The purpose of this study was to examine the potential of a well-developed assessment battery that takes into account African American English (AAE) culture. The battery used five language measures to compare AAE children with language impairments (LI) to AAE children who are typically developing. The literature review was quite extensive for the topic of assessment batteries. While there are many researchers who have looked at dynamic assessments, there is little research in culturally relevant assessments (Kayser, 1996; Lidz & Pena, 1996). Some researchers believe a new approach to an older task, such as the non-word repetition task, could be promising for the study of African American children (Campbell, Dollaghan, Needleman, & Janosky, 1997; Dollaghan & Campbell, 1998). Other researchers have also explored two other tests to make progress in the area of articulation and receptive vocabulary. The Arizona Test of Articulation Proficiency, Second Edition (Fudala & Reynolds, 1986) and the Peabody Picture Vocabulary Test (PPVT–III; Dunn & Dunn, 1997) both have revised scoring to better suit African American children. The University of Michigan has spent time researching the language development of typically developing African American children while measuring oral expression and comprehension. While these studies measure …show more content…
Are the performances of African American children with language impairments statistically different from those of peers matched for chronological age or mean C-unit length on selected expressive and receptive language measures? 2. What patterns characterize language production and comprehension, and how do the children with language impairments compare to those who are typically developing? 3. What are the sensitivity and specificity of this set of measures for detecting language impairment and for avoiding misidentifications of African American children who are typically
As most people know speech and language issues would only happen with children just learning to talk and tennagers in middle school to high school. The reasoning behind this is because most people don’t correct their children’s speech when they are first learning due to the fact that the parents or grandparents think it is to cute to correct, which only hurts the children more th...
McCleery et al. (2006) studied the speech sound development of minimally verbal and nonverbal children with ASD and compared their development to typically developing children who were matched for language production and comprehension skills. Their findings indicate that children with ASD, even those that are severely language delayed, show the same general consonant production patterns as typically developing children. Moreover, the production pattern of children with ASD is practically identical for sounds produced spontaneously and sounds produced in imitation....
As a cultural group, Deaf Americans present a thriving and distinct example of language in action. Many of the traditions of Deaf culture—including storytelling, word games, etc.—are celebrations of American Sign Language (ASL). But contemporary Deaf Americans face myriad issues, including the preservation of sign language as it relates to the child’s upbringing and education in particular. Because a child with a profound hearing loss is not able to access the language that pervades their environment, it is crucial that these children are given ASL as soon as possible. Using the framework of social neuroscience, it is possible to consider the consequences of a linguistic delay due to the absence of ASL in the child’s environment.
Since countries and cities are different, it seems that it is difficult to compare different education systems. With the influence of the globalization, the social problems tend to be common problems in the world. Canada and China are in different education systems but still have the same problem with educational equity. With the period change and policies seems to be improve by the government in both countries. When facing with the ethnic minority communities, China used several methods to give privilege to the groups in order to improve their education level. For example, after 1977, the educational policy was more in favor of the minority groups by empowering certain ethnic regions with the ability to administer the exams in the local language
For centuries African Americans have fought for equal rights, one of them being an opportunity for the chance to get an equal education. Many people believe that African Americans have an equal or better chance at getting an education than other students. This is not the case when in fact, it is actually harder for these three reasons: African American students tend to come from harsh, poverty stricken atmospheres. Shattered family lifestyles that make it difficult to pursue a higher education because they have not received the proper information. Secondly, just because African Americans are minorities does not mean that they receive a vast amount of government assistance or financial aid to pursue a higher education. Lastly, African American students do not receive the same treatment as other students when they attend predominantly white colleges and universities.
Culp, R. E., Watkins, R. V., Lawrence, H., Letts, D., Kelly, D. J., & Rice, M. L. (1991). Maltreated children's language and speech development: Abused, neglected, and abused and neglected. First Language, 11(33), 377-389.
The article, “Three Treatments for Bilingual Children With Primary Language Impairment: Examining Cross-Linguistic and Cross-Domain Effects”, presents a study that was funded by a grant received from the National Institute on Deafness and Other Communication Disorders (NIDCD). A common developmental disorder such as the one examined in this study, Primary or Specific Language Impairment (PLI), is defined by poor language abilities not attributable to neurological, sensory, cognitive, or motor impairments or to environmental factors (Leonard, 1998; Schwartz, 2009). Children with PLI, show weakness in oral language that contribute to challenges in written language, significantly putting bilingual children with PLI at academic and social risk. The most obvious symptoms can shift with severity of the impairment, characteristics of the language(s) needed to be learned, and the child’s developmental stage. Bilingual children show significant impairment in both of their languages, as compared to their peers with similar language-learning experiences. Due to the significant lack of evidence needed to implement treatment protocols for bilingual children with PLI, researchers compared three different treatment programs that were administered by speech language pathologists (SLPs), on language and cognitive outcomes in Spanish/English bilingual children with PLI. Programs used a combination of computer-based and interactive training strategies.
...sek J. (2009). Language Characteristics in Individuals with Down Syndrome. National Institutes of Health. pp.112-132.
Speech is dramatically affected from abuse and neglect. Over one third of physically abused children have language delays. (Oates 119) All aspects of language are affected. Written and oral language is affected. The area that children tend to exhibit the most difficulties with is pragmatics. They tend to be l...
...g the time period of being born and turning five, a lot of language development did not occur, as it was suppose to. With my hearing not being diagnosed, I could not pick up on a lot of sounds a normal hearing toddler could. I had a hard time saying my constants since they are a high frequency tone.
Recently in the United States, there has been a drive at both the state and national level to provide universal screening for newborns to detect hearing loss. Although the idea of a universal screening in newborns is a new phenomenon, research has examined the impact of early intervention and screening for children with hearing loss. “Most professionals in the field feel strongly that early identification of hearing loss and early implementation of intervention enhances the child’s social, communicative, and academic development” (Calderon, 1998, p. 54). With that, the two studies used participants in the same early intervention program and mainly focused on the importance of the age of enrollment. Furthermore, the age of enrollment was used to study the effect it had on the children after completion of the early intervention program. In the first study, the children’s speech, language, and auditory skills were evaluated when they exited the program. While in the second study, the evaluation was of the children’s language development at exit, subsequent language, academic, and social-emotional development after graduation from the program. These studies were able to provide additional support for the importance of early identification and intervention in language, academic, and social-emotional development.
Cognitive Development and Language Skills Development “Cognitive development underpins all the other aspects of development as children start to explore and make sense of the world around them. It is closely linked to the development of language and communication skills as children interact with the people around them.” There are many theories written on the subjects of cognitive development and language and communication. These theories vary in several ways, but they all seem to make the link between the too subjects. Childcare settings put these theories into practise in a lot of ways, sometimes without even realising it, just through conversation.
Lee, V. and Gupta, P.D. 1995. Children’s Cognitive and Language Development. Oxford: Blackwell Publishers in association with the Open University.
A speech and langue delay may become evident to caregivers when a child is not reaching the normal milestones for age appropriateness. Children may not be speaking or understanding what may be considered the average for their age groups. A speech delay is defined that a child’s rate of speech is developed at a slower rate than the norm e...
Further in this term-paper I am going to describe the stages in child language acquistion starting from the very birth of an infant till the onset of puberty.