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1Speech And Language Development In Children With Hearing Loss Due To Congenital Cytomegalovirus: A Scoping Review

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  • Title: ➤  Speech And Language Development In Children With Hearing Loss Due To Congenital Cytomegalovirus: A Scoping Review
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2Maternal Speech And Early Language Development In French 4-12-month-old Infants

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This project examines the acoustic properties of maternal infant-directed speech addressed to French-learning infants at 4, 8 and 12 months of age.

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3Phonological Awareness Development And Interventions In Pre-school And School-age Children With Speech And Language Difficulties: A Scoping Review

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This scoping review will include all literature that has addressed PA development in pre-school and school-age children with any communication difficulties such as speech sound disorders, developmental language disorders, neurodevelopmental conditions, intellectual disabilities, dyslexia and children with cochlear implants with or without comorbidities. Research that has been conducted in native monolingual or bilingual speakers of any language will be included. Since research has shown that PA intervention can be implemented and support children’s speech and language development and literacy skills, the reported outcomes of PA intervention will also be included.

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4The Development Of Students' Speech In Russian Language Lessons When Studying Synonyms And Antonyms

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This article is devoted to one of the urgent problems, the problem of the development of the speech of students - foreigners.

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5ERIC ED403675: Speech And Language Development: What You Can Do To Help. A Series For Caregivers Of Infants And Toddlers. Model Of Interdisciplinary Training For Children With Handicaps: MITCH Module 2.

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Intended for use in Florida training programs for caregivers of infants and toddlers with disabilities, this guide presents an overview of the Model of Interdisciplinary Training for Children with Handicaps (MITCH); provides a user's guide to the series; and presents specific information for presenting Module 2, which focuses on speech and language development. After the introduction to the MITCH program as a whole, the user's guide provides information on the instructor's role, the 3-hour training session, the use of videotapes and audiotapes, and follow-up activities. For this module, goals and objectives focus on providing participants with an understanding of the normal developmental processes of communication and language development, including speech mechanisms and the ear, ways to foster receptive and expressive language, and how to recognize problems in language development. For each hour of the 3-hour session, a script, suggested activities, and relevant handouts are provided. Attached are lists of recommended resources and references, reproducible forms and handouts, and forms for the 6-week follow up. Also attached is an overview of normal child development from birth to 36 months in the areas of personal and social skills, language and understanding skills, small muscle skills, and large muscle skills. (DB)

“ERIC ED403675: Speech And Language Development: What You Can Do To Help. A Series For Caregivers Of Infants And Toddlers. Model Of Interdisciplinary Training For Children With Handicaps: MITCH Module 2.” Metadata:

  • Title: ➤  ERIC ED403675: Speech And Language Development: What You Can Do To Help. A Series For Caregivers Of Infants And Toddlers. Model Of Interdisciplinary Training For Children With Handicaps: MITCH Module 2.
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  • Language: English

“ERIC ED403675: Speech And Language Development: What You Can Do To Help. A Series For Caregivers Of Infants And Toddlers. Model Of Interdisciplinary Training For Children With Handicaps: MITCH Module 2.” Subjects and Themes:

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6Small Talk: Simple Ways To Boost Your Child's Speech And Language Development From Birth

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Intended for use in Florida training programs for caregivers of infants and toddlers with disabilities, this guide presents an overview of the Model of Interdisciplinary Training for Children with Handicaps (MITCH); provides a user's guide to the series; and presents specific information for presenting Module 2, which focuses on speech and language development. After the introduction to the MITCH program as a whole, the user's guide provides information on the instructor's role, the 3-hour training session, the use of videotapes and audiotapes, and follow-up activities. For this module, goals and objectives focus on providing participants with an understanding of the normal developmental processes of communication and language development, including speech mechanisms and the ear, ways to foster receptive and expressive language, and how to recognize problems in language development. For each hour of the 3-hour session, a script, suggested activities, and relevant handouts are provided. Attached are lists of recommended resources and references, reproducible forms and handouts, and forms for the 6-week follow up. Also attached is an overview of normal child development from birth to 36 months in the areas of personal and social skills, language and understanding skills, small muscle skills, and large muscle skills. (DB)

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  • Title: ➤  Small Talk: Simple Ways To Boost Your Child's Speech And Language Development From Birth
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7ERIC ED365074: Development Of A Collaborative Speech-Language-Hearing Model For Service Delivery To Mild And Moderately Language Handicapped Students In An Elementary School.

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This paper reports a practicum which attempted to improve delivery of speech language services to children with speech language handicaps in two elementary schools without pulling students out of regular classes. The speech language pathologist (SLP) implemented a collaborative approach with regular teachers providing support in the areas of identifying the student's current level of functioning and planning for intervention specific to the student's area of deficit. Collaboration was also implemented in the review and evaluation of language requirements and materials used in the classroom and the development of techniques to meet the needs of children with diverse academic and cultural backgrounds. Additionally the SLP provided parents with evidence for the effectiveness of classroom based interventions. A team teaching and peer coaching delivery model was used at both school locations. The practicum resulted in services being provided to children previously unserved, to establishing collaborative relationships with some teachers in each school, and to formulating plans to expand the collaborative approach in the following year. Appendices include diagrams illustrating the previous and experimental delivery models, a SLP mission statement, and the 4-year plan for model implementation. (Contains 43 references.) (DB)

“ERIC ED365074: Development Of A Collaborative Speech-Language-Hearing Model For Service Delivery To Mild And Moderately Language Handicapped Students In An Elementary School.” Metadata:

  • Title: ➤  ERIC ED365074: Development Of A Collaborative Speech-Language-Hearing Model For Service Delivery To Mild And Moderately Language Handicapped Students In An Elementary School.
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  • Language: English

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8ERIC ED602738: Baltimore Infants And Toddlers Program For This Brief, The Authors Analyzed A Cohort Of Children Referred To Baltimore's Infants And Toddlers Program (BITP), For Kindergarten Readiness. Usually, Pediatricians, Parents, Or Early Education Staff Refer A Child To BITP Upon Observing A Delay In Development Or Speech And Language Skills. Thereafter, BITP Staff Assesses The Child To Determine Eligibility For Services, Then Refers Eligible Children To Appropriate Services. Among Students Who Were Not Assessed By BITP, Students Who Could Not Be Contacted Scored Above The District's Composite Kindergarten Readiness Assessment (KRA) Average, But Children Who Were Withdrawn Scored Below. The Highest Overall Mean Outcomes Were Among Eligible Children Who Completed Services. These Findings Suggest The Need For Continued Communication With Parents On The Importance Of Completing The Services Their Children Are Eligible To Receive. This Analysis Cannot Determine Why Children Who Transition To Kindergarten For Additional Services Had The Lowest Levels Of Proficiency, But The Fact That They Remained Entitled To Services Suggests They Required Continued Support. Further Study Might Rule Out Other Explainations Such As Unmet Needs Or Gaps In Services.

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For this brief, the authors analyzed a cohort of children referred to Baltimore's Infants and Toddlers program (BITP), for kindergarten readiness. Usually, pediatricians, parents, or early education staff refer a child to BITP upon observing a delay in development or speech and language skills. Thereafter, BITP staff assesses the child to determine eligibility for services, then refers eligible children to appropriate services. Among students who were not assessed by BITP, students who could not be contacted scored above the district's composite Kindergarten Readiness Assessment (KRA) average, but children who were withdrawn scored below. The highest overall mean outcomes were among eligible children who completed services. These findings suggest the need for continued communication with parents on the importance of completing the services their children are eligible to receive. This analysis cannot determine why children who transition to kindergarten for additional services had the lowest levels of proficiency, but the fact that they remained entitled to services suggests they required continued support. Further study might rule out other explainations such as unmet needs or gaps in services.

“ERIC ED602738: Baltimore Infants And Toddlers Program For This Brief, The Authors Analyzed A Cohort Of Children Referred To Baltimore's Infants And Toddlers Program (BITP), For Kindergarten Readiness. Usually, Pediatricians, Parents, Or Early Education Staff Refer A Child To BITP Upon Observing A Delay In Development Or Speech And Language Skills. Thereafter, BITP Staff Assesses The Child To Determine Eligibility For Services, Then Refers Eligible Children To Appropriate Services. Among Students Who Were Not Assessed By BITP, Students Who Could Not Be Contacted Scored Above The District's Composite Kindergarten Readiness Assessment (KRA) Average, But Children Who Were Withdrawn Scored Below. The Highest Overall Mean Outcomes Were Among Eligible Children Who Completed Services. These Findings Suggest The Need For Continued Communication With Parents On The Importance Of Completing The Services Their Children Are Eligible To Receive. This Analysis Cannot Determine Why Children Who Transition To Kindergarten For Additional Services Had The Lowest Levels Of Proficiency, But The Fact That They Remained Entitled To Services Suggests They Required Continued Support. Further Study Might Rule Out Other Explainations Such As Unmet Needs Or Gaps In Services.” Metadata:

  • Title: ➤  ERIC ED602738: Baltimore Infants And Toddlers Program For This Brief, The Authors Analyzed A Cohort Of Children Referred To Baltimore's Infants And Toddlers Program (BITP), For Kindergarten Readiness. Usually, Pediatricians, Parents, Or Early Education Staff Refer A Child To BITP Upon Observing A Delay In Development Or Speech And Language Skills. Thereafter, BITP Staff Assesses The Child To Determine Eligibility For Services, Then Refers Eligible Children To Appropriate Services. Among Students Who Were Not Assessed By BITP, Students Who Could Not Be Contacted Scored Above The District's Composite Kindergarten Readiness Assessment (KRA) Average, But Children Who Were Withdrawn Scored Below. The Highest Overall Mean Outcomes Were Among Eligible Children Who Completed Services. These Findings Suggest The Need For Continued Communication With Parents On The Importance Of Completing The Services Their Children Are Eligible To Receive. This Analysis Cannot Determine Why Children Who Transition To Kindergarten For Additional Services Had The Lowest Levels Of Proficiency, But The Fact That They Remained Entitled To Services Suggests They Required Continued Support. Further Study Might Rule Out Other Explainations Such As Unmet Needs Or Gaps In Services.
  • Author:
  • Language: English

“ERIC ED602738: Baltimore Infants And Toddlers Program For This Brief, The Authors Analyzed A Cohort Of Children Referred To Baltimore's Infants And Toddlers Program (BITP), For Kindergarten Readiness. Usually, Pediatricians, Parents, Or Early Education Staff Refer A Child To BITP Upon Observing A Delay In Development Or Speech And Language Skills. Thereafter, BITP Staff Assesses The Child To Determine Eligibility For Services, Then Refers Eligible Children To Appropriate Services. Among Students Who Were Not Assessed By BITP, Students Who Could Not Be Contacted Scored Above The District's Composite Kindergarten Readiness Assessment (KRA) Average, But Children Who Were Withdrawn Scored Below. The Highest Overall Mean Outcomes Were Among Eligible Children Who Completed Services. These Findings Suggest The Need For Continued Communication With Parents On The Importance Of Completing The Services Their Children Are Eligible To Receive. This Analysis Cannot Determine Why Children Who Transition To Kindergarten For Additional Services Had The Lowest Levels Of Proficiency, But The Fact That They Remained Entitled To Services Suggests They Required Continued Support. Further Study Might Rule Out Other Explainations Such As Unmet Needs Or Gaps In Services.” Subjects and Themes:

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9Speech And Language Development In Children With Hearing Loss Due To Congenital Cytomegalovirus: A Scoping Review”

By

For this brief, the authors analyzed a cohort of children referred to Baltimore's Infants and Toddlers program (BITP), for kindergarten readiness. Usually, pediatricians, parents, or early education staff refer a child to BITP upon observing a delay in development or speech and language skills. Thereafter, BITP staff assesses the child to determine eligibility for services, then refers eligible children to appropriate services. Among students who were not assessed by BITP, students who could not be contacted scored above the district's composite Kindergarten Readiness Assessment (KRA) average, but children who were withdrawn scored below. The highest overall mean outcomes were among eligible children who completed services. These findings suggest the need for continued communication with parents on the importance of completing the services their children are eligible to receive. This analysis cannot determine why children who transition to kindergarten for additional services had the lowest levels of proficiency, but the fact that they remained entitled to services suggests they required continued support. Further study might rule out other explainations such as unmet needs or gaps in services.

“Speech And Language Development In Children With Hearing Loss Due To Congenital Cytomegalovirus: A Scoping Review”” Metadata:

  • Title: ➤  Speech And Language Development In Children With Hearing Loss Due To Congenital Cytomegalovirus: A Scoping Review”
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10Supporting Children With Speech And Language Impairment And Associated Difficulties : Suggestions For Supporting The Development Of Language, Listening, Behaviour And Motor Skills

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For this brief, the authors analyzed a cohort of children referred to Baltimore's Infants and Toddlers program (BITP), for kindergarten readiness. Usually, pediatricians, parents, or early education staff refer a child to BITP upon observing a delay in development or speech and language skills. Thereafter, BITP staff assesses the child to determine eligibility for services, then refers eligible children to appropriate services. Among students who were not assessed by BITP, students who could not be contacted scored above the district's composite Kindergarten Readiness Assessment (KRA) average, but children who were withdrawn scored below. The highest overall mean outcomes were among eligible children who completed services. These findings suggest the need for continued communication with parents on the importance of completing the services their children are eligible to receive. This analysis cannot determine why children who transition to kindergarten for additional services had the lowest levels of proficiency, but the fact that they remained entitled to services suggests they required continued support. Further study might rule out other explainations such as unmet needs or gaps in services.

“Supporting Children With Speech And Language Impairment And Associated Difficulties : Suggestions For Supporting The Development Of Language, Listening, Behaviour And Motor Skills” Metadata:

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  • Language: English

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11Time To Talk : What You Need To Know About Your Child's Speech And Language Development

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For this brief, the authors analyzed a cohort of children referred to Baltimore's Infants and Toddlers program (BITP), for kindergarten readiness. Usually, pediatricians, parents, or early education staff refer a child to BITP upon observing a delay in development or speech and language skills. Thereafter, BITP staff assesses the child to determine eligibility for services, then refers eligible children to appropriate services. Among students who were not assessed by BITP, students who could not be contacted scored above the district's composite Kindergarten Readiness Assessment (KRA) average, but children who were withdrawn scored below. The highest overall mean outcomes were among eligible children who completed services. These findings suggest the need for continued communication with parents on the importance of completing the services their children are eligible to receive. This analysis cannot determine why children who transition to kindergarten for additional services had the lowest levels of proficiency, but the fact that they remained entitled to services suggests they required continued support. Further study might rule out other explainations such as unmet needs or gaps in services.

“Time To Talk : What You Need To Know About Your Child's Speech And Language Development” Metadata:

  • Title: ➤  Time To Talk : What You Need To Know About Your Child's Speech And Language Development
  • Author: ➤  
  • Language: English

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12ERIC ED192596: An Instrumental Analysis Of The Voicing Contrast In Word-Initial Stops In The Speech Of Four-Year-Old English-Speaking Children. Papers And Reports On Child Language Development, Number 18.

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This paper reports on an investigation of the voice-onset-time (VOT) characteristics of word-initial stops produced by four four-year-old children. Instrumental analysis of the children's spontaneous speech showed that they had distinct distributions for voiced and voiceless stops at all three places of articulation and that there was very little overlap between voiced and voiceless cognates. Comparison of words uttered in isolation with words uttered in a sentence context revealed that these children had shorter VOT values in running speech. Reanalysis of data from younger children showed evidence of such modification according to context at age 1;9. However, even at age four the data were not completely adult-like: compared with adults, the four-year-olds had longer mean VOT values, there was a greater range of values, and there was less modification according to sentence context. The four-year-olds' data were interpreted as further evidence for the position that in producing voiceless stops in terms of mean VOT values, children first overshoot adult values and then only gradually draw them back towards adult values. (Author)

“ERIC ED192596: An Instrumental Analysis Of The Voicing Contrast In Word-Initial Stops In The Speech Of Four-Year-Old English-Speaking Children. Papers And Reports On Child Language Development, Number 18.” Metadata:

  • Title: ➤  ERIC ED192596: An Instrumental Analysis Of The Voicing Contrast In Word-Initial Stops In The Speech Of Four-Year-Old English-Speaking Children. Papers And Reports On Child Language Development, Number 18.
  • Author:
  • Language: English

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13ERIC ED244410: A Resource Manual For The Development And Evaluation Of Special Programs For Exceptional Students. Volume II-C: Speech And Language Impaired. Revised.

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The manual outlines procedures for Florida school districts in serving students with speech and language impairments. State and federal regulations are cited at the beginning of each section with recommended best practices for their implementation in the following 15 areas: definition, eligibility criteria, screening, referral, evaluation, determinations of eligibility and placement, provision of an educational plan, dismissal or reassignment, special program organization, instructional program, supportive services, provision for housing the program, program evaluation, personnel, and staff development. Twelve appendixes include information on language and speech tests and a bibliography on services to severely and profoundly retarded students. (CL)

“ERIC ED244410: A Resource Manual For The Development And Evaluation Of Special Programs For Exceptional Students. Volume II-C: Speech And Language Impaired. Revised.” Metadata:

  • Title: ➤  ERIC ED244410: A Resource Manual For The Development And Evaluation Of Special Programs For Exceptional Students. Volume II-C: Speech And Language Impaired. Revised.
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  • Language: English

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14ERIC ED101565: On Pre-Speech. Papers And Reports On Child Language Development, No. 8.

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This paper offers some ideas on the types of behavior that can be considered precursors to language and that also lay the foundations for logic, mathematics, physics, etc. The paper posits the problem of whether a theory of language must be formulated before one can formulate a theory of language acquisition, or whether the reverse is true. The solution offered is the study of what is acquired at different ages, and how each stage relates to the others. This must be done by a selective study of the types of behavior that may lead to speech. After a definition of the essential features of language, prelanguage behavior may be studied. Among these behaviors is the development of what Piaget calls sensorimotor intelligence, i.e., modification and coordination of isolated action patterns present at birth. By the second year this behavior culminates in object-permanency, or the objectivization of the existence of objects and persons and their representation in the mind. A third behavior is communication, which includes vocalization, gestures, and postures. A final behavior is "babbling," which leads to the first word. The paper ends with speculation on the specific contribution of these four behaviors in the acquisition of the various levels of a particular language. (AM)

“ERIC ED101565: On Pre-Speech. Papers And Reports On Child Language Development, No. 8.” Metadata:

  • Title: ➤  ERIC ED101565: On Pre-Speech. Papers And Reports On Child Language Development, No. 8.
  • Author:
  • Language: English

“ERIC ED101565: On Pre-Speech. Papers And Reports On Child Language Development, No. 8.” Subjects and Themes:

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15ERIC ED011974: THE ARTS OF LANGUAGE, NEEDED CURRICULA AND CURRICULUM DEVELOPMENT FOR INSTITUTES IN THE ENGLISH LANGUAGE ARTS--LANGUAGE, LITERATURE, COMPOSITION, SPEECH AND READING, USOE CONFERENCE (UNIVERSITY OF NEBRASKA, FEBRUARY 26, 1966 TO MARCH 1, 1966).

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A CONFERENCE WAS HELD TO PRODUCE A DESCRIPTION OF NEEDED RESEARCH IN THE AREA OF THE INSERVICE RETRAINING OF ELEMENTARY SCHOOL TEACHERS IN THE ALLIED AREAS OF LANGUAGE, LITERATURE, COMPOSITION, SPEECH, AND READING. FIVE POSITION PAPERS ON EACH AREA WERE READ ON THE 1ST DAY, AND THE LAST 2 DAYS OF THE CONFERENCE WERE SPENT DEVELOPING COMMITTEE MODIFICATIONS AND EXTENSIONS OF THE POSITION PAPERS. INCLUDED IN THIS REPORT ARE THE FIVE POSITION PAPERS, THE FIVE COMMITTEE REPORTS, AND AN ADDITIONAL REPORT ON THE SPECIAL PROBLEMS OF ENGLISH LANGUAGE ARTS INSTITUTES DIRECTED TO TEACHERS OF THE CULTURALLY DEPRIVED. IT WAS GENERALLY AGREED THAT INSTITUTES ON THE RETRAINING OF TEACHERS IN LANGUAGE, LANGUAGE TRAINING, AND LINGUISTIC USAGES SHOULD INCLUDE BOTH SCHOLARS AND EDUCATORS. (GD)

“ERIC ED011974: THE ARTS OF LANGUAGE, NEEDED CURRICULA AND CURRICULUM DEVELOPMENT FOR INSTITUTES IN THE ENGLISH LANGUAGE ARTS--LANGUAGE, LITERATURE, COMPOSITION, SPEECH AND READING, USOE CONFERENCE (UNIVERSITY OF NEBRASKA, FEBRUARY 26, 1966 TO MARCH 1, 1966).” Metadata:

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  • Language: English

“ERIC ED011974: THE ARTS OF LANGUAGE, NEEDED CURRICULA AND CURRICULUM DEVELOPMENT FOR INSTITUTES IN THE ENGLISH LANGUAGE ARTS--LANGUAGE, LITERATURE, COMPOSITION, SPEECH AND READING, USOE CONFERENCE (UNIVERSITY OF NEBRASKA, FEBRUARY 26, 1966 TO MARCH 1, 1966).” Subjects and Themes:

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16Speech And Language Development Of The Preschool Child; A Survey

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Bibliography: p. 187-201

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17The Role Of Speech In Language : Proceedings Of A Conference ... In The Series, "Communicating By Language," Sponsored By The National Institute Of Child Health And Human Development, National Institutes Of Health

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Bibliography: p. 187-201

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18Scoping Review Of Technology Used In The Surveillance Of Children’s Early Speech, Language And Communication Development

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The aim of the work is to determine whether there is existing technology which could be adapted for use in surveillance of SLC development in children. A scoping review will be carried out to determine what tools exist already.

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19Childhood Matters: Language And Speech Development - September 24, 2006

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A child's language and speech acquisition is a complex process. It's important to understand how they develop and when to worry if there are delays or problems. Guests: Patricia Baquedano-Lopez, linguist and Associate Professor at UC Berkeley's Graduate School of Education, and Jomar Lococo, licensed speech-language pathologist with San Rafael Elementary School District.

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20Stimulating And Encouraging Speech And Language Development In Young Visually Handicapped Children

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National Newspatch : Winter 1983, p. 7-9

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21The Story Of English Speech; A Sketch Of The Origin And Development Of The English Language, With Tables Showing Some Of The More Important Grammatical Forms Of The Three Great Periods, And Specimens Of The Literature From Caedmon To Shakespeare

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253 p. 20 cm

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22CS22-HG2P: Do Masks Delay Speech And Language Development? -…

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23A Manual Of Speech And Language Development Activities For Visually-Impaired, Multi-Handicapped Children

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24The Ways Presented By Early Childhood Language And Speech Development Institute

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The article describes the ways of speech development in preschool institutions, the importance of speech in everyday life and its role in the development of children. Children independently listen and understand the oral speech, actively communicate with elders, peers and correctly use expressive speech, thus enrich their vocabulary. The quality and quantity of vocabulary resources determine completely the level of speech development of the child. Therefore, it is important to pay attention to both passive and active vocabulary. At the end of the article, the author gives examples of games that increase the speech development of children.

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25Development Of An Interprofessional Simulation Training For Occupational Therapy And Speech-Language Pathology Graduate Students

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The purpose of this study is to examine the effectiveness of an interprofessional training program for occupational therapy (OT) and speech-language pathology (SLP) graduate students. This information will guide future clinical and academic training. Students who participate in the training program will attend a 2-hour virtual workshop and participate in two virtual simulations using the ViewPoint Simulation platform. The first simulation will focus on the development of collaborative goals and the second will focus on planning an intervention activity to address a collaborative goal. Each simulation will have a pre-brief and debrief. We will use the Debriefing with Good Judgment model to guide our debrief sessions.

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26Inclusion For Children With Speech And Language Impairments : Accessing The Curriculum And Promoting Personal And Social Development

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The purpose of this study is to examine the effectiveness of an interprofessional training program for occupational therapy (OT) and speech-language pathology (SLP) graduate students. This information will guide future clinical and academic training. Students who participate in the training program will attend a 2-hour virtual workshop and participate in two virtual simulations using the ViewPoint Simulation platform. The first simulation will focus on the development of collaborative goals and the second will focus on planning an intervention activity to address a collaborative goal. Each simulation will have a pre-brief and debrief. We will use the Debriefing with Good Judgment model to guide our debrief sessions.

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27The Story Of English Speech; A Sketch Of The Origin And Development Of The English Language, With Tables Showing Some Of The More Important Grammatical Forms Of The Three Great Periods, And Specimens Of The Literature From Caedmon To Shakespeare

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253 p. 20 cm

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28The Story Of English Speech : A Sketch Of The Origin And Development Of The English Language With Tables Showing Some Of The More Important Grammatical Forms Of The Three Great Periods And Specimens Of The Literature From Caedmon To Shakespeare

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253 p. 20 cm

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29The Role Of Speech In Language : Proceedings Of A Conference ... In The Series, "Communicating By Language," Sponsored By The National Institute Of Child Health And Human Development, National Institutes Of Health

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253 p. 20 cm

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  • Language: English

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30ERIC ED163781: Deciding Among Theories Of The Development Of Coordination In Child Speech. Papers And Reports On Child Language Development, No. 13.

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The development of sentence coordination in children using sentences conjoined by "and" was studied to test the adequacy of the transformationally based derivational theory of complexity. Two cross-sectional experiments were conducted using 18 sentence types with children between the ages of three and five. One experiment used an elicited imitation procedure, and the other used an act-out comprehension procedure. It was found that sentential coordinations were no easier than phrasal coordinations and that forward forms were not easier than backward forms. Predictions based on the derivational theory of complexity were not supported. A second analysis was carried out on the data from the imitation experiment. There were significantly more elaborations and reduction responses in the four-year-olds than in either of the two age groups. Spontaneous speech protocols from a longitudinal study of three children were also analyzed, and the data show that the earlier forms of coordination to appear in children are phrasal forms. The forward forms have a primacy over the backward forms in both the spontaneous speech and elicited production data, but not in the comprehension and imitation data. This asymmetry may be due to a planning difficulty for the backward forms. It is concluded that the ontogenesis of coordination is not well described by the derivational theory of complexity. (SW)

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31ERIC ED331201: Otitis Media And Speech/Language Development In Late-Talkers.

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This study examines otitis media as a possible factor associated with increased risk for communicative handicap in a group of children with a possible vulnerability for language delay: "late-talkers." Speech and language outcomes at ages 3 and 4 were examined in 28 late talkers and 24 children with normal language development. Late talkers with a reported history of otitis media were not found to be at any additional risk for language disorder. The late talkers as a whole did have a substantial risk of continued expressive language delay, as their mean length of utterance, articulation, and expressive language skills were significantly lower than those of the control group. The normally developing speakers showed no differences for articulation or expressive language skills due to otitis media, but normally speaking children with otitis media histories did score lower on receptive language, a difference which was also associated with lower socioeconomic status. (14 references) (JDD)

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32ERIC ED182749: Language Use, Language Ability, And Language Development: Abstracts Of Doctoral Dissertations Published In "Dissertation Abstracts International," July Through December 1979 (Vol. 40 Nos. 1 Through 6). This Collection Of Abstracts Is Part Of A Continuing Series Providing Information On Recent Doctoral Dissertations. The 20 Titles Deal With The Following Topics: The Role Of Crib Talk In Language Acquisition; Syntactic Parsing Strategies; A Case Study Of The First Use Of Words; How Two Modes Of Literature Presentation Affect Oral Language Development; Children's Cognition And Acquisition Of Selected Syntactic Structures; Language Use In Constructing/testing Social Scientific Theories; The Functions Of Language In Discussions; Visual Literacy As A Factor In Language Development; Form And Function As A Basis For Referential Development In Children; Discriminating Synthetic Speech Sounds; Assessing Secondary School Students' Knowledge Of Prefixes; Language Within Power Relationships; A Flexible Child-talk Code; Developing Spatial And Syntactic Transformations; The Acquisition Of Five Syntactic Structures By Elementary School Children; The Developmental Relationship Between Comprehension And Production Of Grammatical Morphemes In Preschool Children; How Preschool Children Sequence Narrative Events; Classifying Preschool Children's Uses Of Meaningful Language On Selected Conceptual Tasks; Maternal Self-repetition And Child Feedback; And The Mastery Of Specific Conjunctions By Elementary School Children. (RL)

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This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 20 titles deal with the following topics: the role of crib talk in language acquisition; syntactic parsing strategies; a case study of the first use of words; how two modes of literature presentation affect oral language development; children's cognition and acquisition of selected syntactic structures; language use in constructing/testing social scientific theories; the functions of language in discussions; visual literacy as a factor in language development; form and function as a basis for referential development in children; discriminating synthetic speech sounds; assessing secondary school students' knowledge of prefixes; language within power relationships; a flexible child-talk code; developing spatial and syntactic transformations; the acquisition of five syntactic structures by elementary school children; the developmental relationship between comprehension and production of grammatical morphemes in preschool children; how preschool children sequence narrative events; classifying preschool children's uses of meaningful language on selected conceptual tasks; maternal self-repetition and child feedback; and the mastery of specific conjunctions by elementary school children. (RL)

“ERIC ED182749: Language Use, Language Ability, And Language Development: Abstracts Of Doctoral Dissertations Published In "Dissertation Abstracts International," July Through December 1979 (Vol. 40 Nos. 1 Through 6). This Collection Of Abstracts Is Part Of A Continuing Series Providing Information On Recent Doctoral Dissertations. The 20 Titles Deal With The Following Topics: The Role Of Crib Talk In Language Acquisition; Syntactic Parsing Strategies; A Case Study Of The First Use Of Words; How Two Modes Of Literature Presentation Affect Oral Language Development; Children's Cognition And Acquisition Of Selected Syntactic Structures; Language Use In Constructing/testing Social Scientific Theories; The Functions Of Language In Discussions; Visual Literacy As A Factor In Language Development; Form And Function As A Basis For Referential Development In Children; Discriminating Synthetic Speech Sounds; Assessing Secondary School Students' Knowledge Of Prefixes; Language Within Power Relationships; A Flexible Child-talk Code; Developing Spatial And Syntactic Transformations; The Acquisition Of Five Syntactic Structures By Elementary School Children; The Developmental Relationship Between Comprehension And Production Of Grammatical Morphemes In Preschool Children; How Preschool Children Sequence Narrative Events; Classifying Preschool Children's Uses Of Meaningful Language On Selected Conceptual Tasks; Maternal Self-repetition And Child Feedback; And The Mastery Of Specific Conjunctions By Elementary School Children. (RL)” Metadata:

  • Title: ➤  ERIC ED182749: Language Use, Language Ability, And Language Development: Abstracts Of Doctoral Dissertations Published In "Dissertation Abstracts International," July Through December 1979 (Vol. 40 Nos. 1 Through 6). This Collection Of Abstracts Is Part Of A Continuing Series Providing Information On Recent Doctoral Dissertations. The 20 Titles Deal With The Following Topics: The Role Of Crib Talk In Language Acquisition; Syntactic Parsing Strategies; A Case Study Of The First Use Of Words; How Two Modes Of Literature Presentation Affect Oral Language Development; Children's Cognition And Acquisition Of Selected Syntactic Structures; Language Use In Constructing/testing Social Scientific Theories; The Functions Of Language In Discussions; Visual Literacy As A Factor In Language Development; Form And Function As A Basis For Referential Development In Children; Discriminating Synthetic Speech Sounds; Assessing Secondary School Students' Knowledge Of Prefixes; Language Within Power Relationships; A Flexible Child-talk Code; Developing Spatial And Syntactic Transformations; The Acquisition Of Five Syntactic Structures By Elementary School Children; The Developmental Relationship Between Comprehension And Production Of Grammatical Morphemes In Preschool Children; How Preschool Children Sequence Narrative Events; Classifying Preschool Children's Uses Of Meaningful Language On Selected Conceptual Tasks; Maternal Self-repetition And Child Feedback; And The Mastery Of Specific Conjunctions By Elementary School Children. (RL)
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  • Language: English

“ERIC ED182749: Language Use, Language Ability, And Language Development: Abstracts Of Doctoral Dissertations Published In "Dissertation Abstracts International," July Through December 1979 (Vol. 40 Nos. 1 Through 6). This Collection Of Abstracts Is Part Of A Continuing Series Providing Information On Recent Doctoral Dissertations. The 20 Titles Deal With The Following Topics: The Role Of Crib Talk In Language Acquisition; Syntactic Parsing Strategies; A Case Study Of The First Use Of Words; How Two Modes Of Literature Presentation Affect Oral Language Development; Children's Cognition And Acquisition Of Selected Syntactic Structures; Language Use In Constructing/testing Social Scientific Theories; The Functions Of Language In Discussions; Visual Literacy As A Factor In Language Development; Form And Function As A Basis For Referential Development In Children; Discriminating Synthetic Speech Sounds; Assessing Secondary School Students' Knowledge Of Prefixes; Language Within Power Relationships; A Flexible Child-talk Code; Developing Spatial And Syntactic Transformations; The Acquisition Of Five Syntactic Structures By Elementary School Children; The Developmental Relationship Between Comprehension And Production Of Grammatical Morphemes In Preschool Children; How Preschool Children Sequence Narrative Events; Classifying Preschool Children's Uses Of Meaningful Language On Selected Conceptual Tasks; Maternal Self-repetition And Child Feedback; And The Mastery Of Specific Conjunctions By Elementary School Children. (RL)” Subjects and Themes:

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33ERIC ED099933: Communicative Intentions And Speech Acts In Language Development. Final Report.

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This paper proposes a theory on how language functions for the child and in what sequence these functions develop. The notion of communicative intention is contrasted with grammatical categories and with the goal of an utterance. Finally, communicative intentions and goals of utterances are contrasted with the innumerable pragmatic purposes which accompany speech. Together these functions, along with the grammatical components of the sentence, constitute the total speech act which is taken to be the fundamental unit of linguistic communication. The data reported suggest that various intentions gradually become "grammaticalized" or "lexicalized" in the course of language development. It is concluded that communicative intentions and other functional aspects of language play a greater role in the organization and choice of utterances than has been supposed by grammatical theories of language development. (Author/RB)

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34ERIC ED041409: Speech Improvement And Language Development For Level Two.

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The manual was prepared for use by the classroom teacher who has the opportunity daily to incorporate oral language activities into subject matter. The program is to cover a two year period (level I for 5 and 6 year olds and level II for 7 and 8 year olds). The lessons have been planned as a supplement to daily classroom instruction. Three major units are presented, placing emphasis on listening activities or speech and language development; discussing the speech helpers including the proper use of the articulators; and teaching the consonant sounds used in the English language. Lessons include the introduction of the sound, discrimination, group participation, and additional activities such as riddles and stories involving the sounds. (Author/GD)

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35Early Speech And Language Matters : Enriching The Communication Environment And Language Development In Early Childhood

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The manual was prepared for use by the classroom teacher who has the opportunity daily to incorporate oral language activities into subject matter. The program is to cover a two year period (level I for 5 and 6 year olds and level II for 7 and 8 year olds). The lessons have been planned as a supplement to daily classroom instruction. Three major units are presented, placing emphasis on listening activities or speech and language development; discussing the speech helpers including the proper use of the articulators; and teaching the consonant sounds used in the English language. Lessons include the introduction of the sound, discrimination, group participation, and additional activities such as riddles and stories involving the sounds. (Author/GD)

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36Lexicon Development For Speech And Language Processing

The manual was prepared for use by the classroom teacher who has the opportunity daily to incorporate oral language activities into subject matter. The program is to cover a two year period (level I for 5 and 6 year olds and level II for 7 and 8 year olds). The lessons have been planned as a supplement to daily classroom instruction. Three major units are presented, placing emphasis on listening activities or speech and language development; discussing the speech helpers including the proper use of the articulators; and teaching the consonant sounds used in the English language. Lessons include the introduction of the sound, discrimination, group participation, and additional activities such as riddles and stories involving the sounds. (Author/GD)

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37The Story Of English Speech; A Sketch Of The Origin And Development Of The English Language, With Tables Showing Some Of The More Important Grammatical Forms Of The Three Great Periods, And Specimens Of The Literature From Caedmon To Shakespeare

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38The Ways Presented By Early Childhood Language And Speech Development Institute

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The article describes the ways of speech development in preschool institutions, the importance of speech in everyday life and its role in the development of children. Children independently listen and understand the oral speech, actively communicate with elders, peers and correctly use expressive speech, thus enrich their vocabulary. The quality and quantity of vocabulary resources determine completely the level of speech development of the child. Therefore, it is important to pay attention to both passive and active vocabulary. At the end of the article, the author gives examples of games that increase the speech development of children.

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39ERIC ED133970: Parent Manual For Speech And Language Development.

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Intended for parents, the manual provides information on speech and language development in young children. Sections cover factors related to delay in speech and language development (such as hearing defects, prolonged illness, and lack of motivation) and suggestions for stimulating language growth at home (such as praising the child and creating a need for communication.) (IM)

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40ERIC ED045638: Speech And Language: Development And Acquisition, A Bibliography.

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This bibliography on the acquisition and development of speech and language lists, in alphabetical order by author, 423 books and journal articles published between 1937 and 1970. [Not available in hard copy due to marginal legibility of original document.] (DD)

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41Speech And Language Development For Teenagers With Down Syndrome (11-16 Years) (Down Syndrome Issues & Information)

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This bibliography on the acquisition and development of speech and language lists, in alphabetical order by author, 423 books and journal articles published between 1937 and 1970. [Not available in hard copy due to marginal legibility of original document.] (DD)

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42Children With Cleft Lip And Palate : A Parents' Guide To Early Speech-language Development And Treatment

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This bibliography on the acquisition and development of speech and language lists, in alphabetical order by author, 423 books and journal articles published between 1937 and 1970. [Not available in hard copy due to marginal legibility of original document.] (DD)

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43The Story Of English Speech; A Sketch Of The Origin And Development Of The English Language, With Tables Showing Some Of The More Important Grammatical Forms Of The Three Great Periods, And Specimens Of The Literature From Caedmon To Shakespeare

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44Born To Talk : An Introduction To Speech And Language Development

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45Supporting Children With Speech And Language Impairment And Associated Difficulties : Suggestions For Supporting The Development Of Language, Listening, Behavior, And Co-ordination Skills

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46Language Development, Differences, And Disorders : A Perspective For General And Special Education Teachers And Classroom-based Speech-language Pathologists

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47ERIC ED101566: Panel Discussion: From Babbling To Speech. Papers And Reports On Child Language Development, No. 8.

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This panel discussion seeks to determine the role of babbling and of nonlinguistic behavior in language acquisition. A central question is whether there is a continuity between babbling and speech. The paper presents the views that: the infant's ability to assimilate and adapt to his environment antedates the maturation of his visual and auditory systems; generalization in infant cognitive behavior takes place before symbolization; babbling is systematic and reflects phonetic preferences found in later speech; from the physiological point of view babbling is an integral part of speech acquisition. The panel concludes that: a definition of terms is necessary; the variance between child and adult speech presents a special problem; neurological studies are relevant to language acquisition; there is a continuity between babbling and speech; and further research is needed. (AM)

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48ERIC ED107113: Some Notes On Lee And Canter's "Developmental Sentence Scoring: A Clinical Procedure For Estimating Syntactic Development In Children's Spontaneous Speech." Papers And Reports On Child Language Development, No. 4.

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This paper discusses Lee and Canter's procedure for assessing child language development as an example of how psycholinguistics is beginning to enter the language clinic. The procedure includes recording and transcribing examples of children's sentences, then scoring them to yield a Developmental Sentence Score (DDS). This procedure was compared to two other measures of child language development, a word-morpheme count and an inflection acquisition measure. Lee and Canter's procedure is considered especially significant in that it is based on the actual production of a child, but a main objection is that their approach is not linguistically oriented enough, so that their definition of what constitutes a sentence overlooks valuable information. (AM)

“ERIC ED107113: Some Notes On Lee And Canter's "Developmental Sentence Scoring: A Clinical Procedure For Estimating Syntactic Development In Children's Spontaneous Speech." Papers And Reports On Child Language Development, No. 4.” Metadata:

  • Title: ➤  ERIC ED107113: Some Notes On Lee And Canter's "Developmental Sentence Scoring: A Clinical Procedure For Estimating Syntactic Development In Children's Spontaneous Speech." Papers And Reports On Child Language Development, No. 4.
  • Author:
  • Language: English

“ERIC ED107113: Some Notes On Lee And Canter's "Developmental Sentence Scoring: A Clinical Procedure For Estimating Syntactic Development In Children's Spontaneous Speech." Papers And Reports On Child Language Development, No. 4.” Subjects and Themes:

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49ERIC ED163773: Sensorimotor Development And Descriptions Of Child Phonology: A Preliminary View Of Phonological Analysis For Stage I Speech. Papers And Reports On Child Language Development, No. 13.

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This study proposes that children's phonological behavior at Stage VI of sensorimotor development may show markedly decreased variability compared to children at Stage V. According to Piaget, sensorimotor development during Stage VI is distinguished from preceding stages by the onset of representational ability and ability to form mental combinations. Twenty normally developing children, half of whom were at the "one-word" stage and the other at the "two-word" stage (respectively V and VI), were seen for a minimum of two and a maximum of four sessions within a period of six weeks. A controlled experimental playroom with normal environmental stimuli and a standard set of objects and books were used. The Ordinal Scales of Psychological Development (Uzgiris and Hunt, 1975) were administered, and samples of nonimitative speech were taken. The data were subjected to analyses of production variability, optional processes, and phone classes. Results indicated: (1) Children at Stage VI manifested significantly less production variability than at Stage V; (2) a greater relative number of optional processes were necessary in describing Stage VI phonological behavior; (3) Stage VI children showed a greater number of phone classes per child; and (4) a marked decrease in variability correspondence of word-initial sounds was evident. The study concludes that there is significantly less variability in the phonological behavior of children at Stage VI than at Stage V, suggesting a degree of discontinuity in phonological development. (MHP)

“ERIC ED163773: Sensorimotor Development And Descriptions Of Child Phonology: A Preliminary View Of Phonological Analysis For Stage I Speech. Papers And Reports On Child Language Development, No. 13.” Metadata:

  • Title: ➤  ERIC ED163773: Sensorimotor Development And Descriptions Of Child Phonology: A Preliminary View Of Phonological Analysis For Stage I Speech. Papers And Reports On Child Language Development, No. 13.
  • Author:
  • Language: English

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50The Story Of English Speech; A Sketch Of The Origin And Development Of The English Language, With Tables Showing Some Of The More Important Grammatical Forms Of The Three Great Periods, And Specimens Of The Literature From Caedmon To Shakespeare

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“The Story Of English Speech; A Sketch Of The Origin And Development Of The English Language, With Tables Showing Some Of The More Important Grammatical Forms Of The Three Great Periods, And Specimens Of The Literature From Caedmon To Shakespeare” Metadata:

  • Title: ➤  The Story Of English Speech; A Sketch Of The Origin And Development Of The English Language, With Tables Showing Some Of The More Important Grammatical Forms Of The Three Great Periods, And Specimens Of The Literature From Caedmon To Shakespeare
  • Author:
  • Language: English

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1Speech and Language Development

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“Speech and Language Development” Metadata:

  • Title: ➤  Speech and Language Development
  • Author:
  • Language: English
  • Number of Pages: Median: 171
  • Publisher: ➤  Communication Skill Builders - unknown
  • Publish Date:
  • Publish Location: Tucson, Ariz

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  • First Year Published: 1981
  • Is Full Text Available: Yes
  • Is The Book Public: No
  • Access Status: Borrowable

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