Blog Archives

Peer Interactions of Preschool Children With and Without Hearing Loss

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.

from the Journal of Speech, Language, and Hearing Research

Language Abilities of Children Who Stutter: A Meta-Analytical Review

Conclusions: Present findings were taken to suggest that children’s language abilities are potentially influential variables associated with childhood stuttering.

from American Journal of Speech Language Pathology

Severity of phonological disorder, phonological awareness and articulatory praxis in preschoolers

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.

from Revista de Sociedade Brasileira de Fonoaudiologia

Hearing aid functioning in the preschool setting: Stepping back in time?

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

Theoretical Explanations for Preschoolers’ Lowercase Alphabet Knowledge

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.

from the Journal of Speech, Language, and Hearing Research

Predicting Language Outcomes at 4 Years of Age: Findings From Early Language in Victoria Study

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.

from Pediatrics

Lexical and metaphonological abilities in preschoolers with phonological disorders*

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.

from Pró-Fono Revista de Atualização Científica

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.

from Language, Speech and Hearing Services in Schools

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.

from American Journal of Speech Language Pathology

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.

from Language, Speech and Hearing Services in Schools

Auditory Processing and Early Literacy Skills in a Preschool and Kindergarten Population

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

Bus Talk: A Preliminary Analysis of Children’s Decontextualized Talk

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.

from Communications Disorders Quarterly

Phonological Awareness and Types of Sound Errors in Preschoolers With Speech Sound Disorders

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.

from the Journal of Speech, Language, and Hearing Research

Verification of verbal morphology in Brazilian Portuguese-speaking preschoolers

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.

from Revista de Sociedade Brasileira de Fonoaudiologia

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.

from Language, Speech and Hearing Services in Schools