scholarly journals Parents’ early book reading to children: Relation to children's later language and literacy outcomes controlling for other parent language input

2019 ◽  
Vol 22 (3) ◽  
Author(s):  
Ö. Ece Demir‐Lira ◽  
Lauren R. Applebaum ◽  
Susan Goldin‐Meadow ◽  
Susan C. Levine
Keyword(s):  
Book Reading ◽  
Language And Literacy ◽  
Literacy Outcomes ◽  
Language Input ◽  
Reading To Children

The very hungry caterpillar turned into a butterfly: Children's and parents' enjoyment of different book genres

2016 ◽  
Vol 17 (1) ◽  
pp. 3-25 ◽  
Author(s):  
Sarah-Jane L Robertson ◽  
Elaine Reese
Keyword(s):  
Reading Strategies ◽  
Receptive Language ◽  
Shared Reading ◽  
Book Reading ◽  
Language And Literacy ◽  
Letter Naming ◽  
Narrative Skills ◽  
Parents And Children ◽  
Reading To Children ◽  
Shared Narrative

This study aimed to examine which genres parents are reading to children and for themselves. Furthermore, it aimed to examine mothers' and fathers' shared reading strategies for different book genres in relation to children's language and literacy development. Parents shared a narrative and an expository book with their preschool-aged children. Parents then completed measures of book enjoyment, book exposure and book genre preference. Children completed a battery of language and literacy measures tapping into expressive and receptive language, letter naming fluency, phonological awareness and narrative skills. Parents reported that they most frequently shared narrative picture books at home; however, they reported that their children enjoyed the expository book more than the narrative book in this study. Parents' book-reading strategies were related to children's language and literacy, with higher level strategies positively related and lower level strategies negatively related to children's language and literacy. This pattern was the same for the narrative and expository book. These results suggest that the most important task is to find books that motivate both parents and children to engage in and enjoy reading interactions.

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.

Sign in / Sign up

Export Citation Format

Share Document