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Jente Verbesselt; Jeroen Breckpot; Inge Zink; Ann Swillen – Journal of Speech, Language, and Hearing Research, 2024
Purpose: Individuals with proximal 16p11.2 copy number variants (CNVs), either deletions (16p11.2DS) or duplications (16p11.2Dup), are predisposed to neurodevelopmental difficulties and disorders, such as language disorders, intellectual disability, and autism spectrum disorder. The purpose of the current study was to characterize language…
Descriptors: Foreign Countries, Intelligence Tests, Vocabulary, Verbal Ability
Journie Dickerson; Rachael Frush Holt; David B. Pisoni; William G. Kronenberger – Journal of Speech, Language, and Hearing Research, 2025
Purpose: Many child-, hearing-, and device-related factors contribute to spoken language outcomes in children who are deaf and hard of hearing (DHH). Recently, the family environment has been implicated as another contributing factor in language development. However, most studies on the role of families in language outcomes of children who are DHH…
Descriptors: Deafness, Hard of Hearing, Family Environment, Children
Eichorn, Naomi; Pirutinsky, Steven – Journal of Speech, Language, and Hearing Research, 2022
Purpose: Contemporary motor theories indicate that well-practiced movements are best performed automatically, without conscious attention or monitoring. We applied this perspective to speech production in school-age children and examined how dual-task conditions that engaged sustained attention affected speech fluency, speech rate, and language…
Descriptors: Children, Stuttering, Visual Stimuli, Cognitive Processes
Gillis, Jasmine Urquhart; Gul, Asiya; Fox, Annie; Parikh, Aditi; Arbel, Yael – Journal of Speech, Language, and Hearing Research, 2022
Purpose: The purpose of the study was to evaluate implicit learning in children with developmental language disorder (DLD) by employing a visual artificial grammar learning task. Method: Thirteen children with DLD and 24 children with typical language development between the ages of 8 and 12 years completed a visual artificial grammar learning…
Descriptors: Grammar, Artificial Languages, Language Impairments, Decision Making
Helo, Andrea; Guerra, Ernesto; Coloma, Carmen Julia; Reyes, María Antonia; Rämä, Pia – Language Learning and Development, 2022
Visually situated spoken words activate phonological, visual, and semantic representations guiding overt attention during visual exploration. We compared the activation of these representations in children with and without developmental language disorder (DLD) across four eye-tracking experiments, with a particular focus on visual (shape)…
Descriptors: Speech Communication, Word Recognition, Semantics, Phonology
Katz, Jonah; Moore, Michelle W. – Journal of Speech, Language, and Hearing Research, 2021
Purpose: The aim of the study was to investigate the effects of specific acoustic patterns on word learning and segmentation in 8- to 11-year-old children and in college students. Method: Twenty-two children (ages 8;2-11;4 [years;months]) and 36 college students listened to synthesized "utterances" in artificial languages consisting of…
Descriptors: Phonetics, Child Language, Children, College Students
Short, Elizabeth J.; Schindler, Rachael Cooper; Obeid, Rita; Noeder, Maia M.; Hlavaty, Laura E.; Gross, Susan I.; Lewis, Barbara; Russ, Sandra; Manos, Michael M. – Language, Speech, and Hearing Services in Schools, 2020
Purpose: Play is a critical aspect of children's development, and researchers have long argued that symbolic deficits in play may be diagnostic of developmental disabilities. This study examined whether deficits in play emerge as a function of developmental disabilities and whether our perceptions of play are colored by differences in language and…
Descriptors: Child Language, Language Role, Play, Children
McAllister, Tara; Eads, Amanda; Kabakoff, Heather; Scott, Marc; Boyce, Suzanne; Whalen, D. H.; Preston, Jonathan L. – Journal of Speech, Language, and Hearing Research, 2022
Purpose: This study aimed to identify predictors of response to treatment for residual speech sound disorder (RSSD) affecting English rhotics. Progress was tracked during an initial phase of traditional motor-based treatment and a longer phase of treatment incorporating ultrasound biofeedback. Based on previous literature, we focused on baseline…
Descriptors: Speech Therapy, Speech Impairments, Voice Disorders, Predictor Variables
Social Communication and Structural Language of Girls with High-Functioning Autism Spectrum Disorder
Burton, Jenny M.; Creaghead, Nancy A.; Silbert, Noah; Breit-Smith, Allison; Duncan, Amie W.; Grether, Sandra M. – Language, Speech, and Hearing Services in Schools, 2020
Purpose: The purpose of this study was to characterize social communication and structural language of school-age girls with high-functioning autism spectrum disorder (HF-ASD) compared to a matched group of girls who are typically developing (TD). Method: Participants were 37 girls between 7;5 and 15;2 (years;months)--18 HF-ASD and 19 TD. Children…
Descriptors: Autism, Pervasive Developmental Disorders, Females, Interpersonal Communication
Andres, Erin M.; Earnest, Kathleen Kelsey; Smith, Shelley D.; Rice, Mabel L.; Raza, Muhammad Hashim – Journal of Speech, Language, and Hearing Research, 2020
Purpose: Specific language impairment (SLI) is characterized by a delay in language acquisition despite a lack of other developmental delays or hearing loss. Genetics of SLI is poorly understood. The purpose of this study is to identify SLI genetic loci through family-based linkage mapping. Method: We performed genome-wide parametric linkage…
Descriptors: Genetics, Language Impairments, Developmental Delays, Hearing Impairments
Rodríguez-Santos, José Miguel; García-Orza, Javier; Calleja, Marina; Damas, Jesús; Iza, Mauricio – American Annals of the Deaf, 2018
It is commonly found that deaf and hard of hearing (DHH) students experience delayed mathematical achievement. The present study used two nonsymbolic comparison tasks to explore the basic numerical skills of DHH students. Nine prelocutive DHH students with cochlear implants and nine hearing students, matched on nonverbal IQ, visual short-term…
Descriptors: Deafness, Hearing Impairments, Mathematics Achievement, Numeracy
Jackson, Emily; Leitão, Suze; Claessen, Mary; Boyes, Mark – Journal of Speech, Language, and Hearing Research, 2020
Purpose: Previous research into the working, declarative, and procedural memory systems in children with developmental language disorder (DLD) has yielded inconsistent results. The purpose of this research was to profile these memory systems in children with DLD and their typically developing peers. Method: One hundred four 5- to 8-year-old…
Descriptors: Language Impairments, Short Term Memory, Profiles, Visual Perception
de Bree, Elise; Zee, Marjolein – First Language, 2021
Listening comprehension is important for daily communication and at school, yet relatively little is known about the variables contributing to listening comprehension, especially in the upper elementary years. The aim of this study was to explore whether vocabulary, verbal memory, but also self-efficacy and self-reported concentration contribute…
Descriptors: Verbal Ability, Listening Comprehension, Vocabulary Skills, Self Efficacy
Erikson, Jessie A.; Alt, Mary; Gray, Shelley; Green, Samuel; Hogan, Tiffany P.; Cowan, Nelson – International Journal of Bilingual Education and Bilingualism, 2021
This study examined accuracy on syllable-final (coda) consonants in newly-learned English-like nonwords to determine whether school-aged bilingual children may be more vulnerable to making errors on English-only codas than their monolingual, English-speaking peers, even at a stage in development when phonological accuracy in productions of…
Descriptors: Accuracy, Phonology, Syllables, Bilingualism
Park, Jisook; Ellis Weismer, Susan; Kaushanskaya, Margarita – Developmental Psychology, 2018
We examined the development of 3 executive function (EF) components--inhibition, updating, and task shifting--over time in monolingual and bilingual school-age children. We tested 41 monolingual and 41 simultaneous bilingual typically developing children (ages 8-12) on nonverbal tasks measuring inhibition (the Flanker task), updating (the Corsi…
Descriptors: Executive Function, Bilingualism, Monolingualism, Inhibition