Late Talkers: A Population-Based Study of Risk Factors and School Readiness Consequences

Hammer, Carol Scheffner; Morgan, Paul L.; Farkas, George; Hillemeier, Marianne M.; Bitetti, Dana; Maczuga, Steve

doi:10.1044/2016_jslhr-l-15-0417

Cited by 72 publications

(69 citation statements)

References 105 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Variance in expressive vocabulary size has been attributed to heritability, child gender, birth order, caregiver speech rate and quality, temperament, and attentional factors (Hammer et al, 2017;Rowe & Leech, 2017). Some studies into variance in expressive vocabulary size have also focussed on identifying the lexical characteristics that make a particular word easy or difficult for certain children to learn and produce.…”

mentioning

confidence: 99%

Neighborhood Density and Word Production in Delayed and Advanced Learners

Jones

Brandt

2019

J Speech Lang Hear Res

View full text Add to dashboard Cite

This study reexamines the claim that difficulty forming memories of words comprising uncommon sound sequences (i.e. low phonological neighbourhood density words) is a determinant of delayed expressive vocabulary development (e.g. Stokes, 2014). Method: We modelled communicative development inventory data from N=442, 18month old children, with expressive lexicon sizes between zero and 517 words (median=84). We fitted a Bayesian regression model in which the production of each communicative inventory word (N=680) by each child was predicted by interactions between that child's expressive lexicon size and the word's (i) phonological neighbourhood density, (ii) frequency in child-directed speech, (iii) length, (iv) babiness, and (v) concreteness. Results: Children with larger expressive lexicons were more likely to produce words comprising uncommon sound sequences than age-matched children with smaller lexicons. However, the magnitude of the interaction between expressive lexicon size and phonological neighbourhood density was modest relative to interactions between expressive lexicon size and word frequency, length, babiness, and concreteness. Conclusion: Emphasis on a difficulty with the memorisation of low neighbourhood density words as a determinant of slow vocabulary growth may be unwarranted, and the current evidence base in this direction is not robust enough to strongly support the development of possible interventions for late talkers (e.g. Stokes, 2014).

show abstract

mentioning

confidence: 99%

Neighborhood Density and Word Production in Delayed and Advanced Learners

Jones

Brandt

2019

J Speech Lang Hear Res

View full text Add to dashboard Cite

show abstract

“…Most studies have focused exclusively on age groups up to preschool age (e.g., Fernald & Marchman, ; Girolametto, Wiigs, Smyth, Weitzman, & Pearce, ; Marschik, Einspieler, Garzarolli, & Prechtl, ; Moyle, Weismer, Evans, & Lindstrom, ; Rescorla, Dahlsgaard, & Roberts, ; Rescorla & Turner, ; Sachse & von Suchodoletz, ; Thal, Miller, Carlson, & Vega, ). Language outcomes at ages 4 and 5 indicate that – in small sample sizes, in which LTs are thoroughly diagnosed and well selected – a large proportion of LTs scored within the normal range (see Rescorla, ); a result which was supported by epidemiological studies at age 4 (Dale, Price, Bishop, & Plomin, ; Hammer et al, ; Reilly et al, ).…”

Section: Introductionmentioning

confidence: 88%

“…Other studies that report school‐age outcomes including reading and spelling assessments found relationships between early language assessments (as expressive vocabulary size) and reading outcomes prior to school enrolment (Hammer et al, , large‐scale), at early adolescence in TDC (Bartl‐Pokorny et al, ) and in population‐based studies (Bleses, Makransky, Dale, Hojen, & Ari, ; Lee, ).…”

Section: Introductionmentioning

confidence: 97%

School‐age outcomes of late‐talking toddlers: Long‐term effects of an early lexical deficit

Großheinrich

Schulte‐Körne

Marschik

et al. 2019

Developmental Science

View full text Add to dashboard Cite

Background:Early intervention for children identified as late talkers (LTs) at the age of 24 months is still a controversial issue in research and clinical routine. Previous studies have shown inconsistent results regarding predictors of early lexical deficits on school-age outcomes of late-talking toddlers. Methods:In a five-wave follow-up study, we investigated various aspects of language and literacy abilities in 39 German-speaking third-graders who had been identified as LTs at the age of 24 months, compared to 39 typically developing children (TDC) also attending the third grade. The duration of auditory sensory memory was examined at the age of 4 years using mismatch negativity (MMN) of tones -an eventrelated potential not confounded by any language skill. In addition, the predictive value of memory performance was examined in a longitudinal perspective. Results:Overall, LTs scored within normal range in language and literacy assessments. However, LTs differed from TDC in vocabulary size, verbalization of semantic relations, non-word repetition, and spelling. The findings can be explained by phonological working memory. The duration of auditory sensory memory and spatial working memory did not account for any variance.Conclusions: LTs sustain persistent phonological processing limitations even though their native language and literacy performance lay within the normal range at school age. Further research on second language acquisition, academic achievements, and the efficacy of early intervention in late-talking toddlers is recommended. K E Y W O R D Slanguage impairment, late talker, MMN, phonological working memory, vocabulary

show abstract

“…Il est entendu dans la littérature scientifique que le développement de la compétence à lire est déterminant pour la réussite et la persévérance scolaires des élèves tout comme l'est la qualité de l'enseignement qu'ils en reçoivent (Hammer et al, 2017;Hattie, 2009 Roberts et Meiring, 2006;Spear-Swerling et Cheesman, 2012). Cette compétence repose entre autres sur la compréhension de lecture qui implique que l'élève comprenne le sens du message véhiculé grâce à des habiletés langagières réceptives alliant le vocabulaire, la morphosyntaxe et les inférences (Nation, Clarke, Marshall et Durand, 2004;Oakhill et Cain, 2004).…”

Section: Introductionunclassified

Une communauté de pratique en ligne pour accompagner le développement de pratiques enseignantes en soutien aux habiletés inférentielles chez les enfants de milieux défavorisés | An Online Community of Practice to Support the Development of Teaching Practices in Reading Comprehension

Desmeules

Hamel

St-Pierre

et al. 2018

CJLT

View full text Add to dashboard Cite

RésuméL'apprentissage de la compréhension de lecture (CL) est déterminant pour la persévérance et la réussite scolaires. Or, les enseignants se sentent peu outillés pour soutenir cet apprentissage, plus particulièrement, le développement des habiletés inférentielles (St-Pierre et al., 2015). L'article suivant présente les résultats d'une recherche-action qui visait à accompagner des enseignantes du primaire dans leurs pratiques en CL en plus de viser à documenter la mise en place d'une communauté de pratique en ligne. À partir d'une analyse de contenu, nous avons ciblé l'évolution des cycles de développement professionnel des participantes et dégagé les thèmes sur lesquels portaient leurs apprentissages. Les résultats démontrent que les principaux apprentissages concernaient essentiellement les pratiques mises en place dans leur classe. AbstractReading comprehension is critical to students' persistence and academic achievement. Teachers feel ill prepared to support this learning and more specifically the development of inferential skills (St-Pierre et al., 2015). This article presents the results of an action research study aiming at accompanying primary school teachers in their practices in order to support the development of the inferential skills of their students and at documenting the implementation of an online community of practice. Based on a content analysis, the study focused on the evolution of the participants' professional development cycles and identified the themes of their learning within the community of practice. The results show that their professional development mainly focused on classroom practices.CJLT/RCAT Vol. 44(1) Une communauté de pratique en ligne pour accompagner le développement de pratiques enseignantes en CL 2

show abstract

Late Talkers: A Population-Based Study of Risk Factors and School Readiness Consequences

Abstract: Limited vocabulary knowledge at 24 and 48 months is uniquely predictive of later school readiness. Young children with low vocabularies require additional supports prior to school entry.

Cited by 72 publications

References 105 publications

Neighborhood Density and Word Production in Delayed and Advanced Learners

Neighborhood Density and Word Production in Delayed and Advanced Learners

School‐age outcomes of late‐talking toddlers: Long‐term effects of an early lexical deficit

Une communauté de pratique en ligne pour accompagner le développement de pratiques enseignantes en soutien aux habiletés inférentielles chez les enfants de milieux défavorisés | An Online Community of Practice to Support the Development of Teaching Practices in Reading Comprehension

Contact Info

Product

Resources

About