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Seminars in Speech and Language Nov 2013Language skills in young bilingual children are highly varied as a result of the variability in their language experiences, making it difficult for speech-language... (Review)
Review
Language skills in young bilingual children are highly varied as a result of the variability in their language experiences, making it difficult for speech-language pathologists to differentiate language disorder from language difference in bilingual children. Understanding the sources of variability in bilingual contexts and the resulting variability in children's skills will help improve language assessment practices by speech-language pathologists. In this article, we review literature on bilingual first language development for children under 5 years of age. We describe the rate of development in single and total language growth, we describe effects of quantity of input and quality of input on growth, and we describe effects of family composition on language input and language growth in bilingual children. We provide recommendations for language assessment of young bilingual children and consider implications for optimizing children's dual language development.
Topics: Child; Child Language; Child, Preschool; Education, Continuing; Humans; Language Development; Language Tests; Multilingualism
PubMed: 24297614
DOI: 10.1055/s-0033-1353448 -
CoDAS 2016To conduct a systematic review of the literature on the relationship between language development, social behavior, and family and school environments in children aged 4... (Review)
Review
PURPOSE
To conduct a systematic review of the literature on the relationship between language development, social behavior, and family and school environments in children aged 4 to 6 years.
RESEARCH STRATEGY
Papers published between March 2009 and March 2014 were searched in electronic databases. The first phase of the study consisted in preparing the guiding question. Subsequently, survey and selection of studies were conducted. To this end, descriptors were defined by groups of themes.
SELECTION CRITERIA
The following types of publications were included in the search: complete scientific articles available in full and freely and original research papers or literature reviews published in the past five years covering the 4 to 6-year age range.
DATA ANALYSIS
The analysis of the papers was conducted through critical reading and selection of the results that responded to the guiding question.
RESULTS
Fourteen articles were selected. Most of the studies used at least one standardized instrument. Research indicates that the family environment is related to language development, mainly regarding socioeconomic status and parental education; number of adults who live with the child; parental health; language motivation; and interaction between parents and children. Only one article showed association between quality of the school environment and language development, and none showed evidence of an association between social behavior and language development.
CONCLUSION
Most of the studies analyzed focus on the relationship between family environment and language development. Very few studies with this approach are available in the specific literature.
Topics: Child; Child Language; Child, Preschool; Family Relations; Humans; Language Development; Language Disorders; Social Behavior; Speech-Language Pathology
PubMed: 27652929
DOI: 10.1590/2317-1782/20162015193 -
Journal of Communication Disorders 2015
Topics: Child; Child Language; Gene-Environment Interaction; Humans; Language Development; Social Environment
PubMed: 26364540
DOI: 10.1016/j.jcomdis.2015.09.002 -
Developmental Science Sep 2021This study examines the role of language environment (number of conversational turns) in the development of socioemotional competencies between 18 and 30 months. The...
This study examines the role of language environment (number of conversational turns) in the development of socioemotional competencies between 18 and 30 months. The language environment of 43 infants and their social-emotional competencies were measured at 18 months and again at 30 months. Multiple regressions showed a significant contribution of turns at 18 months on socioemotional competencies at 30 months, controlling for their initial levels, child vocalizations, maternal warmth, and social risk. Cross-lagged analysis revealed that the direction of the longitudinal relation between turns and emotional competencies is more likely to go from turns to socioemotional development than the other way around. Implications for theory and research are discussed.
Topics: Child; Child Language; Child, Preschool; Communication; Humans; Infant; Language; Language Development
PubMed: 33825290
DOI: 10.1111/desc.13109 -
International Journal of Language &... Mar 2023The Language Development Survey (LDS) and the MacArthur-Bates Communicative Development Inventories (MB-CDI) are two parental report forms that have been productive in... (Review)
Review
Insufficient evidence for the validity of the Language Development Survey and the MacArthur-Bates Communicative Development Inventories as screening tools: A critical review.
BACKGROUND
The Language Development Survey (LDS) and the MacArthur-Bates Communicative Development Inventories (MB-CDI) are two parental report forms that have been productive in providing data on early child language during the past 30 years. The instruments have been used both in studies relating to typical developing children and in screening for language difficulties.
AIM
To review the evidence for the LDS and the MB-CDI utility as screening instruments.
METHODS
A literature search in PubMed and PsychInfo identified 16 articles based on LDS or MB-CDI that reported statistics pertinent to early screening for language difficulties.
MAIN CONTRIBUTION
It was found that most reviewed studies were explorative in nature and tried out different versions of the screening test, including different cut-off values, multiple reference tests, small sample sizes and rarely reported confidence intervals. Spectrum, verification and review biases were common. Moreover, no study could convincingly show that the actual diagnostic accuracy was sufficient for clinical use.
CONCLUSIONS
There is insufficient evidence that the LDS or any version of the MB-CDI is a valid tool for screening for language difficulties. Of course, this is not to say that sufficient evidence will not be achieved in future studies, or that the instruments do not work well for purposes other than screening.
WHAT THIS PAPER ADDS
What is already known on this subject The LDS and the MB-CDI are two often-used instruments assessing various aspects of early child language by parental reports. Both instruments have also been used in screening for early language difficulties. What this study adds This study reveals that most published studies in which the classification accuracy of LDS and the MB-CDI has been investigated contain serious methodological shortcomings limiting conclusions about their validity. Currently, there is no good evidence about the usefulness of the LDS and the MB-CDI as general screening tools for language difficulties. What are the potential or actual clinical implications of this work? The LDS and MB-CDI should not be used as screening tools for language difficulties until better evidence of their effectiveness has been demonstrated.
Topics: Child; Humans; Evidence Gaps; Language Development; Child Language; Communication; Language Development Disorders
PubMed: 36370048
DOI: 10.1111/1460-6984.12800 -
Journal of Child Language Mar 2010ABSTRACTDuring the first eighteen months of life, infants acquire and refine a whole set of new motor skills that significantly change the ways in which the body moves... (Review)
Review
ABSTRACTDuring the first eighteen months of life, infants acquire and refine a whole set of new motor skills that significantly change the ways in which the body moves in and interacts with the environment. In this review article, I argue that motor acquisitions provide infants with an opportunity to practice skills relevant to language acquisition before they are needed for that purpose; and that the emergence of new motor skills changes infants' experience with objects and people in ways that are relevant for both general communicative development and the acquisition of language. Implications of this perspective for current views of co-occurring language and motor impairments and for methodology in the field of child language research are also considered.
Topics: Child Development; Child Language; Humans; Infant; Language Development; Models, Neurological; Motor Activity; Motor Skills
PubMed: 20096145
DOI: 10.1017/S0305000909990432 -
Journal of Pediatric Health Care :... 1987
Topics: Child Language; Child, Preschool; Humans; Infant; Language Development; Language Tests
PubMed: 3648120
DOI: 10.1016/0891-5245(87)90032-0 -
Nursing Feb 1984
Topics: Child Language; Child, Preschool; Humans; Infant; Language Development; Nonverbal Communication
PubMed: 6561437
DOI: No ID Found -
International Journal of... Aug 2019: This article reviews recent studies that examined the controversial claim that children who stutter (CWS), as a group, have weaker language skills than children who do...
: This article reviews recent studies that examined the controversial claim that children who stutter (CWS), as a group, have weaker language skills than children who do not stutter (CWNS). The article was an effort to address the conflicting conclusions of two previous reviews of the research in this area. : Studies published in research journals during the past 7 years (2011-2018) were located through a systematic review of the literature. Each study was analysed to determine how well it supported the claim that CWS, as a group, have weaker language skills than CWNS. : The evidence was not convincing to support this controversial claim. Rather, the review indicated that CWS performed as well as or better than CWNS on formal language tasks. : The claim that language weaknesses are linked to children's stuttering is not well supported by recently published studies. Alternative interpretations of the literature are offered.
Topics: Child; Child Language; Child, Preschool; Female; Humans; Language Development; Male; Stuttering
PubMed: 29642734
DOI: 10.1080/17549507.2018.1457721 -
Journal of Communication Disorders 2015We reviewed recent studies published across key journals within the field of communication sciences and disorders (CSD) to survey what causal influences on child... (Review)
Review
UNLABELLED
We reviewed recent studies published across key journals within the field of communication sciences and disorders (CSD) to survey what causal influences on child language development were being considered. Specifically, we reviewed a total of 2921 abstracts published within the following journals between 2003 and 2013: Language, Speech, and Hearing Services in Schools (LSHSS); American Journal of Speech-Language Pathology (AJSLP); Journal of Speech, Language, and Hearing Research (JSLHR); Journal of Communication Disorders (JCD); and the International Journal of Language and Communication Disorders (IJLCD). Of the 346 eligible articles that addressed causal factors on child language development across the five journals, 11% were categorized as Genetic (37/346), 83% (287/346) were categorized as Environmental, and 6% (22/346) were categorized as Mixed. The bulk of studies addressing environmental influences focused on therapist intervention (154/296=52%), family/caregiver linguistic input (65/296=22%), or family/caregiver qualities (39/296=13%). A more in-depth review of all eligible studies published in 2013 (n=34) revealed that family/caregiver qualities served as the most commonly controlled environmental factor (e.g., SES) and only 3 studies explicitly noted the possibility of gene-environment interplay. This review highlighted the need to expand the research base for the field of CSD to include a broader range of environmental influences on child language development (e.g., diet, toxin exposure, stress) and to consider more directly the complex and dynamic interplay between genetic and environmental effects.
LEARNING OUTCOMES
Readers will be able to highlight causal factors on child language development that have been studied over the past decade in CSD and recognize additional influences worthy of consideration. In addition, readers will become familiar with basic tenets of developmental systems theory, including the complex interplay between genetic and environmental factors that shapes child development.
Topics: Child; Child Language; Communication; Communication Disorders; Gene-Environment Interaction; Humans; Language Development; Social Environment
PubMed: 26255254
DOI: 10.1016/j.jcomdis.2015.06.004