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How Well Do Children Who Are Internationally Adopted Acquire Language? A Meta-Analysis

Conclusions: The results of the meta-analysis have direct clinical application regarding the assessment and treatment of language skills of internationally adopted children. The study also has implications for future studies of the language development of internationally adopted children.

from the Journal of Speech, Language, and Hearing Research

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Subcortical organization of languages in bilingual brain

One of the most important and least studied issues in neurolinguistics is the subcortical organization of languages in the bilingual brain. In this paper, the linguistic disorders and patterns of recovery in three aphasic patients with subcortical lesions in striatocapsular area have been studied. It was concluded that in bilinguals, languages might be lateralized in subcortical areas of the left hemisphere and that these subcortical structures might be more involved in speech production than comprehension. It was also suggested that the first language might have more subcortical representation than the second language and the subcortical organization of languages in bilingual brain can change according to the age of acquisition of second language.

from the Journal of Neurolinguistics

The discrepancy hypothesis in children with language disorders: Does it work?

Conclusions
The discrepancy hypothesis, in our opinion, must be modified. There is not only verbal and nonverbal functioning but there is language production, language comprehension and nonverbal learning abilities. Between these three aspects discrepancies can be found.

In 43% of the children there is a discrepancy between language production and language comprehension. When children also show language comprehension problems, 58% of these children show a discrepancy with nonverbal functioning.

from the International Journal of Pediatric Otorhinolaryngology

Psychiatric Characteristics in a Self-Selected Sample of Boys With Klinefelter Syndrome

CONCLUSIONS. Children with Klinefelter syndrome seem to be at risk for problems in social and language development, as well as for problems in regulation of emotion and behavior. This is reflected in the broad spectrum of psychiatric classifications applicable in the present selected sample. Health care professionals should be aware of an increased a priori possibility of psychiatric problems when confronted with a child with Klinefelter syndrome.

from Pediatrics