Child Language Teaching & Therapy最新文献

{"title":"Narrative group intervention in DLD: Learning to tell the plot","authors":"Lonneke Janssen, A. Scheper, M. De Groot, Katja Daamen, Margot Willemsen, C. Vissers, L. Verhoeven","doi":"10.1177/0265659020950386","DOIUrl":"https://doi.org/10.1177/0265659020950386","url":null,"abstract":"The current research investigated the effectiveness of a narrative intervention method aiming to improve oral narrative ability in 8- to 10-year-old children with developmental language disorder (DLD) (n = 6). Oral narrative ability was assessed through a narrative retelling and a narrative generation task of which both the narrative microstructure and narrative macrostructure were analysed. A debating intervention was included as a control condition (n = 6). It was found that, after 10 weeks of narrative intervention, children significantly (p < .05) improved their storytelling abilities at a microstructural level: mean length of utterance; grammaticality; fluency; and complexity, as well as at a macrostructural level: the number of story grammar elements. The alternative intervention only yielded significant results on the number of story grammar elements, not on any microstructural skills. The narrative intervention is effective in targeting and improving both narrative micro- and macrostructure and is easily applicable in classrooms with DLD children.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0265659020950386","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45873106","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Linguistic and temporal resources of pre-stored utterances in everyday conversations","authors":"Irina Savolainen, Anu Klippi, Tuula Tykkyläinen, Kaisa Launonen","doi":"10.1177/0265659020950388","DOIUrl":"https://doi.org/10.1177/0265659020950388","url":null,"abstract":"Aided communicators often have an opportunity to express themselves with speech-generating devices (SGDs) that produce symbol by symbol (SBS) and/or pre-stored (PS) utterances. Studies on the usage of PS utterances report that these utterances affect conversations positively, but it appears that aided communicators and professionals may have divergent views on their benefits. The aim of this study is to analyse how school-aged aided communicators, their mothers, peers, and speech and language therapists (SLTs) co-construct the social actions of PS utterances during their everyday interactions. The theoretical framework of this study is conversation analysis. This approach to analysing the data enhances our understanding of the linguistic and temporal resources of PS utterances and how they are used to reinforce various rich social actions that promote the progress of aided conversations to resemble natural spoken conversations. The results of this study will help SLTs and teachers in their planning content for SGDs as well as in teaching, and guiding aided communicators and their partners to utilize PS utterances in combination with SBS utterances during their conversations.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0265659020950388","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42761857","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Process Density Index (PDI) scores in typically developing children between 3;0 to 7;0 years of age: Evidence from Dravidian Tulu","authors":"Sunila John, Kadiyali D Veena, Hanna Nelson, V. Aithal, Rekha Patil, B. Rajashekhar","doi":"10.1177/0265659020950391","DOIUrl":"https://doi.org/10.1177/0265659020950391","url":null,"abstract":"Various speech metrics have been developed to assess and monitor phonological development in young children. Process Density Index (PDI) is one such measure employed to determine the severity of phonological errors and speech intelligibility. The present study explored the utility of PDI as a measure of phonological development in 756 Tulu-speaking children between 3;0–7;0 years, across age and gender groups. Results revealed that the youngest group of children exhibited a higher number of phonological processes and a higher PDI score as compared to the oldest group. Children with higher PDI scores exhibited poorer speech intelligibility than those with lower PDI Scores. Further, a statistically significant gender difference with boys exhibiting higher PDI scores than girls with no interaction between age and gender was noted. The study finding provides an insight into the phonological aspects specific to Tulu language and suggests the utility of PDI as a potential clinical measure while assessing phonological issues.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0265659020950391","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46600331","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"SOLAR: The Science of Language and Reading","authors":"P. Snow","doi":"10.1177/0265659020947817","DOIUrl":"https://doi.org/10.1177/0265659020947817","url":null,"abstract":"Reading ability is profoundly important, for individuals and for the societies of which they are a part. Research indicates that we should be successfully teaching 95% of children to read, yet, in reality, high rates of reading failure are common in western, industrialized nations. In large part, this reflects a failure to translate into practice knowledge derived from the scientific study of reading and reading instruction and, indeed, to the rejection in some circles of the notion that there is a science of reading, in the same way that there is a science of memory, learning, and cognition. In this article, I suggest the Science of Language and Reading (SOLAR) framework as a way of positioning oral language as a central driver of reading acquisition. The SOLAR framework is illustrated via the Language House schema, which considers the social-emotional contexts for language acquisition and reading instruction, alongside the ongoing development of prosocial interpersonal skills and mastery of sufficient language and reading skills by early adulthood to be able to function as part of the social and economic mainstream. I argue that speech-language therapy has much to offer to the promotion of evidence-based early reading and writing instruction and support, given the linguistic nature of reading and the high comorbidity between language and reading difficulties and social-emotional disturbances in childhood and adolescence.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0265659020947817","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41654557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mean length of utterance among Mandarin-speaking children with and without DLD","authors":"Shang-Yu Wu","doi":"10.1177/0265659020945366","DOIUrl":"https://doi.org/10.1177/0265659020945366","url":null,"abstract":"This study explored the differences in mean length of utterance (MLU) and mean length of the five longest utterances (MLU5) between 5–6-year-old Mandarin-speaking children, and between typically developing children and children with developmental language disorders (DLD). Eighty-nine typically developing children and 35 children with a DLD participated in this study. The researchers collected, transcribed, and analysed language samples from these children. MLU and MLU5 were analysed and compared between the groups. The results showed that MLU and MLU5 were significantly higher for 6-year-olds than 5-year-olds. Also, both MLU measures were significantly lower for children with DLD than for typically developing children. The findings demonstrate that MLU and MLU5 can be used to evaluate language ability and to identify children with DLD among Mandarin-speaking children aged 5 and 6 years.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0265659020945366","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41618006","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The language, literacy and mental health profiles of adolescents in out-of-home care: An Australian sample","authors":"P. Snow, Emina J Mclean, M. Frederico","doi":"10.1177/0265659020940360","DOIUrl":"https://doi.org/10.1177/0265659020940360","url":null,"abstract":"Adolescents in the care of the state have complex developmental needs that include low academic attainment. The aim of this study was to describe the language and literacy profiles of adolescents (aged 13–19) in out-of-home care (‘looked after children’). Mental health status, biopsychosocial history, and education and employment histories were also documented. Twenty-six adolescents were assessed by a speech and language therapist. Ninety-two percent had oral language skills below the average range on the Clinical Evaluation of Language Fundamentals: 4th edition, with 62% scoring two or more standard deviations below the mean. Ninety-two percent of participants scored below the average range on two or more subtests of the Test of Language Competence: Expanded edition. On the York Assessment of Reading Comprehension, 92% scored in the very low range and 65% were below-average on single-word reading. Fifty percent of participants reported a diagnosis/symptoms of depression and 54% reported a diagnosis/symptoms of anxiety. The correlation between oral language and literacy was modest but significant (r = 0.502; p ⩽ 0.05); no significant correlations were found between oral language, literacy and mental health status, suggesting that mental health problems are a comorbidity rather than a correlate of language and literacy difficulties. Language and literacy difficulties are highly prevalent in this population. Language disorders are likely to be undiagnosed in the context of significant mental health problems, and disrupted schooling and accommodation. Speech-language therapy scope of practice needs to include out-of-home care populations in order to foster developmentally appropriate language and literacy skills that maximize school success, both academically and socially.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0265659020940360","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47075116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Notes on contributors for June 2020","authors":"","doi":"10.1177/0265659020941982","DOIUrl":"https://doi.org/10.1177/0265659020941982","url":null,"abstract":"","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0265659020941982","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41943619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluating the Elklan Talking Matters Programme: Exploring the impact of a training programme for early years professionals on pre-school children’s language development","authors":"J. Clegg, C. Rohde, Henrietta McLachlan, Liz Elks, A. Hall","doi":"10.1177/0265659020929547","DOIUrl":"https://doi.org/10.1177/0265659020929547","url":null,"abstract":"Training early years practitioners to facilitate the language development of young children is a widely used intervention. Evidence to support the effectiveness of training in terms of the impact of children’s language development is limited. The Elklan Talking Matters programme is an accredited training programme for early years practitioners. Practitioners train to be Lead Communication Practitioners (LCPs) who cascade training across early years settings or Key Communication Practitioners (KCPs) who are embedded into these settings. The aim of this study was to identify if the Talking Matters Programme is effective in facilitating the language development of pre-school children. One hundred and twenty-six children from 13 early years settings were recruited (mean age 27.81 months; SD 4.90). Thirteen settings participated in the Talking Matters Programme (five LCP+KCP settings, four LCP settings and four control settings). At time 1, prior to practitioners participating in the programme, children completed the Pre-School Language Scales 5th Edition (PLS-5), a standardized assessment of receptive and expressive language. At time 1, 126 children completed the baseline assessment (n = 43 in the LCP+KCP settings, n = 43 in the LCP settings and n = 40 in the control settings). Children then completed the post intervention (time 2) assessment approximately six months later. Children in the intervention groups (LCP+KCP settings and LCP settings) made more progress in their language development from time 1 to time 2 compared to the control. The children in the LCP+KCP settings made more gains than the children in the LCP settings. A significant main effect of groups and time was found but not an interaction of group scores with time, meaning the increases in scores were not statistically significant between the intervention and control groups. The study provides tentative evidence that the Talking Matters programme has a positive impact on pre-school children’s language development.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0265659020929547","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42141152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Bi-directional communication journals as a method of caregiver support during speech and language intervention: A pilot study","authors":"Christina Yeager Pelatti, Alison Martino, Kaitlyn P. Wilson","doi":"10.1177/0265659020939303","DOIUrl":"https://doi.org/10.1177/0265659020939303","url":null,"abstract":"The purpose of this study was to determine whether the inclusion of a bi-directional communication journal between caregivers and student clinicians during a five-week summer preschool programme impacted caregivers’ perceptions and had a positive impact on their children’s language development. This study included a mixed methods design. Child participants (mean age = 4 years, 4 months) were assigned to one of four classrooms; two classrooms served as control classrooms (n = 12 children), and two participated in the journal intervention (n = 15 children). Quantitative and qualitative data were collected through questionnaires reflecting caregivers’ perceptions of the speech and language environment and their children’s language development at the start and end of the programme. Quantitative results revealed a significant main effect of time regarding caregivers’ perceptions of their child’s language development. Thematic analysis of narrative questionnaire responses revealed three core themes including: improved communication between caregivers and student clinicians, insight about child’s routines, and application in the home environment. Overall, the results of this pilot study offer preliminary support for the use of bi-directional communication journals as a method of supporting preschoolers’ growth in speech and language skills through caregiver involvement.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0265659020939303","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43460623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Erratum to Háblame Bebé: A phone application intervention to support Hispanic children’s early language environments and bilingualism","authors":"","doi":"10.1177/0265659020927161","DOIUrl":"https://doi.org/10.1177/0265659020927161","url":null,"abstract":"","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0265659020927161","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46894337","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}