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Journal articles on the topic 'Language development of adopted children'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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1

Glennen, Sharon. "Language Development and Delay in Internationally Adoped Infants and Toddlers." American Journal of Speech-Language Pathology 11, no. 4 (2002): 333–39. http://dx.doi.org/10.1044/1058-0360(2002/038).

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When children change cultures through adoption, they experience a transition from a birth first language to a new adoptive first language. Because adoptive families rarely speak the birth language, use of that language arrests at the time of adoption and undergoes attrition while the child learns the new adopted language. During this process, internationally adopted children have limited abilities in both languages. This makes it difficult to determine which children require speech and language services, and which will learn the new language spontaneously over time. This article reviews inform

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Roberts, Jenny A., Karen E. Pollock, Rena Krakow, Johanna Price, Kathleen C. Fulmer, and Paul P. Wang. "Language Development in Preschool-Age Children Adopted From China." Journal of Speech, Language, and Hearing Research 48, no. 1 (2005): 93–107. http://dx.doi.org/10.1044/1092-4388(2005/008).

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This study examined the language development of 55 preschool-age children adopted from China who had resided in their permanent homes for approximately 2 years or longer. Slightly over 5% of the children scored below average on 2 or more measures from a battery of standardized speech-language tests normed on monolingual English speakers. However, the vast majority scored within or well above the average range on 2 or more measures. Contrary to other reports on the language development of internationally adopted children, the results suggest that "second first language" acquisition proceeds rap

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Roberts, Jenny, Rena Krakow, and Karen Pollock. "Three perspectives on language development of children adopted from China." Journal of Multilingual Communication Disorders 1, no. 3 (2003): 163–68. http://dx.doi.org/10.1080/14769670310001603844.

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Scott, Kathleen A., Jenny A. Roberts, and Rena Krakow. "Oral and Written Language Development of Children Adopted From China." American Journal of Speech-Language Pathology 17, no. 2 (2008): 150–60. http://dx.doi.org/10.1044/1058-0360(2008/015).

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5

Scott, Kathleen, and Jenny Roberts. "Language Development of Internationally Adopted Children: The School-Age Years." Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations 14, no. 3 (2007): 12–17. http://dx.doi.org/10.1044/cds14.3.12.

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Hwa-Froelich, Deborah A., and Hisako Matsuo. "Pragmatic Language Performance of Children Adopted Internationally." American Journal of Speech-Language Pathology 28, no. 2 (2019): 501–14. http://dx.doi.org/10.1044/2018_ajslp-18-0075.

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Purpose Pragmatic language is important for social communication across all settings. Children adopted internationally (CAI) may be at risk of poorer pragmatic language because of adverse early care, delayed adopted language development, and less ability to inhibit. The purpose of this study was to compare pragmatic language performance of CAI from Asian and Eastern European countries with a nonadopted group of children who were of the same age and from similar socioeconomic backgrounds as well as explore the relationship among emotion identification, false belief understanding, and inhibition

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Glennen, Sharon, and M. Gay Masters. "Typical and Atypical Language Development in Infants and Toddlers Adopted From Eastern Europe." American Journal of Speech-Language Pathology 11, no. 4 (2002): 417–33. http://dx.doi.org/10.1044/1058-0360(2002/045).

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Longitudinal language development data were collected on 130 infants and toddlers adopted from Eastern Europe. The children were followed by means of parent surveys from the age at adoption up through age 36–40 months. The surveys collected data on expressive vocabulary growth, mean length of the three longest utterances, and development of four bound grammatical morphemes. Additional language data were collected using a modified version of the Rossetti Infant-Toddler Language Scale (1990). A multivariate factor analysis found no significant correlation between preadoption medical and developm

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Choi, Jiyoun, Anne Cutler, and Mirjam Broersma. "Early development of abstract language knowledge: evidence from perception–production transfer of birth-language memory." Royal Society Open Science 4, no. 1 (2017): 160660. http://dx.doi.org/10.1098/rsos.160660.

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Children adopted early in life into another linguistic community typically forget their birth language but retain, unaware, relevant linguistic knowledge that may facilitate (re)learning of birth-language patterns. Understanding the nature of this knowledge can shed light on how language is acquired. Here, international adoptees from Korea with Dutch as their current language, and matched Dutch-native controls, provided speech production data on a Korean consonantal distinction unlike any Dutch distinctions, at the outset and end of an intensive perceptual training. The productions, elicited i

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9

Gauthier, Karine, and Fred Genesee. "Language Development in Internationally Adopted Children: A Special Case of Early Second Language Learning." Child Development 82, no. 3 (2011): 887–901. http://dx.doi.org/10.1111/j.1467-8624.2011.01578.x.

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GAUTHIER, K., F. GENESEE, M. E. DUBOIS, and K. KASPARIAN. "Communication patterns between internationally adopted children and their mothers: Implications for language development." Applied Psycholinguistics 34, no. 2 (2011): 337–59. http://dx.doi.org/10.1017/s0142716411000725.

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ABSTRACTThis study presents findings on patterns of communication between internationally adopted children and their mothers in order to better understand the nature of these interactions and their influence on language learning. We examined maternal language use and joint attention behaviors of mothers and their children in 21 mother–child pairs: 10 pairs included children adopted from China living in francophone families, and 11 included francophone children living with their biological families; all were matched for socioeconomic status, sex, and age. The children were, on average, 15 month

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Eigsti, Inge-Marie, Carol Weitzman, Jillian Schuh, Ashley de Marchena, and B. J. Casey. "Language and cognitive outcomes in internationally adopted children." Development and Psychopathology 23, no. 2 (2011): 629–46. http://dx.doi.org/10.1017/s0954579411000204.

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AbstractThis study focuses on the association between language skills and core cognitive processes relative to the duration of institutionalization in children adopted from orphanages abroad. Participants in the adoptive group (n = 46) had arrived in the United States between the ages of 2 and 84 months (mean = 24 months), and had been living in the United States for 1–9 years. Drawing on both experimental and standardized assessments, language skills of the international adoptees differed as a function of length of time spent in an institution and from those of 24 nonadopted controls. Top-dow

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GAUTHIER, K., F. GENESEE, and K. KASPARIAN. "Acquisition of complement clitics and tense morphology in internationally adopted children acquiring French." Bilingualism: Language and Cognition 15, no. 2 (2011): 304–19. http://dx.doi.org/10.1017/s1366728910000635.

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The present study examined the language development of children adopted from China to examine possible early age effects with respect to their use of complement clitics, lexical diversity and verb morphology. We focused on these aspects of French because they distinguish second language learners of French and native French-speaking children with language impairment from children learning French as a native language and, in the case of object clitics and certain verb tenses, are relatively late to emerge in native speakers. Thus, it might be expected that they would be susceptible to the delaye

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DELCENSERIE, AUDREY, and FRED GENESEE. "Language and memory abilities of internationally adopted children from China: evidence for early age effects." Journal of Child Language 41, no. 6 (2013): 1195–223. http://dx.doi.org/10.1017/s030500091300041x.

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AbstractThe goal of the present study was to examine if internationally adopted (IA) children from China (M = 10;8) adopted by French-speaking families exhibit lags in verbal memory in addition to lags in verbal abilities documented in previous studies (Gauthier & Genesee, 2011). Tests assessing verbal and non-verbal memory, language, non-verbal cognitive ability, and socio-emotional development were administered to thirty adoptees. Their results were compared to those of thirty non-adopted monolingual French-speaking children matched on age, gender, and socioeconomic status. The IA childr

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Hwa-Froelich, Deborah A., and Hisako Matsuoh. "Cross-Cultural Adaptation of Internationally Adopted Chinese Children." Communication Disorders Quarterly 29, no. 3 (2008): 149–65. http://dx.doi.org/10.1177/1525740108316204.

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Adaptation of internationally adopted children to another culture and language has not been studied extensively. This study followed four infant girls from China during the 1st year postadoption, measuring vocabulary, gestural, social, communication, and symbolic behavior development each month. The children were also tested at 2 and 3 years postadoption. Results indicated that each child demonstrated variability in prelinguistic communication and symbolic behaviors and demonstrated a significant drop in communication and symbolic behavior scores during the 6th, 7th, or 8th month postadoption.

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Tarullo, Amanda R., Adriana Youssef, Kristin A. Frenn, Kristen Wiik, Melissa C. Garvin, and Megan R. Gunnar. "Emotion understanding, parent mental state language, and behavior problems in internationally adopted children." Development and Psychopathology 28, no. 2 (2015): 371–83. http://dx.doi.org/10.1017/s095457941500111x.

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AbstractInternationally adopted postinstitutionalized (PI) children are at risk for lower levels of emotion understanding. This study examined how postadoption parenting influences emotion understanding and whether lower levels of emotion understanding are associated with behavior problems. Emotion understanding and parent mental state language were assessed in 3-year-old internationally adopted PI children (N = 25), and comparison groups of children internationally adopted from foster care (N = 25) and nonadopted (NA) children (N = 36). At 5.5-year follow-up, PI children had lower levels of e

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Hwa-Froelich, Deborah A., and Hisako Matsuo. "Communication Development and Differences in Children Adopted From China and Eastern Europe." Language, Speech, and Hearing Services in Schools 41, no. 3 (2010): 349–66. http://dx.doi.org/10.1044/0161-1461(2009/08-0085).

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DELCENSERIE, AUDREY, and FRED GENESEE. "The acquisition of accusative object clitics by IA children from China: Evidence of early age effects?" Journal of Child Language 42, no. 1 (2013): 196–209. http://dx.doi.org/10.1017/s0305000913000500.

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ABSTRACTThe present study compared the performance of twenty-seven French-speaking internationally adopted (IA) children from China to that of twenty-seven monolingual non-adopted French-speaking children (CTL) matched for age, gender, and socioeconomic status on a Clitic Elicitation task. The IA children omitted significantly more accusative object clitics and made significantly more agreement errors using clitics than the CTL children. No other significant differences were found between the groups. The findings suggest that the adoptees may experience difficulties in morphosyntactic developm

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Morgan, Amy, Mary O'Gara, Meredith Albert, and Kathleen Kapp-Simon. "Clinical Decision Making for the Internationally Adopted Child With Cleft Lip and Palate." Perspectives of the ASHA Special Interest Groups 1, no. 5 (2016): 27–39. http://dx.doi.org/10.1044/persp1.sig5.27.

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Many children with orofacial clefts are adopted each year into English-speaking families in the United States. These children present unique challenges for achieving best practice in treatment delivery due to a variety of issues. Often, children experience delays in management of their cleft and have a high risk for impaired speech development as a result. Practitioners need to allow time for the child to learn high pressure consonants of English after palatal repair, without overlooking a persistent structural deficit that could be responsible for impairment of that learning. Additionally, ch

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Hwa-Froelich, Deborah. "Childhood Maltreatment and Communication Development." Perspectives on School-Based Issues 13, no. 2 (2012): 43–53. http://dx.doi.org/10.1044/sbi13.2.43.

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Abstract Purpose: Maltreatment of children is a common and international problem. The consequences of maltreatment often are misunderstood or unknown. In this article, I will define maltreatment and explore the communication development of children with a history of maltreatment. I reviewed the literature on children experiencing maltreatment, including articles describing the communication development of children remaining in a maltreating environment, children who were recently removed from maltreatment, children in foster care, and children adopted from orphanages. In each study, I found ev

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Rakhlin, Natalia, Sascha Hein, Niamh Doyle, et al. "Language development of internationally adopted children: Adverse early experiences outweigh the age of acquisition effect." Journal of Communication Disorders 57 (September 2015): 66–80. http://dx.doi.org/10.1016/j.jcomdis.2015.08.003.

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Scherer, Nancy J., Shauna Baker, Ann Kaiser, and Jennifer R. Frey. "Longitudinal Comparison of the Speech and Language Performance of United States-Born and Internationally Adopted Toddlers with Cleft Lip and Palate." Cleft Palate-Craniofacial Journal 55, no. 7 (2018): 941–53. http://dx.doi.org/10.1597/15-237.

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Objective: This study compares the early speech and language development of children with cleft palate with or without cleft lip who were adopted internationally with children born in the United States. Design: Prospective longitudinal description of early speech and language development between 18 and 36 months of age. Participants: This study compares four children (age range = 19 to 38 months) with cleft palate with or without cleft lip who were adopted internationally with four children (age range = 19 to 38 months) with cleft palate with or without cleft lip who were born in the United St

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DELCENSERIE, A., F. GENESEE, N. TRUDEAU, and F. CHAMPOUX. "A multi-group approach to examining language development in at-risk learners." Journal of Child Language 46, no. 1 (2018): 51–79. http://dx.doi.org/10.1017/s030500091800034x.

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AbstractA battery of standardized language tests and control measures was administered to three groups of at-risk language learners – internationally adopted children, deaf children with cochlear implants, and children with specific language impairment – and to groups of second-language learners and typically developing monolingual children. All children were acquiring French, were matched on age, gender, and socioeconomic status, and were between age 5;0 and 7;3 at the time of testing. Differences between the at-risk and not-at-risk groups were evident in all domains of language testing. The

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van IJzendoorn, Marinus H., and Femmie Juffer. "Adoption Is a Successful Natural Intervention Enhancing Adopted Children's IQ and School Performance." Current Directions in Psychological Science 14, no. 6 (2005): 326–30. http://dx.doi.org/10.1111/j.0963-7214.2005.00391.x.

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Is the cognitive development of adopted children different from that of (a) children who have remained in institutional care or in their birth families or (b) their current (environmental) nonadopted siblings or peers? We attempt to answer these questions on the basis of a meta-analysis of 62 studies including 17,767 adopted children. Compared to their nonadopted siblings or peers who stayed behind, adopted children scored substantially higher on IQ tests and they performed much better at school. Compared to their current nonadopted environmental peers or siblings, adopted children showed simi

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DELCENSERIE, AUDREY, FRED GENESEE, and KARINE GAUTHIER. "Language abilities of internationally adopted children from China during the early school years: Evidence for early age effects?" Applied Psycholinguistics 34, no. 3 (2012): 541–68. http://dx.doi.org/10.1017/s0142716411000865.

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ABSTRACTWe assessed the language, cognitive, and socioemotional abilities of 27 internationally adopted children from China, adopted by French-speaking parents, 12 of whom had been assessed previously by Gauthier and Genesee. The children were on average 7 years, 10 months old and were matched to nonadopted monolingual French-speaking children on age, gender, and socioeconomic status. Although there were no significant differences between the groups with respect to socioemotional and cognitive development, the adoptees scored significantly lower than the controls on measures of receptive gramm

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TAN, TONY XING, TROY LOKER, ROBERT F. DEDRICK, and KOFI MARFO. "Second-first language acquisition: analysis of expressive language skills in a sample of girls adopted from China." Journal of Child Language 39, no. 2 (2011): 365–82. http://dx.doi.org/10.1017/s0305000911000109.

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ABSTRACTIn this study we investigated adopted Chinese girls' expressive English language outcomes in relation to their age at adoption, chronological age, length of exposure to English and developmental risk status at the time of adoption. Vocabulary and phrase utterance data on 318 girls were collected from the adoptive mothers using the Language Development Survey (LDS) (Achenbach & Rescorla, 2000). The girls, aged 18–35 months (M=26·2 months, SD=4·9 months), were adopted at ages ranging from 6·8 to 24 months (M=12·6 months, SD=3·1 months), and had been exposed to English for periods ran

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Schoenbrodt, Lisa A., Deborah T. Carran, and Janet Preis. "A Study to Evaluate the Language Development of Post-Institutionalised Children Adopted from Eastern European Countries." Language, Culture and Curriculum 20, no. 1 (2007): 52–69. http://dx.doi.org/10.2167/lcc326.0.

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PIERCE, LARA J., FRED GENESEE, AUDREY DELCENSERIE, and GARY MORGAN. "Variations in phonological working memory: Linking early language experiences and language learning outcomes." Applied Psycholinguistics 38, no. 6 (2017): 1265–300. http://dx.doi.org/10.1017/s0142716417000236.

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ABSTRACTIn order to build complex language from perceptual input, children must have access to a powerful information processing system that can analyze, store, and use regularities in the signal to which the child is exposed. In this article, we propose that one of the most important parts of this underlying machinery is the linked set of cognitive and language processing components that comprise the child's developing working memory (WM). To examine this hypothesis, we explore how variations in the timing, quality, and quantity of language input during the earliest stages of development are

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Barcons-Castel, Natalia, Albert Fornieles-Deu, and Carme Costas-Moragas. "International Adoption: Assessment of Adaptive and Maladaptive Behavior of Adopted Minors in Spain." Spanish journal of psychology 14, no. 1 (2011): 123–32. http://dx.doi.org/10.5209/rev_sjop.2011.v14.n1.10.

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Research on adjustment of internationally adopted children indicates that, although they have adequate development, more emotional and behavioral problems are detected compared with nonadopted children. In this research, emotional and behavioral characteristics of a sample of 52 internationally adopted minors were examined with the BASC (Parent Rating Scales and Self-Report of Personality), comparing the outcomes with 44 nonadopted minors, all of them of ages between 6 and 11 years (mean age = 8.01 years). Results indicate differences between adopted and nonadopted children related to somatiza

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Hasni Nasrudin, Nur, Rosida Ahmad Junid, Siti Khatijah Nor Abdul Rahim, Zainab Mohamed, Anis Zafirah Azmi, and Ini Imaina Abdullah. "Interactive Mobile Apps (CinTA 2.0) for Dyslexia’s Children Malay Language Therapy Tool: Focus on Malay Language." International Journal of Engineering & Technology 7, no. 4.33 (2018): 510. http://dx.doi.org/10.14419/ijet.v7i4.33.28165.

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The implementation of mobile apps in the educational systems has kept abreast with the needs of specific learning disability (SLD) children. It was agreed by researchers that technology is able to aid and harness the language development of these children. The use of mobile applications in English language has been widely accepted and implemented among educators. However, it was discovered that most of the applications have scarcely adopted the Malay language as the main stream to aid Malay language development of these children. Thus, it is imperative to set the aim of this paper to introduce

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Chamorro, Gloria. "Book Review: Fred Genesee and Audrey Delcenserie (Eds.), Starting over – The language development in internationally-adopted children." First Language 37, no. 4 (2017): 428–30. http://dx.doi.org/10.1177/0142723717712800.

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Merz, Emily C., Robert B. McCall, and Amanda J. Wright. "Attention and language as mediators of academic outcomes following early psychosocial deprivation." International Journal of Behavioral Development 37, no. 5 (2013): 451–59. http://dx.doi.org/10.1177/0165025413490867.

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Children adopted from institutions at older ages are at increased risk of persistent attention problems, lower cognition, and academic difficulties. This study examined cognitive and behavior problems as mediators of the association between early psychosocial deprivation and academic functioning. Participants were 8–17-year-old children adopted from psychosocially-depriving Russian institutions after 14 months of age ( n = 34) and before 9 months of age ( n = 39). Children completed a cognitive assessment, while their parents completed questionnaires on child behavior problems and use of learn

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Hough, Susan D., and Louise Kaczmarek. "Language and Reading Outcomes in Young Children Adopted From Eastern European Orphanages." Journal of Early Intervention 33, no. 1 (2011): 51–74. http://dx.doi.org/10.1177/1053815111401377.

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Snedeker, Jesse, Joy Geren, and Carissa L. Shafto. "Starting Over." Psychological Science 18, no. 1 (2007): 79–87. http://dx.doi.org/10.1111/j.1467-9280.2007.01852.x.

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Language development is characterized by predictable shifts in the words children produce and the complexity of their utterances. Because acquisition typically occurs simultaneously with maturation and cognitive development, it is difficult to determine the causes of these shifts. We explored how acquisition proceeds in the absence of possible cognitive or maturational roadblocks, by examining the acquisition of English in internationally adopted preschoolers. Like infants, and unlike other second-language learners, these children acquire language from child-directed speech, without access to

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Cohen, Nancy J., and Fataneh Farnia. "Social-emotional adjustment and attachment in children adopted from China: Processes and predictors of change." International Journal of Behavioral Development 35, no. 1 (2010): 67–77. http://dx.doi.org/10.1177/0165025410371602.

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This study examined the processes and predictors of change in maternal ratings of internalizing and externalizing symptoms and attachment security in 70 infant girls adopted from China at a mean age of 13.5 months. These children’s mental and language development were also directly assessed. The adopted children were assessed within the first month of adoption and again six, 12 and 24 months later. Comparisons were made with 43 girls of similar age and family background. Results indicated that from six months postadoption onward, adopted children exhibited a rapid increase in internalizing sym

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Tracy, Rosemarie. "Elizabeth Lanza, Language mixing in bilingual children. (Oxford studies in language contact.) Oxford: Clarendon; New York: Oxford University Press, 1997. Pp. xv, 397. Hb $90.00." Language in Society 29, no. 3 (2000): 432–35. http://dx.doi.org/10.1017/s0047404500283048.

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Investigators of bilingual language acquisition have underscored the fact that the child growing up with two languages provides us with an ideal natural experiment. First, the bilingual child offers welcome opportunities for disentangling general cognitive and specific linguistic development. Second, the investigator can look at different language policies adopted by individual families and caregivers, compare features of the respective input, and relate these features to the child's emerging language systems and communicative behavior. Lanza's book addresses this second set of issues and prov

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Morgan, Amy R., Claudia Crilly Bellucci, Jody Coppersmith, et al. "Language Development in Children With Cleft Palate With or Without Cleft Lip Adopted From Non–English-Speaking Countries." American Journal of Speech-Language Pathology 26, no. 2 (2017): 342–54. http://dx.doi.org/10.1044/2016_ajslp-16-0030.

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Yoshimitsu, Kuniko. "Japanese school children in Melbourne and their language maintenance efforts." Journal of Asian Pacific Communication 10, no. 2 (2000): 255–78. http://dx.doi.org/10.1075/japc.10.2.07yos.

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This paper presents a case study of language maintenance efforts made by bilingual Japanese children in Melbourne whose parents are of Japanese background. The children were selected from two sub-groups in the Japanese community: the children of business sojourners (temporary residents), the largest sub-group in the community, and the children of permanent residents, the second largest sub-group. Focusing on the micro-level language planning for maintenance, this study examines the speakers’ degree and direction of maintenance in terms of Japanese language proficiency, and it analyses the corr

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Domsch, Celeste. "Communication Disorders in Ethiopia: Emerging Needs and New Models of Development." Perspectives on Global Issues in Communication Sciences and Related Disorders 2, no. 1 (2012): 4–10. http://dx.doi.org/10.1044/gics2.1.4.

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In this article, the author considers the state of communication disorders in Ethiopia today by first discussing the health status of adults and children, particularly as it relates to the prevalence of neurologic and communication disorders. The author goes on to describe new models of treatment for communication and related disorders and the current system of health-care delivery. Next, the author examines the multilingual nature of education in Ethiopia. The article concludes with a consideration of the language development of internationally adopted children, as well as the expected influe

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Lodhi, Muhammad Arfan, Syeda Ibrar, Mahwish Shamim, and Sumera Naz. "Linguistic Analysis of Selected TV Cartoons and Its Impact on Language Learning." International Journal of English Linguistics 8, no. 5 (2018): 247. http://dx.doi.org/10.5539/ijel.v8n5p247.

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The new generation is fascinated by the overwhelming exposition of media. Today, media is performing powerful role in the mental growth and emotional development of children. At the very first stage of cognitive development, children copy the words and expressions used in their surroundings. Cartoons and language used in them directly affect cognitive and linguistic development of children. The present study dissects the linguistic patterns and ideologies used in cartoons shown in Pakistani media. It further attempts to overlook the impact of linguistic features of cartoons on language learnin

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Petranovich, Christine L., Nicolay Chertkoff Walz, Mary Allen Staat, Chung-Yiu Peter Chiu, and Shari L. Wade. "Structural language, pragmatic communication, behavior, and social competence in children adopted internationally: A pilot study." Applied Neuropsychology: Child 6, no. 4 (2016): 315–26. http://dx.doi.org/10.1080/21622965.2016.1182433.

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Juffs, Alan. "The importance of grain size in phonology and the possibility that phonological working memory is epiphenomenal." Applied Psycholinguistics 38, no. 6 (2017): 1329–33. http://dx.doi.org/10.1017/s0142716417000297.

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Pierce, Genesee, Delcenserie, and Morgan have provided an innovative and thought-provoking juxtaposition of the putative role played by phonological working memory (PWM) in explaining individual and group differences among early internationally adopted (IA) children, deaf children with cochlear implants, simultaneous and sequential bilinguals, children who are learning sign languages, and children with otitis media. This novel comparison suggests that adequate exposure to phonology before 12 months of age is key in the development of improved PWM. Consequently, long-term linguistic advantages

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Al-khresheh, Mohammad H., and Abdo Hasan AL-Qadri. "The Language Development Process of Bilingual Children with Autism Spectrum Disorder: An Investigation into Gender Linguistic Differences." World Journal of English Language 11, no. 2 (2021): 29. http://dx.doi.org/10.5430/wjel.v11n2p29.

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This paper is a descriptive correlational study that investigated the gender differences in the language development process among a group of 215 male and female bilingual children with autism spectrum disorder. A valid and reliable questionnaire was adopted and deployed to accomplish the study’s objective. The caregivers of these autistic children were requested to complete and submit the questionnaire. Data analysis was made possible with the help of different statistical software tools. The study concluded that gender did significantly impact the participants’ performance in four different

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Leana-Taşcılar, Marilena Z., Mahir Biber, and Tunç Kurt. "Kids’ Empathic Development Scale: Turkish Language Validity and Reliability." Journal of Education and Learning 7, no. 6 (2018): 111. http://dx.doi.org/10.5539/jel.v7n6p111.

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Empathy is one of the skills that we need in order to understand the emotions of other people. Although many empathy scales exist, few are designed for children. The Kids&rsquo; Empathic Development Scale (KEDS) can be applied onward of age 6 and provide information about empathy&rsquo;s affective, cognitive and behavioural components. The aim of this study is to present the Turkish validity study of KEDS and to provide a new tool that has satisfactory psychometric properties. Nine language experts made the translation and back translation form English to Turkish and vice versa. After

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Harji, Madhubala Bava, Kavitha Balakrishnan, and Krishnanveni Letchumanan. "SPIRE Project: Parental Involvement in Young Children’s ESL Reading Development." English Language Teaching 9, no. 12 (2016): 1. http://dx.doi.org/10.5539/elt.v9n12p1.

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<p>Realising the clear dichotomy between schools and homes, the Malaysia government has now turned its attention to stakeholders and called for an increase involvement of parents, who are critical in transforming the education system.<strong><em> </em></strong>However, a clear line of demarcation continues to exist between the two prime educators of young children. Schools have yet to fully embrace the concept of active parental involvement, particularly in academic matters and have yet to design formalised programmes that provide avenues for active parental invol

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PIERCE, LARA J., FRED GENESEE, AUDREY DELCENSERIE, and GARY MORGAN. "Toward a model of multiple paths to language learning: Response to commentaries." Applied Psycholinguistics 38, no. 6 (2017): 1351–62. http://dx.doi.org/10.1017/s0142716417000340.

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Language learning, while seemingly effortless for young learners, is a complex process involving many interacting pieces, both within the child and in their language-learning environments, which can result in unique language learning trajectories and outcomes. How does the brain adjust to or accommodate the myriad variations that occur during this developmental process. How does it adapt and change over time? In our review, we proposed that the timing, quantity, and quality of children's early language experiences, particularly during an early sensitive period for the acquisition of phonology,

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Penna, Leticia Macedo, Stela Maris Aguiar Lemos, and Cláudia Regina Lindgren Alves. "The lexical development of children with hearing impairment and associated factors." CoDAS 26, no. 3 (2014): 193–200. http://dx.doi.org/10.1590/2317-1782/201420130046.

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PURPOSE: This study aimed at analyzing the association between the lexical development of children with hearing impairment and their psychosocial and socioeconomic characteristics and medical history. METHODS: An analytic transversal study was conducted in an Auditive Health Attention Service. One hundred and ten children from 6 to 10 years old using hearing aids and presenting hearing loss that ranged from light to deep levels were evaluated. All children were subjected to oral, written language and auditory perception tests. Parents answered a structured questionnaire to collect data from th

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MOK, Peggy Pik Ki, and Albert LEE. "The acquisition of lexical tones by Cantonese–English bilingual children." Journal of Child Language 45, no. 6 (2018): 1357–76. http://dx.doi.org/10.1017/s0305000918000260.

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AbstractPrevious studies on bilingual children found intact tonal development at the initial stages of interaction between Cantonese and English in successive bilingual children, whereas children exposed to both languages from birth have not been studied in this regard. We examined the production of Cantonese tones by five simultaneous bilingual children longitudinally at 2;0 and 2;6, and compared them with age-matched monolingual children using auditory analysis. Our results showed that some bilingual children had a delay at 2;0, compared to their monolingual peers. Some bilingual children al

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Golding, Shannon, Suze Leitão, and Cori Williams. "Speech and Language Development of Intercountry Adopted Children Aged 3 to 6 Years: An Explorative Study of Australian Parents’ Knowledge, Beliefs, and Experiences." Adoption Quarterly 16, no. 1 (2013): 40–61. http://dx.doi.org/10.1080/10926755.2012.754811.

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MAHMUD, Waleed Q. "DEVELOPMENT IMAGE OF GOD OF CHILDREN'S AND ADOLESCENTS." RIMAK International Journal of Humanities and Social Sciences 03, no. 02 (2021): 268–84. http://dx.doi.org/10.47832/2717-8293.2-3.21.

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The current research aims at the following: 1. The four Image of God of children and adolescent according to the age variable (10,11,12,13) years 2. Indication of differences in four image of god depending on a according to the age variable (10,11,12,13) and sex for fulfilling the research goals , the researcher has adopted scale for children's imagination for God , 2012, Yildiz Every scale consists of (28) items divided in to four dimness or imag, two image of (8) item , and other two image of (6) item. Has translated the scales in to Arabic Language , confirming validity of translation and o

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Cuadrado, Francisco. "Music and Talent: An experimental project for personal development and well-being through music." International Journal of Music Education 37, no. 1 (2018): 156–74. http://dx.doi.org/10.1177/0255761418794720.

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“Music and Talent” is an educational project for children between 3 and 9 years old. The aim of the project is to use music and musical intelligence as resources for enhancing important skills in social and cognitive development. These skills are self-esteem, self-confidence, motivation, social and emotional relationships, and well-being. The first part of the article describes the project’s foundation, organization and developed activities. The second part of the article presents the results of two exploratory studies that have been carried out to evaluate some of the developed activities. St

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