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Exploring the interactive and linguistic dimensions of parent input and their role in the development of children's simple sentences.
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Exploring Sentence Diversity at the Boundary of Typical and Impaired Language Abilities
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In: J Speech Lang Hear Res (2020)
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Grammatical input differences remain six-months following toy talk instruction
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Uniformity of pronoun case errors in typical development: the association between children's first person and third person case errors in a longitudinal study
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Child-adult differences in implicit and explicit second language learning
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The Sentence Diversity Checklist: Characterizing Early Syntactic Development Using Parent Report
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Parent-Examiner Differences in their use of Toy Talk and its Influence on Input Informativeness
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Toy talk: A simple strategy to promote richer grammatical input
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Understanding Contributors to Input Informativeness for Tense Marking: Overlap among English Typology, Parent-Toddler Interaction Style, and Register
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Use of family history information in school-based prevention practice
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Abstract:
Includes bibliographical references. ; Research studies have demonstrated the impact of a positive family history in children, and the likelihood that they may develop specific language impairment (SLI). SLI is a high incidence condition, estimated to affect 7% of the kindergarten population (Tomblin, Records, Buckwalter, Zhang, Smith, & O'Brien, 1997). SLI is characterized by pronounced difficulty with language development in the absence of frank neurological, cognitive, social, or hearing impairments (Leonard, 1998). Children identified as having SLI display asynchronous language development with pronounced difficulties in the development of morphosyntax. It is important to note that specific language impairment differs from a language delay. A child that demonstrates a language delay would demonstrate language skills that are slow to emerge, but language skills develop in the same sequence seen in typically developing children. Implications of a language delay suggest that a child will overcome the delay and catch up (Reed, 1994). Noting this distinction, it is important to recognize that children identified as language disordered will not simply catch up to their peers. A review of the literature on children at risk for developmental language and/or reading disabilities reveals the importance of early screening and identification for maximizing language and academic outcomes. Thus, best practice would indicate the need to implement early screening and identification of children with or at-risk for language and/or reading disabilities to achieve optimal developmental outcomes. ; B.S. (Bachelor of Science)
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Keyword:
family history information; language development; school-based prevention practice
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URL: http://commons.lib.niu.edu/handle/10843/17119
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Social biases toward children with speech and language impairments: A correlative causal model of language limitations
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