The purpose of this study was to determine the significance and directions of the relationships among oral and manual fine motor skills and language abilities among Spanish-English bilingual children....
Participants included 56 bilingual children, 24 of whom met criteria for developmental language disorder (DLD), recruited based on teacher concern for language and/or reading comprehension abilities. ...
Oral fine motor abilities (diadochokinetic rate productions of /pa/ and /pata/) predicted Spanish (but not English) oral language abilities in the expected direction (i.e., faster rates were associate...
Oral fine motor abilities are related to language abilities in bilingual children, but only for the native language. We did not find reliable differences in oral and manual fine motor skills between g...
Pragmatic language assessment in children is performed in line with standard protocols, guidelines, and best practices. The absence of these aspects in the Indian context has resulted in the quest to ...
A total of 100 SLPs(94 females and 6 males) working with preschool aged children (three-to-six-year-olds) from across different Indian states participated in the survey. Participants were enquired abo...
Majority of participants assessed multiple aspects of pragmatic language. All used a combination of different assessment methods, with the participants commonly using informal compared to formal appro...
The assessment practices of the SLPs were largely influenced by the unavailability of developed or adapted tools for Indian preschoolers, leading to the need to develop indigenous assessment tools. Ce...
Children with delays in expressive language (late talkers) have heterogeneous developmental trajectories. Some are late bloomers who eventually "catch-up," but others have persisting delays or are lat...
Language sample analysis is widely regarded as the gold standard of language assessment. However, the uncertainty regarding the optimal length of sample and the limited availability of developmental l...
The study involved 30 typically developing Afrikaans-speaking children aged between 3;6 and 9;6 (years;months). A descriptive research design was used to transcribe and analyze 1-hr interactions colle...
Results indicated that mean length of utterance in words per minute, number of different words per minute, and total number of words per minute stabilized at 30 min and no significant differences were...
The study concluded that a 30-min interaction segment provides a representative language sample for Afrikaans-speaking children who are between 3;6 and 9;6. It provides promising preliminary developme...
Children with developmental language disorder (DLD) regularly use the bare form of verbs (e.g., dance) instead of inflected forms (e.g., danced). We propose an account of this behavior in which proces...
Little is known about the specific nature of language abilities of autistic adolescents and young adults with language impairment (LI), limiting our knowledge of developmental trajectories and ability...
Thirteen autistic adolescents and young adults completed an assessment protocol of age-referenced language and nonverbal cognitive assessments. Assessment took place once per year for 3 years; the fir...
All participants qualified for LI, with overall receptive and expressive language scores persistently in the LI range. Other outcomes were variable. Some participants had nonword repetition and vocabu...
Our findings support the use of the current protocol, as implemented in person or online, to identify LI in autistic adolescents and young adults. This exploratory work is limited by a small sample an...
This was an investigation of the dimensionality of oral and written language to test the hypothesis that a two-factor model with sound/word and sentence/discourse language levels would best fit langua...
A stratified secondary data set of 1,500 participants was drawn randomly from a larger nationally representative U.S. data set (...
The hypothesized two-factor language-levels model had an acceptable-to-good fit to the full data set, as did the three-factor model, with verbal memory added. High interfactor correlation between verb...
Oral and written language abilities during the school-age years are best explained by a two-factor model with sound/word and sentence/discourse language levels and memory as a contributing factor. Imp...
Associations between children's early language processing efficiency and later verbal and non-verbal outcomes shed light on the extent to which early information processing skills support later learni...
This study investigated the attentional tendencies of preschool children with developmental language disorder (DLD) and their typical language (TL) peers during a word learning task to examine what vi...
Twelve children with DLD and 12 children with TL completed a novel name extension task in which they selected which of three visual characteristics of referent objects (i.e., movement, color, pattern)...
Children with DLD were systematically different from their TL peers in which visual features of objects they attended to during nonword-novel referent pairings in that they selected movement as the re...
In most cases, word learning involves mapping the auditory signal onto visual information. Identifying what children with DLD naturally attend to when exposed to novel word-novel referent pairings is ...
The aim of this study was to situate developmental language disorder (DLD) within the impairment and disability framework of the International Classification of Functioning, Disability, and Health (IC...
We queried the caregivers of 35 children with DLD and 44 peers with typical language development about their children's language-related functions, developmental risks, and language services using mix...
The children with DLD presented with weaknesses in domains that are highly dependent upon language skill, including communication, community function, interpersonal relationships, and academics. They ...
Children with DLD present with predictable strengths and weaknesses in everyday language-related functioning. For some children, the weaknesses are mild, but for others, they limit function to a great...
