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About 10,000 papers for “Language Development and Disorders”

Language Development And Disorders

Carol Angell · 2008

Language development and disorders , Language development and disorders , کتابخانه دیجیتالی دانشگاه علوم پزشکی و خدمات درمانی شهید بهشتی

Cited by 3

Genes, language development, and language disorders

Shelley D. Smith · Mental Retardation and Developmental Disabilities Research Reviews · 2007

Genetic factors are important contributors to language and learning disorders, and discovery of the underlying genes can help delineate the basic neurological pathways that are involved. This information, in turn, can help define disorders and their perceptual and processing deficits. Initial molecular genetic studies of dyslexia, for example, appear to converge on defects in neuronal and axonal migration. Further study of individuals with abnormalities of these genes may lead to the recognition of characteristic cognitive deficits attributable to the neurological dysfunction. Such abnormalities may affect other disorders as well, and studies of co-morbidity of dyslexia with attention deficit disorder and speech sound disorder are helping to define the scope of these genes and show the etiological and cognitive commonalities between these conditions. The genetic contributions to specific language impairment (SLI) are not as well defined at this time, but similar molecular approaches are being applied to identify genes that influence SLI and comorbid disorders. While there is co-morbidity of SLI with dyslexia, it appears that most of the common genetic effects may be with the language characteristics of autism spectrum disorders rather than with dyslexia and related disorders. Identification of these genes and their neurological and cognitive effects should lay out a functional network of interacting genes and pathways that subserve language development. Understanding these processes can form the basis for refined procedures for diagnosis and treatment.

Cited by 64

Written language development and disorders

Bonnie D. Singer · Topics in Language Disorders · 1995

Theories of writing development put forth by Bereiter (1980), Kroll (1981), and Perera (1984) are reviewed and presented as frameworks for practitioners working with language learning disabled (LLD) students. The theoretical notions presented are considered with regard to the assessment of written language, and selected written language intervention approaches for LLD children are presented.

Cited by 10

Disorders of Language Development: Diagnosis and Intervention

Trevor Resnick, Doris Allen, Isabelle Rapin · Pediatrics in Review · 1984

Children with delayed language (no words by 18 months of age or phrases by 24 months of age), and those whose speech is distorted, require evaluation. The pediatrician can assess language and cognitive function in the office through brief observation of the child's play and use of language, paying particular attention to articulation, sentence structure, appropriateness of content, and ability to engage in dialogue. Comprehension is assessed by the child's responses to questions and commands. On this basis it is possible to classify dysphasic children into several distinct categories of syndromes that warrant specific interventions. Appropriate intervention for dysphasic preschool-aged children entails referral to specialized educational programs rather than providing weekly speech and language sessions. Children with severe deficits in comprehension and those unable to express themselves orally may required an alternative channel of communication such as sign language, communication boards, or the written or printed word. Prognosis varies among syndromes; many are the harbingers of later learning disabilities.

Cited by 0

Speech and language development children with phonological disorders

Panić, Marijana, Golubović, Slavica, Đorđević, Vivien · Faculty of Special Education and Rehabilitation (University of Belgrade) · 2021

This papers present results which are getting by the examination of speech and language ability by Test Picture Story. We examine 134 pre school children ages 6-7.5 years (60 children with phonological disorders, 35 boys and 25 girls and 74 children without phonological disorders, 40 boys and 34 girls. Basic and most important criteria for experimental group were that child has phonological disorders. Children with articulation disorders and good phonological function doesn't consist experimental group. We used next measures: Global Articulation Test, Articulation Standards, Test for the Examination Differences between Phonemes-Phoneme Hearing, Test for the Examination Phoneme Analysis and Synthesis and Test Picture Story. We gave quantitative and qualitative results analysis. By the qualitative analysis we concluded that both group (experimental and control) have regular grammatical sentences with the most frequent nouns, verbs, conjunctions, adverbs and numerals. Adjectives and interjections are not presence. By the statistical analysis we didn't found statistical differences between children of both groups on test Picture Story, as well as in relation of sex. Because, we look at the interval of reliable for probable p=0.95 average value for achieving, as well as lower and higher border of average. This show that children without phonological disorders have average achievement on tests Picture Story while children with phonological disorders have achievement under the lower border of average. Also, children wit phonological disorders have bigger deficits in number of regular sentences (50%), propositions (38%), verbs (35%), conjunctions and nouns (31%), pronouns (23%) and adverbs (21%). .

Cited by 0Open access

Mathematical Models and Formulas for Language Development and Disorders

S M Nazmuz Sakib · Advances in psychology, mental health, and behavioral studies (APMHBS) book series · 2023

This chapter presents a collection of hypothetical and novel mathematical models and formulas for language development and disorders. The author explores the potential and limitations of using mathematics to understand, measure, predict, and intervene in various aspects of language development and disorders, such as genetic, environmental, cognitive, linguistic, and social factors. The chapter consists of several parts. One part introduces the language development index (SLDI), a formula that measures the level of language development in children with or without developmental language disorders (DLD). Anotehr describes the hypothesis of language disorder inheritance, a formula that predicts the inheritance pattern based on genetic and environmental factors. The third section explains the linguistic complexity index for developmental language disorders and so on. The chapter concludes with a discussion of the advantages and disadvantages of using mathematical models and formulas in language development research and practice, as well as some suggestions for future directions.

Cited by 1