Antecedents to reading disability: Preschool language development and literacy experiences of children from dyslexic families

1991 ◽  
Vol 3 (3-4) ◽  
pp. 219-233 ◽  
Author(s):  
Hollis S. Scarborough
Keyword(s):  
Language Development ◽  
Reading Disability ◽  
Literacy Experiences ◽  
Preschool Language

Language development, metalinguistic awareness, and emergent literacy skills of 3-year-old children in relation to social class

1994 ◽  
Vol 15 (3) ◽  
pp. 371-394 ◽  
Author(s):  
Carolyn Chaney
Keyword(s):  
Language Development ◽  
Socioeconomic Factors ◽  
Family Literacy ◽  
Maternal Education ◽  
Family Income ◽  
Metalinguistic Awareness ◽  
Literacy Experiences ◽  
Literacy Activities ◽  
Concepts About Print ◽  
Metalinguistic Skills

ABSTRACTThis is an investigation of the relationships among selected aspects of normal language development, emerging metalinguistic skills, concepts about print, and family literacy experiences in 3-year-old children who vary in their socioeconomic backgrounds. Forty-three normally developing children, whose family incomes ranged from under $10,000 to over $100,000, were given 4 tests of language development; 12 metalinguistic tasks measuring phonological awareness, word awareness, and structural awareness; and 2 measures of literacy knowledge. The children's family literacy experiences were described following a parent interview. The data analysis had two main purposes. The first was to examine the family literacy experiences of the children using a qualitative analysis. The second was to describe, in a quantitative way, the relationships among family literacy experiences, socioeconomic factors, language development, metalinguistic performance, and concepts about print. The interview data revealed that, while parents varied in the emphasis they placed on literacy activities, all of the children were at least somewhat involved in literacy activities at home; family report of literacy activities was associated with family income. Quantitative analyses revealed that amount of family literacy involvement and the children's race were related to oral language development, and language development was the most powerful predictor of metalinguistic awareness. When language development was controlled statistically, family literacy and socioeconomic factors had negligible effects on metalinguistic skills; however, knowledge of print concepts was related to metalinguistic performance, especially in the phonological domain, and was associated with the children's family literacy experiences, maternal education, and race.

The Language Development Survey

1989 ◽  
Vol 54 (4) ◽  
pp. 587-599 ◽  
Author(s):  
Leslie Rescorla
Keyword(s):  
Language Development ◽  
Screening Tool ◽  
False Negative ◽  
Language Delay ◽  
Expressive Vocabulary ◽  
Prevalence Data ◽  
Public And Private ◽  
Preschool Language ◽  
Highly Correlated ◽  
Vocabulary Score

This paper reports data from four studies using the Language Development Survey (LDS), a vocabulary checklist designed for use as a screening tool for the identification of language delay in 2-year-old children. A survey completed by the parent in about 10 min, the LDS displayed excellent reliability as assessed by Cronbach's alpha and test-retest techniques. Total vocabulary score as reported on the LDS was highly correlated with performance on Bayley, Reynell, and Preschool Language Scale expressive vocabulary items. The LDS was found to have excellent sensitivity and specificity for the identification of language delay, with a criterion of fewer than 50 words or no word combinations at 2 years yielding very low false positive and false negative rates. Data from three of these studies demonstrate the utility of the LDS as a screening tool for children attending public and private pediatric practices. Prevalence data using the LDS are reported comparing three different severity cutoffs for more than 500 children in seven survey samples.

scholarly journals Preschool Communication: Early Identification of Concerns About Preschool Language Development and Social Participation

2021 ◽  
Vol 8 ◽  
Author(s):  
Bernice M. Doove ◽  
Frans J. M. Feron ◽  
Jim van Os ◽  
Marjan Drukker
Keyword(s):  
Health Care ◽  
Risk Factor ◽  
Preschool Children ◽  
Child Health ◽  
Social Competence ◽  
Language Development ◽  
Social Participation ◽  
Child Competence ◽  
Preschool Language ◽  
Preventive Child Health Care

Background: Adverse communication development in preschool children is a risk factor influencing child health and well-being with a negative impact on social participation. Language and social skills develop and maintain human adaptability over the life course. However, the accuracy of detecting language problems in asymptomatic children in primary care needs to be improved. Therefore, it is important to identify concerns about language development as a risk factor for child health. The association between parental and professional caregivers' concerns about language development and the level of preschool social participation was assessed, as well as the possible mediating/moderating effect of the perception of social competence. In addition, validity and predictive value of parental and professional caregivers' concerns about language development were tested.Methods: To identify emerging concerns about development and social participation, a community sample of 341 preschool children was systematically assessed with a comprehensive preventive child health care “toolkit” of instruments, including parent-completed tools like the Parents' Evaluation of Developmental Status (PEDS) and child competence Visual Analog Scales (VAS). At baseline, children were aged 3 years and at follow-up ~4 years.Results: There was a statistically significant association between parental and professional caregivers' concerns about language development and the level of preschool social participation, with a mediating effect of child social competence at the age of 3 years as well as 4 years. Negative predictive value of parental and professional caregiver language concerns at the age of 3 and 4 years were 99 and 97%, respectively. Furthermore, this article showed that while some preschool children grow out of language problems, others may develop them.Conclusion: Short but valid pediatric primary care tools like the PEDS and child competence VAS can support monitoring and early identification of concerns about language development and social competence as a risk factor for preschool social participation. Personalized health care requires continued communication between parents, professional caregivers and preventive child health care about parental and professional caregiver perceptions concerning preschool language development as well as the perception of a child's social competence.

Comparison of Three Formal Methods of Preschool Language Assessment

1984 ◽  
Vol 15 (3) ◽  
pp. 146-153 ◽  
Author(s):  
Caven S. Mcloughlin ◽  
Dominic F. Gullo
Keyword(s):  
Language Development ◽  
Verbal Ability ◽  
Language Assessment ◽  
Auditory Comprehension ◽  
Early Language ◽  
Preschool Language ◽  
Early Language Development ◽  
White Middle Class ◽  
Scale Scores ◽  
Global Language

Three standardized language assessment measures were individually administered in counterbalanced order to 25 nonreferred, White, middle-class preschool children. Administered were the Peabody Picture Vocabulary Test-Revised and the Test of Early Language Development which are primarily language-screening instruments that elicit a global language quotient. Additionally, the Preschool Language Scale which purports to measure subskills of language development was administered. Correlations among the three measures were statistically significant suggesting an interrelationship of high criterion validity. The Preschool Language Scale scores were inflated by comparison with the other two measures. The Peabody test significantly predicted 53%, 48%, and 35% of the variance in Preschool Language Scale total, verbal ability, and auditory comprehension scores, respectively. The Test of Early Language Development added less than 3% of predictive power to each of these scores. The implication for psychometrics, diagnosis of language differences, and prescription are discussed.

scholarly journals Preschool Language Development of Children Born to Opioid-Dependent Mothers

2021 ◽  
Author(s):  
Hyun Min Kim ◽  
Reisha Bone ◽  
Brigid McNeill ◽  
Samantha Lee ◽  
Gail Gillon ◽  
...  
Keyword(s):  
Language Development ◽  
Maternal Education ◽  
Methadone Maintenance ◽  
Language Outcomes ◽  
Prenatally Exposed ◽  
Significant Independent Predictor ◽  
Preschool Language ◽  
Education Participation ◽  
Quality Of Parenting

Increasing evidence suggests that prenatal exposure to opioids can adversely influence brain development, yet, limited data exists on the effects of opioid-exposure on preschool language development. Our study aimed to characterize the nature and prevalence of language problems in children prenatally exposed to opioids, and the factors that support or hinder language acquisition. A sample of 100 children born to pregnant women in methadone maintenance treatment and 110 randomly identified non-exposed children were studied from birth to age 4.5 years. At 4.5 years, 89 opioid-exposed and 103 non-exposed children completed the preschool version of the Clinical Evaluation of Language Fundamentals (CELF-P) as part of a comprehensive neurodevelopmental assessment. Children prenatally exposed to opioid had poorer receptive and expressive language outcomes at age 4.5 years compared to non-exposed children. After adjustment for child sex, maternal education, other pregnancy substance use, maternal pregnancy nutrition and prenatal depression, opioid exposure remained a significant independent predictor of children’s total CELF-P language score. Examination of a range of potential intervening factors showed that a composite measure of the quality of parenting and home environment at 18 months and early childhood education participation at 4.5 years were important positive mediators.

Stability and Validity of Two Measures of Intelligence Used with Children Whose Language Development is Delayed

1971 ◽  
Vol 14 (2) ◽  
pp. 254-261 ◽  
Author(s):  
Paul S. Weiner
Keyword(s):  
Language Development ◽  
Reliability And Validity ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Intelligence Scale ◽  
Intelligence Level ◽  
Preschool Language ◽  
Two Measures ◽  
Performance Scale

An assessment was made of reliability and validity of the Arthur Adaptation of the Leiter International Performance Scale (AALIPS) and the Peabody Picture Vocabulary Test (PPVT) when used with preschool, language delayed children. The tests were used to examine a group of such children on three occasions. Six months elapsed between the first two administrations and approximately two years, on the average, between the first and third. On the last occasion, the Wechsler Intelligence Scale for Children (WISC) was also administered. The AALIPS proved to be quite useful as a gauge of intelligence level for this population. Measurements on it were stable through time and also predictive of later functioning on the WISC, particularly on the nonverbal section of that test. Useful in the group study, the AALIPS was also helpful in individual cases if interpretations were limited to judgments of normal and subnormal functioning. The PPVT was equally stable as a measure of group functioning. However, it was much less successful in predicting later functioning on the verbal section of the WISC. It seems to be much more limited than the AALIPS as a measure of intellectual functioning of preschool, language delayed children. Its scope is a restricted though possibly helpful one.

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