Conclusions: Preschool children with SPHL were excluded from interactions by their playmates. Having age-appropriate language skills did not ensure successful peer interactions. Inclusive preschool programs may consider offering classroom-wide social skills training to enhance interaction opportunities.
CONCLUSION: The RG was characterized by worse performance in phonological awareness and articulatory praxis, and by the presence of correlation between severity of the disorder, phonological awareness and articulatory praxis.
Failure rates based on basic listening and visual checks among the hearing aids examined in this study demonstrated no improvement over those reported in the 1970’s. The results re-emphasize the need for a national dialogue on this topic.
from the <a href="http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6T7V-52RH1JN-2&_user=108452&_coverDate=04%2F29%2F2011&_rdoc=1&_fmt=high&_orig=gateway&_origin=gateway&_sort=d&_docanchor=&view=c&_acct=C000059732&_version=1&_urlVersion=0&_userid=108452&md5=a4eea3f73ab18514068da3a97d73a800&searchtype=a
Conclusions: Findings suggest that transference from uppercase letter knowledge may be a primary mechanism for lowercase letter knowledge and that young children’s knowledge of the lowercase alphabet letters is multiply determined.
CONCLUSIONS Measures of social disadvantage helped explain more variation in outcomes at 4 years than at 2 years, but ability to predict low language status and SLI status remained limited.
CONCLUSION: the influence of Phonological Disorder may only be observed on the metaphonological performance. Phonological Disorder did not interfere with the development of the lexical ability of this group of preschoolers. Positive correlations were identified between both abilities in the studied age group.
Print-Focused Read-Alouds in Preschool Classrooms: Intervention Effectiveness and Moderators of Child Outcomes
Clinical Implications: Considered in tandem with prior study findings concerning this approach to emergent literacy intervention, print-focused read-alouds appear to constitute an evidence-based practice with net positive impacts on children’s literacy development.
Measurement Properties and Classification Accuracy of Two Spanish Parent Surveys of Language Development for Preschool-Age Children
Conclusions: Results suggest that Spanish parent surveys hold promise for screening language delay in Spanish-speaking preschool children; however, further refinement of these tools is needed.
Effects of a Conversation Intervention on the Expressive Vocabulary Development of Prekindergarten Children
Findings suggest that relatively small amounts of linguistically and cognitively complex conversation with a trained adult can be a useful strategy for improving the expressive vocabulary skills of children with low vocabularies.
Although the relationship between auditory processing and reading-related skills has been investigated in school-age populations and in prospective studies of infants, understanding of the relationship between these variables in the period immediately preceding formal reading instruction is sparse. In this cross-sectional study, auditory processing, phonological awareness, early literacy skills, and general ability were assessed in a mixed sample of 88 three- to six-year-old children both cross-sectionally and longitudinally. Results from both cross-sectional and longitudinal analyses suggest the importance of early auditory rise time sensitivity in developing phonological awareness skills, especially in the development of rhyme awareness.
from the Journal of Learning Disabilities
Decontextualized conversational talk has been recognized as an important foundation for young children’s early literacy and academic success. In this study, the authors explore the tape-recorded conversations of 15 typically developing preschool-age children. The children’s talk was recorded as they traveled home from preschool on a school bus with classmates who had developmental delays. Two days of travel conversations were analyzed for evidence of initiations, responses, and the time referents used. References to decontextualized topics were heard infrequently but heard in initiations and responses with adults and classmates, as well as in the children’s self-talk. References to the here and now (present tense) were common during the children’s 5 to 20 minutes of bus travel. The need for an attentive, competent partner in supporting young children’s use of decontextualized talk is discussed along with suggestions for adults who travel on buses with young children who are still developing language and conversational skills.
Conclusions: Poorer PA is associated with lower receptive vocabularies and more atypical sound errors. Results are interpreted in the context of the accuracy of phonological representations.
The results showed that the preschoolers studied perfected the use of verbal morphology during their development, showing a gradual evolution on the domain of the aspects analyzed. No statistically significant differences were found in gender comparisons.
Home Literacy Experiences and Early Childhood Disability: A Descriptive Study Using the National Household Education Surveys (NHES) Program Database
Conclusions: These findings suggest the importance of considering the home literacy experiences and emergent literacy skills of young children with disabilities when making clinical recommendations.