Defining emergent literacy teaching characteristics and their relations to children's language and literacy outcomes

2010 ◽  
Author(s):  
Tonia N. Cristofaro ◽  
Katherine Renee Behring ◽  
Rachael Labrecque ◽  
Nina Piros ◽  
E. Imani Mitchell
Keyword(s):  
Emergent Literacy ◽  
Language And Literacy ◽  
Literacy Teaching ◽  
Literacy Outcomes ◽  
Teaching Characteristics

Speech impairment and literacy difficulties: Underlying links

2000 ◽  
Vol 17 (1) ◽  
pp. 63-75 ◽  
Author(s):  
Suze Leitão ◽  
Janet Fletcher ◽  
John Hogben
Keyword(s):  
Phonological Awareness ◽  
Emergent Literacy ◽  
Clinical Observation ◽  
Speech Errors ◽  
Speech Impairment ◽  
Phonological Information ◽  
Literacy Outcomes ◽  
Relationship Of ◽  
Impaired Children ◽  
Level Of Processing

AbstractDespite clinical observation of the problems in emergent literacy experienced by unintelligible children, there are conflicting data about the possible relationship of expressive speech problems to literacy acquisition. Several confounding factors may explain the inconsistency in results across studies. Potential confounds include specificity and severity of speech impairment, age of participants, and pattern of speech errors. It was hypothesised that the presence of nondevelopmental speech errors can be considered a symptom of a breakdown at the level of processing phonological information that has an impact on both speech and literacy development. A cohort of 21 specifically speech-impaired children entering Year 1 at school was selected and classified into subgroups based on pattern of speech errors. Phonological awareness measures were administered early in Year 1 and literacy measures in Year 3. The results confirmed thot the presence of nondevelopmental speech errors predicted poorer phonological awareness skills and weaker literacy outcomes, particularly spelling.

scholarly journals Infant functional connectivity fingerprints predict long-term language and pre-literacy outcomes

2020 ◽  
Author(s):  
Xi Yu ◽  
Silvina Ferradal ◽  
Danielle D. Sliva ◽  
Jade Dunstan ◽  
Clarisa Carruthers ◽  
...  
Keyword(s):  
Functional Connectivity ◽  
Cognitive Abilities ◽  
Functional Organization ◽  
Literacy Skills ◽  
Language And Literacy ◽  
Functional Connections ◽  
Literacy Outcomes ◽  
Functional Brain Networks ◽  
Longitudinal Imaging

AbstractFunctional brain networks undergo extensive development within the first few years of life. Previous studies have linked infant functional connectivity to cognitive abilities in toddlerhood. However, little is known regarding the long-term relevance of functional connections established in infancy for the protracted development of higher-order abilities of language and literacy. Employing a five-year longitudinal imaging project starting in infancy, this study utilizes resting-state functional MRI to demonstrate prospective associations between infant functional connectivity fingerprints and subsequent language and foundational literacy skills at a mean age of 6.5. These longitudinal associations are preserved when key environmental influences are controlled for and are independent of emergent language abilities in infancy, suggesting early development of functional network characteristics in supporting the acquisition of high-order language and pre-literacy skills. Altogether, the current results highlight the importance of functional organization established in infancy as a neural scaffold underlying the learning process of complex cognitive functions.

scholarly journals Assistive Hearing Technology for Deaf and Hard-of-Hearing Spoken Language Learners

2019 ◽  
Vol 9 (2) ◽  
pp. 153 ◽  
Author(s):  
Frush Holt
Keyword(s):  
Cochlear Implants ◽  
Hearing Aids ◽  
Hard Of Hearing ◽  
Spoken Language ◽  
School Age Children ◽  
Future Research ◽  
Language And Literacy ◽  
Language Outcomes ◽  
Related Factors ◽  
Literacy Outcomes

Radical advancements in hearing technology in the last 30 years have offered some deaf and hard-of-hearing (DHH) children the adequate auditory access necessary to acquire spoken language with high-quality early intervention. However, meaningful achievement gaps in reading and spoken language persist despite the engineering marvel of modern hearing aids and cochlear implants. Moreover, there is enormous unexplained variability in spoken language and literacy outcomes. Aspects of signal processing in both hearing aids and cochlear implants are discussed as they relate to spoken language outcomes in preschool and school-age children. In suggesting areas for future research, a case is made for not only expanding the search for mechanisms of influence on outcomes outside of traditional device- and child-related factors, but also for framing the search within Biopsychosocial systems theories. This theoretical approach incorporates systems of risk factors across many levels, as well as the bidirectional and complex ways in which factors influence each other. The combination of sophisticated hearing technology and a fuller understanding of the complex environmental and biological factors that shape development will help maximize spoken language outcomes in DHH children and contribute to laying the groundwork for successful literacy and academic development.

scholarly journals Exploring the Language and Literacy Outcomes of Pediatric Cochlear Implant Users

2003 ◽  
Vol 24 (3) ◽  
pp. 236-247 ◽  
Author(s):  
Linda J. Spencer ◽  
Brittan A. Barker ◽  
J. Bruce Tomblin
Keyword(s):  
Cochlear Implant ◽  
Language And Literacy ◽  
Literacy Outcomes

scholarly journals How can speech-language therapists and audiologists enhance language and literacy outcomes in South Africa? (And why we urgently need to)

2011 ◽  
Vol 58 (2) ◽  
Author(s):  
Harsha Kathard ◽  
Lebogang Ramma ◽  
Michelle Pascoe ◽  
Heila Jordaan ◽  
Sharon Moonsamy ◽  
...  
Keyword(s):  
South Africa ◽  
Basic Education ◽  
Language And Literacy ◽  
Speech Language Pathology ◽  
Implementation Challenges ◽  
Literacy Outcomes ◽  
Literacy Crisis ◽  
Systemic Factors ◽  
Language Pathology ◽  
Socially Responsive

Basic education in South Africa faces a crisis as learners fail to achieve the necessary outcomes in the related areas of language and literacy. The aims of this paper are twofold. Firstly, we aim to describe and discuss the education crisis by outlining the educational landscape, relevant policy imperatives and implementation challenges in post-apartheid education. The systemic factors contributing to the literacy crisis are emphasised. Secondly, we argue that speech language therapists and audiologists (SLTAs) have a role to play in supporting basic education in South Africa through developing language and literacy. It is suggested that the professions of speech-language pathology and audiology must be socially responsive and population-focused in order to make meaningful contributions to development in South Africa. The potential roles of SLTAs are discussed with suggestions for further actions required by the professions to enable a contextually relevant practice in a resource-constrained environment.

Language Assessment

2020 ◽  
pp. 234-250
Author(s):  
Charlotte Enns ◽  
Lynn McQuarrie
Keyword(s):  
Hard Of Hearing ◽  
Culturally Responsive ◽  
Literacy Learning ◽  
Written Language ◽  
Language And Literacy ◽  
Language Abilities ◽  
Literacy Teaching ◽  
Signed Language ◽  
Language Measures ◽  
The Relationship

Assessment is an essential component of an effective bilingual literacy program. The relationship between language and literacy is complex. For bilingual individuals, the complexity of that relationship is increased. When bilingualism involves a signed language, the relationship becomes even more complicated, and disentangling the critical strands of language and literacy learning can be an ongoing challenge. This chapter provides a strengths-based perspective to guide educators in their assessment considerations when developing the literacy abilities of deaf and hard-of-hearing (DHH) bilingual learners, defined as children who are learning a signed language and concurrently a spoken/written language, such as ASL–English. In particular, the chapter explores the valuable ways that signed language abilities contribute to literacy development. Also highlighted is the critical and ongoing need for effective and culturally responsive signed language measures to better inform literacy teaching approaches.

The Interplay Between Pragmatics and Reading Comprehension in Children Who Are Deaf or Hard of Hearing

2020 ◽  
pp. 155-170
Author(s):  
Louise Paatsch ◽  
Dianne Toe
Keyword(s):  
Reading Comprehension ◽  
Hard Of Hearing ◽  
Social Contexts ◽  
Metacognitive Skills ◽  
Language And Literacy ◽  
Social And Emotional ◽  
Literacy Outcomes ◽  
Emotional Outcomes ◽  
Pragmatic Skills ◽  
Children's Literacy

Strong language skills are linked to children’s literacy and social and emotional outcomes, and they are critical for educational success throughout life. However, many children who are deaf and hard of hearing (DHH) experience challenges with developing language and literacy outcomes that are commensurate with their peers with typical hearing. In particular, some children who are DHH have difficulties in understanding and using language in social contexts, specifically in regard to the more subtle and complex pragmatic skills such as contingency, inferencing, topic maintenance, and repair. This chapter suggests that such challenges evident in natural conversations may impact children’s reading comprehension. It further explores the interplay between pragmatic skills, Theory of Mind, and the complex inferential and metacognitive skills required for reading comprehension in children and young people who are DHH. Finally, the chapter addresses the implications of these links and suggests future directions for research.

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