School-Aged Children With Phonologic Disorders

1991 ◽  
Vol 34 (2) ◽  
pp. 236-242 ◽  
Author(s):  
Dennis M. Ruscello ◽  
Kenneth O. St. Louis ◽  
Nancy Mason
Keyword(s):  
Group Selection ◽  
Expressive Language ◽  
Voice Disorders ◽  
Rating System ◽  
Speech And Language ◽  
School Aged Children ◽  
Normal Individuals ◽  
Hearing Problems

Subjects in grades 1–12 with phonologic disorders were identified and categorized into either Residual or Delayed groups. Group selection was based on a subject rating system of communicative defectiveness and number and type of phonologic errors. The subjects’ performance was compared with that of normal individuals on a number of speech and language parameters. The results indicated that voice disorders, deficits in expressive language, and hearing problems occurred in persons exhibiting phonologic disorders with a higher frequency than in the normal individuals.

Language-Based Difficulties in School-Age Children with Reading Disabilities

2019 ◽  
Author(s):  
Kaitlyn Price ◽  
Karen Wigg ◽  
Virginia Misener ◽  
Antoine Clarke ◽  
Natalie Yeung ◽  
...  
Keyword(s):  
Reading Disabilities ◽  
Word Reading ◽  
Speech Sound ◽  
Reading Difficulties ◽  
Receptive Language ◽  
School Age Children ◽  
Speech And Language ◽  
School Aged Children ◽  
Increased Risk ◽  
Language Difficulties

Background: Reading disabilities (RD) are the most common learning disabilities, affecting 3-7% of school-aged children in North America. RD is associated with increased risk for comorbid language-based disorders including early language delay (ELD), speech sound disorders, and language impairments. Despite decades of research on the relationship between RD and these disorders, questions remain as to the strength of their associations. This study is the first of this size to assess all four disorders in a sample of children with RD. Method: We examined the association these disorders in a large, well-characterized family-based sample, recruited for reading difficulties in school-aged children. Parents of 492 families (674 children) completed a questionnaire that queried ELD, and current speech and language difficulties in their children. Children were also directly assessed for multiple quantitative measures of language and reading. Children were divided into three groups: Reading Disabled (RD), Intermediate Readers (IR), and Typical Readers (TR). Results: We found that the parents of the RD and IR groups reported significantly more ELD and current speech and expressive/receptive language difficulties in their children, compared with the TR group. When examined further, we found ELD was associated with poorer performance on word reading and decoding tasks, as well as with speech and language difficulties. Conclusion: The results demonstrate multiple significant associations between reading difficulties, ELD, speech and language, especially in children with severe RD. The results add to research supporting comorbidity between these disorders and will help inform teachers and psychologists when assessing and treating children’s language-based disabilities.

Assessment of Speech and Language Development in the Young Child

PEDIATRICS ◽  
1980 ◽  
Vol 66 (3) ◽  
pp. 350-354
Author(s):  
Martin Bax ◽  
Hilary Hart ◽  
Sue Jenkins
Keyword(s):  
Preschool Children ◽  
Young Child ◽  
Language Development ◽  
Behavior Problems ◽  
Expressive Language ◽  
Speech And Language ◽  
Clinical Method ◽  
Speech Therapist ◽  
Speech And Language Development ◽  
Normal Speech

A clinical method of assessing speech and language development in preschool children is described. Sixty-two 3-year-old children were assessed by a pediatrician, a speech therapist, and a psychologist. In 55 children there was agreement between all three examiners. Three children with articulation problems were rated as having normal comprehensive and expressive language by the psychologist. Three children were rated as having normal speech and language development by the pediatrician and speech therapist but delayed by the psychologist; all three had behavior problems. One further child rated as having a speech and language problem by the pediatrician was rated as normal by the speech therapist and psychologist. It is concluded that pediatricians can make reliable assessments of speech and language development.

The Speech and Language Characteristics of Children with Prader-Willi Syndrome

1990 ◽  
Vol 55 (2) ◽  
pp. 300-309 ◽  
Author(s):  
Sallie A. Kleppe ◽  
Kerri Misaki Katayama ◽  
Kenneth G. Shipley ◽  
David R. Foushee
Keyword(s):  
Expressive Language ◽  
Spontaneous Speech ◽  
Prader Willi Syndrome ◽  
Limited Information ◽  
Speech And Language ◽  
Language Abilities ◽  
Speech Articulation ◽  
Communicative Development ◽  
Language Characteristics ◽  
Children's Speech

Prader-Willi syndrome was initially identified in 1956. Since then, a majority of the literature pertaining to Prader-Willi has focused on the medical and genetic aspects of the syndrome. There has been limited information available regarding the speech and language abilities of children with Prader-Willi. This study investigated the communicative development of 18 children with the syndrome, ranging in age from 8:8 to 17:1. A number of evaluative procedures were used to evaluate the subjects' spontaneous speech, articulation, and receptive and expressive language abilities, as well as their voice, fluency, oral mechanisms, hearing, and their developmental histories. A variety of communicative deficiencies were found in the children's speech, language, voice, and fluency.

The Association of Intervention Receipt With Speech-Language Profiles and Social-Demographic Variables

2000 ◽  
Vol 9 (4) ◽  
pp. 345-357 ◽  
Author(s):  
Xuyang Zhang ◽  
J. Bruce Tomblin
Keyword(s):  
Service Delivery ◽  
Sound Production ◽  
Expressive Language ◽  
Speech Sound ◽  
Oral Communication ◽  
Receptive Language ◽  
Demographic Variables ◽  
Demographic Characteristics ◽  
Speech And Language ◽  
Language Impaired

This study explored the effects of oral communication and demographic characteristics on intervention receipt. Oral communication characteristics included speech-sound production and receptive and expressive language status. Demographic characteristics included race, sex, residential strata, and neighborhood income level. With regard to speech-sound production and language, 1,929 kindergartners were divided into four speech-language subgroups: speech impaired only, language impaired only, speech and language impaired, and normal in both speech and language. In terms of expressive and receptive language modalities, the group of children was divided into four expressive-receptive subgroups: expressive impaired only, receptive impaired only, expressive and receptive impaired, and normal in both expressive and receptive language. Associations of speech versus language and expressive language versus receptive language with intervention receipt were examined in both categorical and continuous manners. Results showed that speech had a stronger effect on intervention receipt than language, but that this difference could not be explained by the effect of speech on social and academic functions compared to that of language. Expressive language had a stronger effect on intervention receipt than receptive language (when treated as continuous variables). This also could not be explained by the effect of these variables on social and academic function. These results suggest that the current referral and service delivery system depends on communication characteristics that are expressive and, thus, most readily observable. This referral and service delivery approach, however, fails to identify children that have the greatest social and academic risks. Methods of reversing this trend were discussed. Among all demographic variables examined, only sex is related to intervention receipt, that is, boys were more likely to have received intervention.

scholarly journals Reflux and voice disorders

2005 ◽  
Vol 4 (10) ◽  
pp. 288-289
Author(s):  
Lorna Gamberini
Keyword(s):  
Primary Care ◽  
Clinical Studies ◽  
Medical Profession ◽  
Primary Care Trust ◽  
Voice Disorders ◽  
Speech And Language ◽  
Language Therapist ◽  
Reflux Symptoms

Lorna Gamberini is a Speech and Language Therapist with the Morecambe Bay Primary Care Trust. In this article she describes the possible links between dysphonia and reflux symptoms. It has been 'received wisdom' in her profession that there is an aetiological link, but this is a matter of debate with the medical profession. As part of her MSc in Advanced Clinical Studies (Dysphonia) at Newcastle University she has set out to look at theevidence base to support the concept of a link.

Speech and Language Development in 41 Children with Sex Chromosome Anomalies

PEDIATRICS ◽  
1983 ◽  
Vol 71 (2) ◽  
pp. 262-267
Author(s):  
Bruce Bender ◽  
Elizabeth Fry ◽  
Bruce Pennington ◽  
Mary Puck ◽  
James Salbenblatt ◽  
...  
Keyword(s):  
Language Development ◽  
Sex Chromosome ◽  
Expressive Language ◽  
Receptive Language ◽  
Control Group ◽  
Speech And Language ◽  
Chromosome Anomalies ◽  
Speech Language Pathologist ◽  
Speech And Language Development ◽  
Production Problems

Forty-one children with sex chromosome anomalies identified from the chromosome screening of a newborn population were blindly evaluated by a speech-language pathologist, along with a control group of 31 siblings. 47,XXX girls and 47,XXY boys were found to have increased problems in auditory perception, receptive language, and expressive language; the problems of the 47,XXY boys were less severe than those of the 47,XXX group, and reflected specific deficits in their ability to process linguistic information rather than a deficit in comprehension. An increased occurrence of speech production problems among the 45,X girls was associated with the presence of oral/structural malformations that often had no measurable effect on their production of speech sounds. Although the 45,X girls and 47,XYY boys had no significant increase of problems in auditory reception, receptive language, and expressive language, the trend of the data suggested more difficulty than in the control groups. The mosaic children were not different from the control subjects. Some children in all groups were found to have normal speech and language development.

Critical Values for Evaluating Celf—R Receptive and Expressive Language Score Discrepancies

1993 ◽  
Vol 76 (2) ◽  
pp. 367-370 ◽  
Author(s):  
Thomas W. Powell
Keyword(s):  
Clinical Evaluation ◽  
Language Comprehension ◽  
Expressive Language ◽  
Statistical Significance ◽  
Critical Values ◽  
Diagnostic Process ◽  
School Aged Children ◽  
Observed Score

Psychoeducational evaluation of school-aged children may involve a comparison of examinees' language comprehension and production skills. To facilitate the diagnostic process, this paper presents a table of critical values for the Clinical Evaluation of Language Fundamentals—Revised, which can be used to evaluate the statistical significance of observed-score discrepancies. Theoretical implications of such discrepancies are also discussed.

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