the WPPSI-III. Linear regression models were used to determine the association between IQ and ADBB, adjusted for a broad range of pre- and postnatal environmental factors and for language and motor skills scores at 1 year...
April 17, 2017: European Child & Adolescent Psychiatry
https://www.readbyqxmd.com/read/28408725/screening-for-developmental-delay-in-preschool-aged-children-using-parent-completed-ages-and-stages-questionnaires-additional-insights-into-child-development
#10
Soheir S Abo El Elella, Maha A M Tawfik, Wafaa Moustafa M Abo El Fotoh, Naglaa Fathy Barseem
BACKGROUND: Developmental delay is a delay in areas of speech, language, motor, social and cognitive development. Because of the negative impact of intellectual and learning disabilities, early identification of children with developmental and behavioral problems using appropriate screening tests is crucial. OBJECTIVES: Utilization of parent-completed Ages and Stages Questionnaires (ASQs) for detecting the developmental delay in preschool age children and clarification of possible associated risk factors...
April 13, 2017: Postgraduate Medical Journal
https://www.readbyqxmd.com/read/28329403/language-development-in-children-with-cleft-palate-with-or-without-cleft-lip-adopted-from-non-english-speaking-countries
#11
Amy R Morgan, Claudia Crilly Bellucci, Jody Coppersmith, Sebastian B Linde, Arthur Curtis, Meredith Albert, Mary M O'Gara, Kathleen Kapp-Simon
Purpose: The purpose of this study was to determine whether language skills differed between children with cleft palate or cleft lip and palate (CP±CL) who were adopted into an English-speaking home from a non-English-speaking country (late English exposure [LE]) and children with CP±CL raised from birth in an English-speaking home (early English exposure [EE]). Method: Children (51 LE, 67 EE), ages 3;0 (years;months) to 9;0, completed the Clinical Evaluation of Language Fundamentals (CELF), Preschool Second Edition or Fourth Edition...
May 17, 2017: American Journal of Speech-language Pathology
https://www.readbyqxmd.com/read/28224092/language-and-cognitive-outcome-for-high-risk-neonates-at-the-age-of-2-3-years-experience-from-an-arab-country
#12
Tamer Abou-Elsaad, Hesham Abdel-Hady, Hemmat Baz, Doaa ElShabrawi
AIM: To investigate the effect of different neonatal risk factors on different language parameters as well as cognitive abilities among Arabic speaking Egyptian children at the age of two to three years of life and to find out which risk factor(s) had the greatest impact on language and cognitive abilities. METHODS: This retrospective cohort study was conducted on 103 children with age range of 2-3 years (median age 31 mo). They were 62 males and 41 females who were exposed to different high-risk factors in the perinatal period, with exclusion of metabolic disorders, sepsis/meningitis, congenital anomalies and chromosomal aberrations...
February 8, 2017: World Journal of Clinical Pediatrics
https://www.readbyqxmd.com/read/28119842/the-comparison-of-m-b-cdi-k-short-form-and-k-asq-as-screening-test-for-language-development
#13
Seong Woo Kim, Ji Yong Kim, Sang Yoon Lee, Ha Ra Jeon
OBJECTIVE: To investigate the usefulness of the communication domain in the Korean version of Ages and Stages Questionnaire (K-ASQ), and short form of the Korean version of MacArthur-Bates Communicative Development Inventories (M-B CDI-K), as screening tests for language developmental delay. METHODS: Data was collected between April 2010 and December 2013, from children who visited either the Department of Physical Medicine and Rehabilitation or the Developmental Delay Clinic, presenting with language development delay as their chief complaint...
December 2016: Annals of Rehabilitation Medicine
https://www.readbyqxmd.com/read/28018118/a-longitudinal-investigation-of-conflict-and-delay-inhibitory-control-in-toddlers-and-preschoolers
#14
Amanda W Joyce, Jessica H Kraybill, Nan Chen, Kimberly Cuevas, Kirby Deater-Deckard, Martha Ann Bell
RESEARCH FINDINGS: Eighty-one children participated in a longitudinal investigation of inhibitory control (IC) from 2 to 4 years of age. Child IC was measured via maternal report and laboratory measures under conditions of conflict and delay. Performance on delay IC tasks at 3 years was related to performance on these same tasks at 2 and 4 years, but performance on conflict IC tasks was not related over time. Delay IC task performance was concurrently related to conflict IC task performance in 3- and 4-year-olds but not related in 2-year-olds...
2016: Early Education and Development
https://www.readbyqxmd.com/read/28011082/-neonatal-arterial-ischemic-stroke-review-of-the-current-guidelines
#15
E Saliba, T Debillon, S Auvin, O Baud, V Biran, J-L Chabernaud, S Chabrier, F Cneude, A-G Cordier, V Darmency-Stamboul, J-F Diependaele, T Debillon, M Dinomais, C Durand, A Ego, G Favrais, Y Gruel, L Hertz-Pannier, B Husson, S Marret, S N'Guyen The Tich, T Perez, E Saliba, J-B Valentin, C Vuillerot
Neonatal arterial ischemic stroke (NAIS) is a rare event that occurs in approximately one in 5000 term or close-to-term infants. Most affected infants will present with seizures. Although a well-recognized clinical entity, many questions remain regarding diagnosis, risk factors, treatment, and follow-up modalities. In the absence of a known pathophysiological mechanism and lack of evidence-based guidelines, only supportive care is currently provided. To address these issues, a French national committee set up by the French Neonatal Society (Société française de néonatologie) and the national referral center (Centre national de référence) for arterial ischemic stroke in children drew up guidelines based on an HAS (Haute Autorité de santé [HAS]; French national authority for health) methodology...
February 2017: Archives de Pédiatrie: Organe Officiel de la Sociéte Française de Pédiatrie
https://www.readbyqxmd.com/read/27976553/screening-5-and-6-year-old-children-starting-primary-school-for-development-and-language
#16
Deniz Yılmaz, Nuray Bayar-Muluk, Birgül Bayoğlu, Aysun İdil, Banu Anlar
Beginning school is an important milestone for children. Children's readiness for school involves cognitive, physical, and emotional development. Certain school programs allow children to start first grade after 66 months of age, together with 72 month-old children. In order to estimate school readiness, we screened children before starting first grade and compared their school performance according to their age and socio-demographic characteristics. Marmara School Readiness, Denver II developmental screening, and language assessment tests were applied...
2016: Turkish Journal of Pediatrics
https://www.readbyqxmd.com/read/27833461/parenting-predictors-of-delay-inhibition-in-socioeconomically-disadvantaged-preschoolers
#17
Emily C Merz, Susan H Landry, Tricia A Zucker, Marcia A Barnes, Michael Assel, Heather B Taylor, Christopher J Lonigan, Beth M Phillips, Jeanine Clancy-Menchetti, Nancy Eisenberg, Tracy L Spinrad, Carlos Valiente, Jill de Villiers, The School Readiness Research Consortium
This study examined longitudinal associations between specific parenting factors and delay inhibition in socioeconomically disadvantaged preschoolers. At Time 1, parents and 2- to 4-year-old children (mean age = 3.21 years; N = 247) participated in a videotaped parent-child free play session, and children completed delay inhibition tasks (gift delay-wrap, gift delay-bow, and snack delay tasks). Three months later, at Time 2, children completed the same set of tasks. Parental responsiveness was coded from the parent-child free play sessions, and parental directive language was coded from transcripts of a subset of 127 of these sessions...
September 2016: Infant and Child Development
https://www.readbyqxmd.com/read/27801620/preschool-self-regulation-predicts-later-mental-health-and-educational-achievement-in-very-preterm-and-typically-developing-children
#18
Lianne J Woodward, Zhigang Lu, Alyssa R Morris, Dione M Healey
OBJECTIVE: To examine the extent to which preschool emotional and behavioral regulatory difficulties were associated with an increased risk of later mental health and educational problems. Of particular interest was whether early regulatory abilities contributed to later risk once baseline child behavioral adjustment and cognitive function were taken into account. METHOD: Data were drawn from a prospective longitudinal study of 223 children born very preterm (VPT; <32 weeks gestation, n = 110) and full term (37-40 weeks gestation)...
February 2017: Clinical Neuropsychologist
https://www.readbyqxmd.com/read/27721845/erratum-developmental-profiles-of-preschool-children-with-delayed-language-development
#19
Ji Eun Jeong, Hyung Jik Lee, Jin Kyung Kim
[This corrects the article on p. 363 in vol. 57, PMID: 25210524.].
September 2016: Korean Journal of Pediatrics
https://www.readbyqxmd.com/read/27684522/effectiveness-of-the-language-intervention-programme-for-preschool-children
#20
Marisa Lousada, Margarida Ramalho, Carolina Marques
OBJECTIVE: This paper investigates the effectiveness of the Language Intervention Programme for the treatment of 14 preschool-aged children with primary language impairment. PATIENTS AND METHODS: We used a waiting list control design, in which half the sample (7 children) received immediate intervention with the Language Intervention Programme, whereas the remaining children received treatment after a 4-week delay. The intervention consisted of 8 individual biweekly sessions...
September 30, 2016: Folia Phoniatrica et Logopaedica
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