Perceptual/motor profiles of reading impaired children with or without concomitant oral language deficits

The acquisition and development of syntax in oral language for 47 congenitally hearing-impaired children between the ages of five years and 13 years, three months, was compared with that of normal children. The Northwestern Syntax Screening Test was administered and a 50-sentence spontaneous-language sample was scored and analyzed. In addition to the significant differences found in the rate of acquisition of syntax in favor of the normal children, some differences were found in the sequential order of development for particular verb constructions. The investigator hypothesized that such differences were related to the teaching order in the classroom and to the degree of visual-auditory cues inherent in the language constructions for the hearing-impaired children. Information from the case histories was used in an attempt to identify the factors contributing to the development of syntax for the hearing-impaired subjects. Of the six factors considered, only chronologic age and severity of hearing impairment were identified as contributing factors for these subjects. However, those hearing-impaired children who have achieved good oral language skills would be attending schools with hearing children and, therefore, were not represented in this study.

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Oral language deficits in familial dyslexia: A meta-analysis and review.

Psychological Bulletin ◽

10.1037/bul0000037 ◽

2016 ◽

Vol 142 (5) ◽

pp. 498-545 ◽

Cited By ~ 103

Author(s):

Margaret J. Snowling ◽

Monica Melby-Lervåg

Keyword(s):

Oral Language ◽

Meta Analysis ◽

Language Deficits ◽

Familial Dyslexia

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Performance of Children with Normal and Impaired Oral Language Production on a Set of Auditory Comprehension Tests

Journal of Speech and Hearing Disorders ◽

10.1044/jshd.4602.150 ◽

1981 ◽

Vol 46 (2) ◽

pp. 150-159 ◽

Cited By ~ 13

Author(s):

Jean M. Rizzo ◽

M. Irene Stephens

Keyword(s):

Oral Language ◽

Language Production ◽

Expressive Language ◽

Task Demands ◽

Auditory Comprehension ◽

White Children ◽

Language Impaired ◽

Normal Language ◽

Comprehension Tests ◽

Impaired Children

The purpose of this study was to investigate the comprehension abilities of children with impaired expressive language and to obtain information on the interrelationships among tests of comprehension. Forty preschool children, 20 with normal language and 20 with impaired expressive language, were given a set of auditory comprehension tests. As a group, the language-impaired children demonstrated deficits in comprehension when compared to the normal-language children. However, both groups scored near the ceiling on several tests, and on most tests that did differentiate the two groups, the mean scores of both groups were above the norms. Standardization samples in a number of these tests may make corresponding norms of limited value when applied to performances of middle-class white children. An analysis of responses to selected groupings of analogous items revealed that a preschool child's correct response to a linguistic stimulus in one instance provides no assurance that the child will respond similarly to the stimulus in another linguistic environment with different task demands and different foil alternatives, In addition, the large majority of correlations among the tests were nonsignificant, indicating that it is not clinically appropriate to regard these measures of language comprehension as equivalent.

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Adaptation of oral language skills program in hearing impaired children at SLBN Cicendo Bandung

Borderless Education as a Challenge in the 5.0 Society ◽

10.1201/9781003107279-7 ◽

2020 ◽

pp. 30-37

Author(s):

T. Hernawati ◽

I.D. Aprilia ◽

D. Gunawan

Keyword(s):

Oral Language ◽

Language Skills ◽

Hearing Impaired ◽

Oral Language Skills ◽

Impaired Children ◽

Hearing Impaired Children

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Language Deficits Among Hearing-Impaired Children

Seminars in Hearing ◽

10.1055/s-0028-1095231 ◽

1984 ◽

Vol 5 (02) ◽

pp. 187-201

Author(s):

Conrad LaRiviere

Keyword(s):

Hearing Impaired ◽

Language Deficits ◽

Impaired Children ◽

Hearing Impaired Children

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Imaging Brain Structure in Children: Differentiating Language Disability and Reading Disability

Learning Disability Quarterly ◽

10.2307/1511241 ◽

2001 ◽

Vol 24 (3) ◽

pp. 158-176 ◽

Cited By ~ 12

Author(s):

Christiana M. Leonard

Keyword(s):

Reading Disability ◽

Oral Language ◽

Language Disability ◽

Educational Practice ◽

Brain Structures ◽

Imaging Studies ◽

Language Deficits ◽

Imaging Research ◽

Disabled Readers ◽

The Brain

Children's approach to print differs. Some plunge in, others read slowly and without pleasure. After a century of study we still do not know why these differences occur. Is reading disability (RD) a neurological disorder? How do the brains of children with RD differ? How does early linguistic experience change the brain? Evidence is presented here showing that consistent threads are beginning to emerge from reading and imaging research that treats RD as a heterogeneous condition. When disabled readers with oral language deficits are separated from those with no oral language deficits, modern imaging studies reveal differences in brain structures that have implications for diagnosis and educational practice.

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