The Influence of Selected Home Background Variables on the Development of Oral Communication Skills in Children

1965 ◽  
Vol 8 (3) ◽  
pp. 291-309 ◽  
Author(s):  
Michael Marge
Keyword(s):  
Communication Skills ◽  
Language Skills ◽  
Oral Communication ◽  
Classroom Teachers ◽  
Speech And Language ◽  
Speech Training ◽  
Language Measures ◽  
Home Background

One hundred forty-three preadolescent subjects and their parents took part in a study to determine the effects of certain home background variables on the development of speech and language skills. The children were evaluated on 40 speech and language measures by classroom teachers and by speech specialists. Findings indicated that (a) the children of permissive mothers achieved higher scores in language maturity; (b) parental demands were strongly related to general speaking ability as assessed by teachers; and (c) greater use of techniques of speech training in the home led to higher scores in general speaking ability as assessed by teachers.

A Factor Analysis of Oral Communication Skills in Older Children

1964 ◽  
Vol 7 (1) ◽  
pp. 31-46 ◽  
Author(s):  
Michael Marge
Keyword(s):  
Factor Analysis ◽  
Voice Quality ◽  
Oral Communication ◽  
Classroom Teachers ◽  
Older Children ◽  
Speech And Language ◽  
Principal Axes ◽  
Study Population ◽  
Language Measures ◽  
Factor Analytic Method

The investigation reported here was concerned with the application of the factor analytic method to identify the factors which define oral communication abilities in older children. A study population of 143 preadolescent subjects was evaluated on 40 speech and language measures by classroom teachers and by speech specialists. An intercorrelation matrix of the 40 measures was computed and submitted to a factor analysis by means of the principal axes method. Seven factors were extracted which represent the human abilities underlying the dimensions of speech and language behavior studied. The factors were identified as follows: Factor 1—General Speaking Ability as Assessed by Speech Specialists; Factor 2—Motor Skill in Speaking; Factor 3—Speech Dominance; Factor 4—Non-distracting Speech Behavior; Factor 5—Voice Quality; Factor 6— Language Maturity; and Factor 7—General Speaking Ability as Assessed by Teachers.

scholarly journals Constructivism and ICTs to Improve Language Skills

LETRAS ◽  
2008 ◽  
pp. 167-176
Author(s):  
Sonia Rodríguez Salazar
Keyword(s):  
Information And Communication Technologies ◽  
Communication Skills ◽  
Language Skills ◽  
Oral Communication ◽  
Communication Technologies ◽  
Information And Communication ◽  
English Speaking ◽  
Speaking Skills

Se examina la experiencia de los estudiantes y los profesores de dos grupos de un curso de Elocución con el uso de las Tecnologías de la Información y la Comunicación (TICs), para mejorar sus habilidades de expresión oral en inglés. Se presenta el diseño del curso y la metodología en la cual se fundamentó, así como las apreciaciones de los trabajos de estos a lumnos a la hora de mejorar las habilidades comunicativas orales por medio del enfoque constructivista. Se incluyen recomendaciones para poner en práctica esta metodología.A description is provided here of the experience of the students and teachers of two Elocution courses in which Information and Communication Technologies (ICTs) were used to improve oral communication skills in English. Reference is made to the design of the course and the methodology it is based on, together with some insights of the assignments that students did to improve their English speaking skills through the constructivism approach. Recommendations are also provided for others interested in using this type of methodology.

Assessment and Management of Communication Skills in Individuals with Intellectual Disability

2016 ◽  
pp. 156-185 ◽  
Author(s):  
Krupa M. ◽  
Prakash Boominathan
Keyword(s):  
Intellectual Disability ◽  
Communication Skills ◽  
Language Skills ◽  
Language Assessment ◽  
Speech And Language ◽  
Research And Practice ◽  
Hybrid Approaches ◽  
Communication Difficulties ◽  
Recent Trends ◽  
The Relationship

The relationship between communication and cognition which has been explored since mid-1900s is a highly contentious topic. Hypotheses from various researchers have experienced a gradual shift from cognitive/innate bases to social perspective of acquisition and development of speech and language skills in individuals with intellectual disability. This acquisition tends to be delayed or deviant (qualitative and /or quantitative). In the recent years, research in this area is experiencing a paradigm shift evolving from ‘incapacity' to ‘functioning' which is obvious in the clinical practice of assessment and intervention of speech and language skills in these individuals. Further, the rehabilitation process is experiencing a transition from clinician directed to child-oriented or hybrid approaches of intervention. This chapter will be a comprehensive document of recent trends in research and practice related to acquisition of language, assessment and intervention of communication difficulties for professionals working with intellectual disability.

Communication Intervention for Children With Cochlear Implants

2002 ◽  
Vol 33 (3) ◽  
pp. 205-217 ◽  
Author(s):  
David J. Ertmer ◽  
Jeanette S. Leonard ◽  
Michael L. Pachuilo
Keyword(s):  
Cochlear Implants ◽  
Communication Skills ◽  
Language Skills ◽  
Age At Onset ◽  
Oral Communication ◽  
Intervention Programs ◽  
Auditory Training ◽  
Communication Intervention ◽  
Individualized Intervention ◽  
Communications Skills

This article describes the intervention programs attended and progress made by 2 children who exhibited considerable differences in benefit from their cochlear implants. The children differed in many ways, including age at onset of deafness, preimplantation communications skills, age at implantation, the amount and types of intervention services received, and the rate at which they developed oral communication skills. Their intervention programs employed both analytical and synthetic auditory training and emphasized the development of speech production and language skills. These case studies help to illustrate the range of outcomes among cochlear implant recipients and the adaptability needed to design and implement individualized intervention programs.

Assessment and Management of Communication Skills in Individuals with Intellectual Disability

2020 ◽  
pp. 1728-1757
Author(s):  
Krupa M. ◽  
Prakash Boominathan
Keyword(s):  
Intellectual Disability ◽  
Communication Skills ◽  
Language Skills ◽  
Language Assessment ◽  
Speech And Language ◽  
Research And Practice ◽  
Hybrid Approaches ◽  
Communication Difficulties ◽  
Recent Trends ◽  
The Relationship

The relationship between communication and cognition which has been explored since mid-1900s is a highly contentious topic. Hypotheses from various researchers have experienced a gradual shift from cognitive/innate bases to social perspective of acquisition and development of speech and language skills in individuals with intellectual disability. This acquisition tends to be delayed or deviant (qualitative and /or quantitative). In the recent years, research in this area is experiencing a paradigm shift evolving from ‘incapacity' to ‘functioning' which is obvious in the clinical practice of assessment and intervention of speech and language skills in these individuals. Further, the rehabilitation process is experiencing a transition from clinician directed to child-oriented or hybrid approaches of intervention. This chapter will be a comprehensive document of recent trends in research and practice related to acquisition of language, assessment and intervention of communication difficulties for professionals working with intellectual disability.

A Comparison of the Speech and Language Skills of Children With Cochlear Implants and Children With Normal Hearing

2008 ◽  
Vol 29 (4) ◽  
pp. 195-210 ◽  
Author(s):  
Efrat A. Schorr ◽  
Froma P. Roth ◽  
Nathan A. Fox
Keyword(s):  
Cochlear Implants ◽  
Language Skills ◽  
Memory Performance ◽  
Normal Hearing ◽  
Receptive Vocabulary ◽  
Auditory Memory ◽  
Expressive Vocabulary ◽  
Speech And Language ◽  
Age Appropriate ◽  
Language Measures

This study explored the language skills of children with cochlear implants (CIs) compared to normal hearing (NH) peers. Standardized speech and language measures, including speech articulation, receptive and expressive vocabulary, syntax and morphology, and metalinguistics, were administered to 39 congenitally deaf children, ages 5 to 14, and a matched sample of NH children. Many CI children demonstrated age-appropriate scores on several language measures, yet their performance was significantly lower than NH peers. Results indicated that (a) age at implant predicted significant variance in receptive vocabulary and short-term auditory memory performance, and (b) duration of CI use predicted receptive syntax performance.

scholarly journals The ASCEND Study: Protocol for a Feasibility Study to Evaluate an Early Social Communication Intervention for Young Children with Down Syndrome

2021 ◽  
Author(s):  
Vesna Stojanovik ◽  
Emma Pagnamenta ◽  
Emily Seager ◽  
Maria Breen ◽  
Susie Jennings ◽  
...  
Keyword(s):  
Down Syndrome ◽  
Young Children ◽  
Communication Skills ◽  
Social Communication ◽  
Language Skills ◽  
Speech And Language ◽  
Language Therapy ◽  
Speech And Language Therapy ◽  
Children With Down Syndrome ◽  
Full Trial

Abstract Background: Down syndrome is the most common cause of learning disability, affecting approximately 1 in every 700 babies. Children with Down Syndrome have particular difficulties with speech and language. This makes it challenging for them to participate fully in life, access health care services and educational opportunities. Improving the language skills of young children with Down Syndrome is vital for their future social and emotional well-being and behaviour, and consequently contribution to society. As Down Syndrome is detected before or at birth, we can provide support from early on. There are currently no standard interventions for improving the language skills of children with Down Syndrome under the age of 36 months. Evidence suggests that early parent-based interventions may be effective in improving language outcomes. In partnership with parents and speech and language therapists, we have co-developed an intervention focusing on early social communication skills and our preliminary work shows that it can lead to better language in children with Down Syndrome. Our aim is to carry out a feasibility study which will inform a future pilot/full trial to test whether the intervention is effective in improving language skills before children with Down Syndrome start school. Methods: This is a two-arm feasibility randomised controlled trial (RCT), with 1:1 randomisation stratified by trial site comparing the intervention (plus standard NHS speech and language therapy) with no intervention (standard NHS speech and language therapy only). We aim to recruit between 25 and 30 children with Down Syndrome aged between 12 and 30 months. Sites are defined by the geographical boundaries of three National Health Service (NHS) Trusts. Recruitment is from NHS Speech and Language Therapist caseloads within the 3 Trusts and self-referral. In the intervention arm parents/guardians will receive brief training on the parent-based intervention and a manual to follow with their child for 10 weeks. The children’s language and early communication skills and family health outcomes will be assessed by a blinded assessor at baseline, post-intervention and 6 month follow up. Questionnaire and semi-structured interviews will explore the acceptability of the intervention to parents and SLTs.Discussion: The feasibility study’s outcomes will determine whether it would be viable to progress to a full-trial and whether adjustments need to made to the procedures, data collection methods, intervention delivery, and the intensity of support needed. We want to assess whether our early intervention can be delivered and rolled out through NHS Speech and Language Therapy Services. We anticipate that NHS services will need to make ongoing changes due to the COVID19 pandemic, so it is likely we will need to make adjustments for the definitive trial. We will also calculate descriptive statistics of the language outcome measure which will we use for any future sample size calculation. Trial registration: ISRCTN13902755. Registered on 25th August 2020. http://www.isrctn.com/ISRCTN13902755

Oral Communication Skills of Children Who Are Hard of Hearing

1994 ◽  
Vol 37 (1) ◽  
pp. 216-226 ◽  
Author(s):  
Jill L. Elfenbein ◽  
Mary A. Hardin-Jones ◽  
Julia M. Davis
Keyword(s):  
Communication Skills ◽  
Hard Of Hearing ◽  
Oral Communication ◽  
Consistent Pattern ◽  
Communication Behavior ◽  
Complex Sentence ◽  
Speech And Language ◽  
Ambiguous Information ◽  
Children's Speech

Forty children with mild to severe hearing losses were administered a battery of speech and language tasks. The children’s speech was characterized by misarticulation of affricates and fricatives, mild-moderate hoarseness, mild resonance problems, and good intelligibility. Their language samples included syntactic errors, primarily involving the use of bound morphemes and complex sentence structures. The children’s pragmatic errors consisted primarily of providing inadequate or ambiguous information to the listener. These results indicate a consistent pattern of oral communication behavior that reflects the reduction of acoustic input that they experience.

scholarly journals Perception of Medial Consonants by Preschoolers With and Without Speech Sound Disorders

2020 ◽  
Vol 63 (11) ◽  
pp. 3600-3610
Author(s):  
Françoise Brosseau-Lapré ◽  
Jennifer Schumaker ◽  
Keith R. Kluender
Keyword(s):  
Speech Perception ◽  
Language Skills ◽  
Speech Sound ◽  
Speech And Language ◽  
Speech Sound Disorders ◽  
Speech Sound Disorder ◽  
Perceptual Accuracy ◽  
Language Measures ◽  
Speech And Language Development ◽  
Production Accuracy

Purpose This study compared perception of consonants in medial position by preschoolers, with and without speech sound disorder (SSD), with similar vocabulary and language skills. In addition, we investigated the association between speech perception and production skills. Method Participants were 36 monolingual English-speaking children with similar vocabulary and language skills, half with SSD and half with typical speech and language development (TD). Participants completed a speech perception task targeting phonemes /p, k, s, ɹ/ in /aCa/ disyllables and a comprehensive battery of speech and language measures. Results Children with SSD were significantly less accurate in perceiving speech sound distinctions relative to peers with TD. The phoneme /p/ was perceived significantly more accurately than the three other target phonemes. The correlation between overall perceptual accuracy and overall production accuracy was significant. Furthermore, perceptual accuracy of targets /k, s, ɹ/ was significantly correlated with production accuracy of these phonemes. Conclusions Many children with SSD have greater difficulty perceiving the specific speech sounds they misarticulate. Nonetheless, most children with SSD present with broader perceptual difficulties than peers with TD with similar vocabulary and language skills.

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