External risk factors associated with language disorders in children

Abstract

Background Children with language delay have deficits in the ability to learn and use language, either expressive and/or receptive despite otherwise normal development. Language delay could be influenced by either internal factors (within the child) and external factors (from the environment). Timely identification and modification of these risk factors can allow early intervention to reduce child disability and are associated with better long-term outcomes.
 Objective To identify possible risk factors related to language delay in children, such as bilingualism, socioeconomic status, maternal and caregiver education level, use of digital media, absence of story reading sessions, breastfeeding patterns, siblings, parenting methods, and maternal occupation.
 Methods This observational, analytic study included 102 children aged 24-36 months from four daycare centers in Manado, North Sulawesi, selected by cluster random sampling. Parents were interviewed to gather demographic information of child age, gender, presence of older siblings, maternal occupation, socioeconomic status, maternal/caregiver educational level, use of digital media, absence of story reading sessions, breastfeeding patterns, parenting methods, and bilingual environment. Children’s language development was assessed by the Capute Scales.
 Results Multivariate analysis revealed 2 factors significantly associated with increased risk of language delay; namely absence of storybook reading (OR=0.16; 95%CI 0.03 to 0.72; P=0.017) and bilingualism (OR=12.58; 95%CI 1.57 to 100.81; P=0.017).
 Conclusion Story reading sessions is associated with decreased risk of language delay, shile bilingualism is associatd with increased risk of language delay.

Dialogic Reading Strategy for Billingual Child with Language Difficulties

“…In Indonesia, the prevalence of children with language difficulties and disorders is quite high. Based on data from Dr. Cipto Mangunkusumo hospital in 2006, it was found that 10.13% of pediatric rehabilitation patients received a diagnosis of language disorder (Wangke et al, 2021). Another study related to developmental challenges in speech, language and communication in Indonesia found that 55.6% of preschool-aged children experienced difficulties in at least one of the five areas of speech and language (Hapsari, 2020).…”

“…Providing positive stimulation by talking and telling stories can also promote language development in children (Dunlap, 2009). Other studies found that shared story reading sessions can be associated with a reduced risk of language difficulties (Wangke et al, 2021). By reading stories to preschool-aged children, parents can facilitate children's verbal language development (Towson et al, 2017).…”

“…This situation is similar to research related to multilingual learners. Children who enter school with a language of instruction different from their primary language are likely to experience difficulties in language skills and adapting academically (Bishop et al, 2016;Guhn et al, 2016;Han, 2012;Wangke et al, 2021). A literature study stated that three out of ten studies found an impact on language development in children who learn two languages sequentially (Callan, 2008).…”

“…A literature study stated that three out of ten studies found an impact on language development in children who learn two languages sequentially (Callan, 2008). In Indonesia, a study found that 18% of bilingual preschoolers had challenges with language development (Wangke et al, 2021).…”

“…Internal factors include the child's physical condition and intelligence ability (Heward et al, 2017;Masitoh, 2019). External factors include communication patterns in the family, the use of gadgets, and the use of bilingualism (Heward et al, 2017;Masitoh, 2019;Wangke et al, 2021). Children who experience less stimulation and opportunities to use language at home are more likely to experience difficulties in speaking and communicating (Heward et al, 2017).…”