Receptive vocabulary and semantic knowledge in children with SLI and children with Down syndrome

Laws, Glynis; Briscoe, Josie; Ang, Su Yin; Brown, Heather; Hermena, Ehab W.; Kapikian, Anna

doi:10.1080/09297049.2014.917619

Cited by 33 publications

(35 citation statements)

References 66 publications

(86 reference statements)

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“…The delay in the development of communicative skills in individuals with DS is foreseen in the literature 7,10,13,19,20,24,25 , even though these individuals do not behave in a homogenous way 10,24 .…”

Section: Resultsmentioning

confidence: 99%

“…One study verified that individuals with DS showed a significant deficit in the semantic knowledge, which is an indicator of dissociation between image-word correspondence 25 . However, the use of one-dimensional material is part of the they attend, to provide a desirable communication between their pairs and favor learning.…”

Section: Discussionmentioning

confidence: 99%

“…The good performance in the communicative skills is elementary for the interaction with interlocutors and it is a means that will favor the child integration in every setting, mainly at school 8,[20][21][22][23][24][25] .…”

Section: Discussionmentioning

confidence: 99%

“…Authors have shown the lexical acquisition, although delayed, follows the same development route 24 . Other studies 6,10,13,[23][24][25] also pointed out the need to verify receptive and expressive skills that can be more limited in DS individuals. To compensate their oral production delay, many children use sign language for longer periods, aiming to improve their interlocutor comprehension 13,[19][20][21]23,26 .…”

Section: Characterization Of the Casuistrymentioning

confidence: 99%

“…Children with DS present various communicative behaviors, showing heterogeneity in their personal functioning 1,10,25 , affected by characteristics of health and stimulation from the social settings they take part, including the family and school settings 4,10,14,22 . The lexical performance will reflect the child's ability to comprehend and elaborate enunciation that will always be present in their communicative environment and will facilitate and promote information exchange with interlocutors, allowing and permeating the learning process and the global development.…”

Section: Characterization Of the Casuistrymentioning

confidence: 99%

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Habilidades comunicativas e lexicais de crianças com Síndrome de Down: reflexões para inclusão escolar

Lamônica

Ferreira‐Vasques

2015

Rev. CEFAC

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Resumo: OBJETIVO: verificar o desempenho comunicativo e lexical expressivo de crianças com Síndrome de Down e refletir sobre como a compreensão de fatores interferentes no processo de aprendizagem pode contribuir para uma melhor adaptação dessas crianças no ambiente escolar. MÉTODOS: a amostra proposta foi de 60 crianças, porém, após análise dos critérios de inclusão, participaram 20 crianças, 10 com Síndrome de Down e 10 com neurodesenvolvimento típico, de idade entre 36 a 62 meses, pareadas quanto ao gênero, idade cronológica e nível socioeconômico. Procedimentos: entrevista com familiares, Observação do Comportamento Comunicativo e Teste de Linguagem Infantil ABFW-Vocabulário Parte B. A análise dos dados foi realizada por meio de estatística descritiva e aplicação do Teste "t" Student (p≤ 0,05). RESULTADOS: indicaram diferença estatisticamente significante para produção de palavras e frases, narrativa, tempo de atenção, designação verbal usual e não designação. Para processos de substituição a análise estatística não acusou diferença estatisticamente significante. Apenas para profissões e locais, nesta categoria, houve diferença estatisticamente significante entre os grupos. Como são avaliados nove campos conceituais, este dado não interferiu na análise estatística da somatória dos valores de todos os campos. CONCLUSÃO: o desempenho comunicativo e lexical expressivo de crianças com Síndrome de Down é inferior quando comparado com crianças com neurodesenvolvimento típico. A escola tem importante papel em proporcionar um ambiente estimulador, por meio de práticas pedagógicas adequadas às necessidades de aprendizagem destas crianças.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Characterization Of the Casuistrymentioning

confidence: 99%

Section: Characterization Of the Casuistrymentioning

confidence: 99%

See 3 more Smart Citations

Habilidades comunicativas e lexicais de crianças com Síndrome de Down: reflexões para inclusão escolar

Lamônica

Ferreira‐Vasques

2015

Rev. CEFAC

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Vocabulary and Cognitive Flexibility in People with Down Syndrome

García

Castillo-Ignacio

Arias‐Trejo

2017

Language Development and Disorders in Spanish-Speaking Children

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Reading comprehension in children with Down syndrome

Laws¹,

Brown

Main

2015

Read Writ

Self Cite

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Two studies aimed to investigate the reading comprehension abilities of 14 readers with Down syndrome aged 6 years 8 months to 13 years relative to those of typically developing children matched on word reading ability, and to investigate how these abilities were associated with reading accuracy, listening comprehension, phonological awareness and vocabulary knowledge. Study 1 confirmed significantly poorer passage-reading comprehension than the typically developing group. In an experimental task, readers with Down syndrome understood fewer written sentences than the typical group and, contrary to prediction, received no advantage from printed sentences compared to spoken sentences, despite the lower memory load. Reading comprehension was associated with listening comprehension, word reading and phonological awareness in DS. Vocabulary knowledge was also associated with reading comprehension, mediated by word reading and nonverbal cognitive abilities. Study 2 investigated the longitudinal relationships between reading and language measures in the readers with DS over around 22 months. Time 1 listening comprehension and phonological awareness predicted Time 2 reading comprehension but there was no evidence that reading or reading comprehension predicted Time 2 language scores or phonological awareness, and no evidence that readers had acquired greater depth of vocabulary.

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Receptive vocabulary and semantic knowledge in children with SLI and children with Down syndrome

Abstract: General rightsThis document is made available in accordance with publisher policies. Please cite only the published version using the reference above. Full terms of use are available: http://www.bristol.ac.uk/pure/about/ebr-terms

Cited by 33 publications

References 66 publications

Habilidades comunicativas e lexicais de crianças com Síndrome de Down: reflexões para inclusão escolar

Habilidades comunicativas e lexicais de crianças com Síndrome de Down: reflexões para inclusão escolar

Vocabulary and Cognitive Flexibility in People with Down Syndrome

Reading comprehension in children with Down syndrome

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