Journal of Communication Disorders最新文献

{"title":"“It's not that bad but it's not so fun either”- A qualitative study on school-aged children's perceptions of speech and language therapy for developmental language disorders","authors":"Yoni Van Poucke,&nbsp;Kristiane Van Lierde,&nbsp;Cassandra Alighieri","doi":"10.1016/j.jcomdis.2025.106512","DOIUrl":"10.1016/j.jcomdis.2025.106512","url":null,"abstract":"<div><h3>Introduction</h3><div>Different studies have explored the experiences and perspectives of parents on developmental language disorders (DLD). Recently, different authors also called for more research hearing the children's voices. Unfortunately, this topic is under-researched. Therefore, this study investigated how school-aged Flemish children with DLD experience speech and language therapy for DLD.</div></div><div><h3>Methods</h3><div>Seven Flemish children with DLD, aged between 6 and 12 years, were included in this study. Child-friendly semi-structured interviews were conducted to investigate their perceptions of speech and language therapy. Data derived from these interviews were analysed using an descriptive thematic content analysis. Trustworthiness of the data was achieved by applying researcher triangulation and use of narrative autobiographies.</div></div><div><h3>Results</h3><div>During the analyses, six major teams were identified: (1) mixed emotions towards therapy, (2) challenges and difficulties in therapy, (3) impact of therapy context and timing, (4) social reactions and peer awareness, (5) engagement through play, and (6) learning and therapy goals. Each theme was divided into different subthemes. The theme ‘mixed emotions towards therapy’ was divided into the subthemes positive feelings, mixed feelings, and shame and embarrassment. Confronting difficulties and task focus were the subthemes of the major theme ‘challenges and difficulties in therapy’. The theme ‘impact of therapy context and timing’ consisted of two subthemes, namely after-school therapy and in-school therapy. Reactions from peers was the subtheme of ‘social reactions and peer awareness’. Engagement through play was divided into enjoyment of games and rewards. And the theme ‘learning and therapy goals’ was divided into the subthemes value of learning and collaboration with teachers.</div></div><div><h3>Conclusion</h3><div>While most children had positive attitudes on speech hand language therapy, some reported embarrassment or discomfort. The timing of therapy sessions, whether during or outside school hours, influenced engagement, as did the use of games and rewards. Children generally valued a playful approach, though variety in activities was important. Understanding the goals and benefits of speech and language therapy also increased intrinsic motivation for some children. SLTs should consider these factors and minimize biases to improve therapy outcomes. Future research should explore ways to better align therapy with children's preferences and developmental needs.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"115 ","pages":"Article 106512"},"PeriodicalIF":1.8,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143600956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pausing patterns in English school-age children with a history of late talking: Frequent pauses and prolonged response delays","authors":"Yanting Sun ,&nbsp;Hongwei Ding","doi":"10.1016/j.jcomdis.2025.106514","DOIUrl":"10.1016/j.jcomdis.2025.106514","url":null,"abstract":"<div><h3>Introduction</h3><div>This study explored silent pause patterns, their interaction with filled pauses, and response delays in five-year-old children who were previously identified as late talkers in their conversations with adults.</div></div><div><h3>Methods</h3><div>We analyzed 73 child-adult conversations (36 with a late-talking history, 37 typically developing) from the CHILDES Clinical English Ellis Weismer Corpus at age five across three temporal stages. Using <em>Praat</em>, we identified and classified silent pauses (&gt; 250 ms) by duration and position and annotated them across three tiers: silent pause categories, pauses near filled pauses, and response delays. We employed mixed-effects models to examine group and gender differences in pause duration, frequency, and position, alongside their relationship with filled pauses, and response delays across conversational stages.</div></div><div><h3>Results</h3><div>Duration-based analyses revealed children with a history of late talking produced longer and more frequent silent pauses than typically developing children, particularly at 500–1000 ms, with males showing fewer short pauses. Position-based analyses showed children with a history of late talking exhibited more utterance-onset and within-phrase pauses, whilst males demonstrated shorter utterance onset pauses. Whilst typically developing children demonstrated decreased pausing across conversational stages, children with a late-talking history maintained consistent patterns. Both groups preferred ‘um’ over ‘uh’, though children with a late-talking history showed greater reliance on ‘um’-silent pause combinations. Response delay analyses indicated these children had longer delays.</div></div><div><h3>Conclusions</h3><div>School-age children with a history of late talking demonstrate persistent differences in pausing patterns, highlighting the need for extended support. These findings inform the development of targeted interventions considering conversational timing in clinical practice.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"115 ","pages":"Article 106514"},"PeriodicalIF":1.8,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143579218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using a scoring template to identify intervention goals for adolescent social communication interventions","authors":"Gerard H. Poll ,&nbsp;William J. Boone ,&nbsp;Janis Petru","doi":"10.1016/j.jcomdis.2025.106513","DOIUrl":"10.1016/j.jcomdis.2025.106513","url":null,"abstract":"<div><h3>Background</h3><div>Social communication is a critical skill for adolescents at risk for communication disorders as they transition from compulsory education to adult contexts. Identifying intervention goals that are well tailored to the individual requires information from assessments that 1) describe the examinee's present level of social communication ability and 2) identify skills that are just beyond the examinee's current ability level that may challenge the examinee.</div></div><div><h3>Purpose</h3><div>The purpose of this study was to evaluate the psychometric properties of a new assessment of social communication for adolescents, and to explore whether a Rasch keyform – a scoring template that links an examinee's overall ability to their scores on individual instrument items–provides an interpretable assessment output for intervention goal selection.</div></div><div><h3>Method</h3><div>The new Transition Pragmatics Interview (TPI; Poll et al., 2024) was administered to 109 adolescents (14 to 21 years) of varied social communication abilities. Data were analyzed using Rasch analysis to evaluate the psychometrics of the TPI. Keyform displays for employment-related TPI items were generated for three participants at different levels of ability.</div></div><div><h3>Results</h3><div>Analyses supported the TPI as a unidimensional and reliable scale. Keyform displays facilitated the identification of transition zones for each of the three exemplar respondents. Transition zones are item sets at difficulty levels associated with emerging participant abilities.</div></div><div><h3>Conclusions</h3><div>TPI keyforms detailed the present level of participant ability and identified items which would be the next most challenging. Data from three exemplar respondents were reviewed in order to show how keyforms could provide information to identify appropriate social communication intervention goals when combined with the examinee's career goals, academic standards, and industry standards for social communication.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"115 ","pages":"Article 106513"},"PeriodicalIF":1.8,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143562091","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Vocabulary and reading skills in adults with Prader-Willi syndrome","authors":"Christelle Robert ,&nbsp;Séverine Estival ,&nbsp;Virginie Postal ,&nbsp;Virginie Laurier ,&nbsp;Fabien Mourre ,&nbsp;Julie Tricot ,&nbsp;Stéphanie Mathey","doi":"10.1016/j.jcomdis.2025.106508","DOIUrl":"10.1016/j.jcomdis.2025.106508","url":null,"abstract":"<div><h3>Introduction</h3><div>Prader-Willi syndrome (PWS) is a rare genetic condition associated with global intellectual impairment. While research has evidenced speech problems, little is known about reading, which is a critical language ability involved in communication. The aim of the present study was to investigate vocabulary and reading skills in adults with PWS.</div></div><div><h3>Method</h3><div>A total of 56 individuals (35 females, mean age = 33.64 years, range = 19–57 years) with PWS participated. Standardized paper and pencil tests were used to examine the level of vocabulary (LexTale-FR test) and reading performance (Alouette-R test). Two computerized tasks were also administered to assess the efficiency of lexical and phonological processes in reading (lexical and phonological decision tasks, taken from the ECCLA software). Performance was analyzed and compared with available norms on neurotypical adults and/or children.</div></div><div><h3>Results</h3><div>The results showed that adults with PWS had a low level of vocabulary (i.e., three to five standard deviations difference compared to neurotypical adults), poor reading skills (i.e., equivalent to the level of nine-year-olds), and less efficient lexical and non-lexical phonological processes.</div></div><div><h3>Conclusion</h3><div>The present data suggest a global impairment in vocabulary and reading skills in adults with PWS. These findings might help clinicians to better understand the language abilities of these patients.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"114 ","pages":"Article 106508"},"PeriodicalIF":1.8,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143547135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Psychometric properties of the Intelligibility in Context Scale in monolingual Spanish-speaking children with and without speech sound disorders from Peru","authors":"Chelsea L. Sommer ,&nbsp;Caitlin A. Cummings ,&nbsp;Evelyn Cáceres-Nano ,&nbsp;Carolina Romero-Narváez ,&nbsp;Sarah Hatch Pollard","doi":"10.1016/j.jcomdis.2025.106511","DOIUrl":"10.1016/j.jcomdis.2025.106511","url":null,"abstract":"<div><h3>Purpose</h3><div>This study explored the construct validity, internal consistency, and criterion validity of The Intelligibility in Context Scale: Spanish (ICS-S) with monolingual Spanish-speakers from Peru.</div></div><div><h3>Method</h3><div>Participants included 40 Spanish-speaking children (3 years and 3 months to 10 years and 11 months of age), <em>n</em> = 21 with typical speech, and <em>n</em> = 19 with speech sound disorders (SSD). Caregivers completed the ICS-S and children completed a single word articulation test; percent of consonants correct (PCC) were calculated. To evaluate construct validity, correlations were run between the ICS-S mean and the 7 ICS items; mean ICS-S scores in those with and without an SSD were compared using the Wilcoxon rank-sum test. Additionally, correlations were conducted between PCC and ICS-S mean scores to assess criterion validity and Chronbach's alpha was used to assess internal consistency. Because eight participants were rated as having both an SSD and severe hypernasality (defined as EAI=4), we ran sensitivity analyses with these participants excluded.</div></div><div><h3>Results</h3><div>The mean ICS-S score for the children with SSD was 3.5 and for the children with typical speech was 4.4. Correlations between item and total mean on the ICS-S were significant (<em>p</em> = 0.000 - 0.004) in all but one case (parent's rating with the ICS-S mean score for the children with typical speech and those without CP; <em>p</em> = 0.203 &amp; 0.131). Mean ICS-S scores were significantly lower in those with SSDs (<em>p</em> &lt; 0.001). Criterion validity between PCC and the ICS-S mean score was <em>r</em> = 0.564, CI= 0.307 - 0.745 <em>p</em> &lt; 0.001 and internal consistency between all the test items on the ICS-S was α = 0.913. Most results (except one) remained consistent when the eight with SSD and severe hypernasality were excluded.</div></div><div><h3>Conclusions</h3><div>The ICS-S demonstrated construct and criterion validity as well as internal consistency for a cohort of monolingual Spanish children with and without SSD. These findings support the use of the ICS-S for screening for speech sound disorders (SSDs) in Spanish-speaking children.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"115 ","pages":"Article 106511"},"PeriodicalIF":1.8,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143579219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Performance of autistic adults on conversational implicatures: A comparison of material and behavioural inferences","authors":"Mark Jary ,&nbsp;Isabel Martín-González ,&nbsp;Agustín Vicente ,&nbsp;Elena Castroviejo","doi":"10.1016/j.jcomdis.2025.106509","DOIUrl":"10.1016/j.jcomdis.2025.106509","url":null,"abstract":"<div><div>This paper compares the performance of autistic and neurotypical participants in discourse-completion tasks that require the identification of two types of particularised conversational implicature. Material implicatures are those in which the inferential relationship from what is said to the implicature can be reconstructed without recourse to descriptions of the speaker's behaviour and the reasons underlying it, while behavioural implicatures do require such descriptions. We hypothesised that autistic participants would perform on a par with neurotypical participants in the material cases, but less well than neurotypicals in the behavioural cases, given that the latter make greater demands on theory of mind. In fact, we found that autistic participants’ performance mirrored that of neurotypicals in both conditions. We note a general tendency in the literature for autistic individuals to perform well on tests of comprehending implicit communication, in contrast to attested and self-reported difficulties in this area. We speculate that this mismatch might be explained in terms of a difference in underlying competence and the performance demands of real-world interactions.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"115 ","pages":"Article 106509"},"PeriodicalIF":1.8,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143579220","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A systematic review of the relationships amongst older adults’ cognitive and motor speech abilities","authors":"Laura Manderson,&nbsp;Anna Krzeczkowska,&nbsp;Anja Kuschmann,&nbsp;Anja Lowit,&nbsp;Louise A. Brown Nicholls","doi":"10.1016/j.jcomdis.2025.106510","DOIUrl":"10.1016/j.jcomdis.2025.106510","url":null,"abstract":"<div><div>Age-related differences in motor speech performance may be only partially explained by physiological factors. In this systematic review we investigated the extent to which cognition is related to older adults’ motor speech production. PsycInfo, PubMed, Web of Science, and the Cochrane Library were last searched on 1st October 2024. Eligible studies involved healthy older adults, and/or those with mild cognitive impairment (MCI), with an average age of 60 or above. Study quality was formally evaluated and results presented via a narrative synthesis. In total, there were 22 eligible studies identified including 747 older adults. Ten of eighteen studies investigating attention/executive abilities reported significant relationships with motor speech subprocesses in 571 of 661 participants. Relationships between other cognitive abilities and motor speech outcomes were also reported, however, there were significant gaps in the literature and heterogeneity in the measurements used. In addition, only five studies contained the highest quality evidence. Cognition, and potentially executive abilities specifically, may affect speech articulation in healthy aging and in MCI. Further research implementing a range of tasks is required to better understand the trajectory of age-related changes to cognition and motor speech production.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"115 ","pages":"Article 106510"},"PeriodicalIF":1.8,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143642155","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A year in stuttering research: A systematic review of global representation and sociodemographic reporting practices in English-language journals in 2020","authors":"Ryan A. Millager ,&nbsp;Talia Liu ,&nbsp;Dillon G. Pruett ,&nbsp;Robin M. Jones","doi":"10.1016/j.jcomdis.2025.106500","DOIUrl":"10.1016/j.jcomdis.2025.106500","url":null,"abstract":"<div><h3>Purpose</h3><div>Demographic data is inconsistently reported and defined in communication sciences and disorders research, yet gender, ethnicity, and socioeconomic status (SES) may be critical considerations for investigations of stuttering. Therefore, the purpose of this study is to evaluate the global scope and sociodemographic reporting practices among stuttering research published in the year 2020.</div></div><div><h3>Methods</h3><div>Article searches were conducted in February 2023 in PsycINFO, PubMed, and ASHAWire for studies sampling participants with developmental stuttering or cluttering. Further inclusion criteria for systematic review were that articles must: (a) be published in the year 2020, (b) be published in a peer-reviewed journal, and (c) present original empirical research. Participant gender, ethnicity, and SES were extracted via a manualized coding scheme.</div></div><div><h3>Results</h3><div>The total corpus for review included <em>k</em> = 92 articles, representing a total <em>n</em> = 7,342 participants recruited from 26 different countries. The majority of articles (<em>k</em> = 36) were based in the United States (US), with all other countries contributing between 1 and 5 articles each. Gender (or sex) was reported in 93.5% of included studies, ethnicity in 22.8%, and SES in 41.3%. Reporting practices did not significantly differ between US and non-US countries. Of note, only one article in 2020 recruited participants who clutter, with all others recruiting participants who stutter.</div></div><div><h3>Conclusion</h3><div>This is the first systematic review of diversity and reporting practices in the global stuttering research literature. Our results revealed a narrow global distribution of research participants, with limited reporting and analyses regarding participant ethnicity or SES. Consequently, we have identified opportunities to improve research participant transparency and to further consider sociocultural variables toward the advancement of global and inclusive stuttering research.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"114 ","pages":"Article 106500"},"PeriodicalIF":1.8,"publicationDate":"2025-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143330278","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Measuring communicative style in parents of infants with suspected neurodevelopmental disorders: Reliability test and adaptation of the RAACS instrument","authors":"Lena Lindberger ,&nbsp;Päivikki Aarne ,&nbsp;Gunilla Thunberg ,&nbsp;Anna Rensfeldt Flink","doi":"10.1016/j.jcomdis.2025.106499","DOIUrl":"10.1016/j.jcomdis.2025.106499","url":null,"abstract":"<div><h3>Introduction</h3><div>The Responsive Augmentative and Alternative Communication Style Scale, version 3 (RAACS 3) has been used when assessing communicative style in parents of children with communicative disabilities between 12 and 60 months of age and it has demonstrated validity and reliability. The aim of this study was to investigate the reliability of RAACS when applied to video-recorded communication between parents and their infants (aged four to 12 months) with suspected neurodevelopmental disorders, and, if needed, adapt, and retest the instrument.</div></div><div><h3>Method</h3><div>Four speech language pathologists performed a three-phase reliability procedure using twenty-six audio-video recordings of interactions between parents and infants. Inter- and intrarater agreement was calculated. In phase I the original instrument RAACS 3 was used, on twenty recordings. In phase II the instrument was adapted to better suit the target group (parents of infants aged four to 12 months) and was called RAACS 4. In phase III RAACS 4 was pilot tested on six new audio-video recordings. This phase also included two joint ratings and a consensus discussion between the raters preceding the rating procedure.</div></div><div><h3>Results</h3><div>The testing during phase I showed low reliability rates of RAACS 3 independent of statistical test method. The pilot testing that was done during phase III showed that the adapted version, RAACS 4, had higher reliability rates.</div></div><div><h3>Conclusions</h3><div>RAACS 3 was not reliable for assessment of communicative style in parents of infants. RAACS 4 showed promising results when assessing communicative style of parents of infants with neurodevelopmental delays. Further reliability and validity investigation is needed.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"114 ","pages":"Article 106499"},"PeriodicalIF":1.8,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143100359","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Longitudinal predictors of reading ability in children with CI learning to read in Swedish","authors":"Malin Wass ,&nbsp;Lena Anmyr ,&nbsp;Björn Lyxell ,&nbsp;Eva Karltorp ,&nbsp;Elisabet Östlund ,&nbsp;Ulrika Löfkvist","doi":"10.1016/j.jcomdis.2025.106497","DOIUrl":"10.1016/j.jcomdis.2025.106497","url":null,"abstract":"<div><div>Purpose: This study investigated long-term predictors of reading development (phonological decoding, word recognition, and reading comprehension) in 24 children with cochlear implants (CIs). Method: The predictor variables were age, sex, nonverbal intelligence, working memory, paired associate learning, receptive vocabulary, phonological skills, grammatical knowledge, age at implantation, speech perception, and reported interest in reading. The children's mean age was approximately 7;8 years at the start of the study and they were then measured at three time points. The first and second assessments took place approximately 13 months apart, and the children were approximately 11;8 years of age at the third time point. Results: Decoding ability at age 11 was associated with early measures of nonverbal cognitive ability, visual-verbal paired associate learning, and grammatical knowledge when 0.05 was used as significance level but none of them remained significant after correcting for multiple comparisons. Several predictor variables from earlier measurements were significantly related to reading comprehension at age 11. The predictors that remained significant after Bonferroni correction were receptive vocabulary and grammatical knowledge. Discussion: The findings from this research suggest that early exposure to hearing and language, in particular vocabulary and grammar, is associated with reading outcomes at age 11.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"114 ","pages":"Article 106497"},"PeriodicalIF":1.8,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143080831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}