Background: Language proficiency should be mastered by children before school admision. The process of language development was affected by cognitive and neurologic maturity. Language proficiency determine communication foundation, social, and academic interaction. Children with retardation in language proficiency may encounter problem in the social and academic relationship. This study investigated the association between parental education, occupation, income, language activity, and language proficiency in children. Subjects and Method:This was an observational analytic study with cross sectional design. This study was conducted in Gondangrejo sub-district, Karanganyar, Central Java. A total sample of 102 children aged 4 to 5 years were selected for this study. The dependent variable was language proficiency. The independent variables were parental education, occupation, income, and language activity. The data were collected by a set of questionnaire and analyzed by multiple logistic regression. Results: Parental education ≥ senior high school (OR= 2.95; 95% CI= 1.03 to 8.39; p= 0.043), employed parents (OR= 3.45; 95% CI= 1.27 to 9.39; p= 0.015), family income ≥ regional minimum wage (OR= 6.35; 95% CI= 2.02 to 19.93; p= 0.002), and intense language activity (OR= 4.32; 95% CI= 1.61 to 11.51; p= 0.003) were associated with better language proficiency. Conclusion: Parental education ≥ senior high school, employed parents, family income ≥ regional minimum wage, and intense language activity are associated with better language proficiency.
: Language, Pre School, Screening. Language skills are important for a child to be able to receive information and knowledge at school and in his home environment. This child's language skills should be an important concern of all elements involved with child education, including speech therapists in an effort to monitor the child's language development before entering school. This study aims to find out the language skills profile of pre-school children aged 4-6 years. Participants were recruited from Surakarta Kindergarten with a total of 36 children to participate in this study with an age range between 4-6 years. Screening is given to participants. It is the screening result that will reflect the receptive and expressive language profile of the child. There are six test items that can be used to screen the language skills of pre-school children:simple commands, expressive vocabulary, color names, answer questions, sentence memory, and digit memories. Internal correlation of simple command grain r = 0.791 (p = 0.000), expressive vocabulary grain r = 0.749 (p = 0.000), the item named color r = 0.739 (p = 0.000), the item answered r = 0.754 (p = 0.000) item memory sentence r = 0.879 (p = 0.000), and the item memory digit r = 0.816 (p = 0.000). The value of internal validity or correlation between items in the language development screen is good enough because all correlated items have correlations with low probability values.
Background: Literacy is a supporting component of children's academic success. Literacy ability is influenced by interdependent language skills. Limitations on early literacy skills increase the chance of academic process obstacles at school age. The role of parents is crucial in the child's development process especially in literacy. Aim this study is to describe correlation between parental variabels and early literacy skills. Methods: This cross sectional research was conducted with a survey approach. The instrument was developed to explore demographic information, socioeconomic status, and the role of parents in developing early literacy skills. Statistic descriptive and correlation study was conducted to analyse 180 respondent data. Results: The role of parents has contributed to the development of early literacy skills. Parental history, mother's education, and language activities have a positive relationship with the development of early literacy skills. Conclusions: The role of parents is one of the multivariate variables that play a role in the development of early literacy skills. Further search is needed to see the extent of the role of parents in carrying out specific activities that are relevant to children's literacy abilities.
Background : Non Speech Oral Motor Treatment’s (NSOMT) is a collective term that require active and passive training of speech musculature (Lof & Watson, 2008). Controversy of use this method was found in several publication. Researcher notes many questions about NSOMT efication. Aim of study is to gather information about utility NSOMT among Speech Therapist’s in Central Java. Isssue of Evidence Based Practice (EBP)implementation was crucial to be answer. This study was to analyse use of NSOMT among central java clinicians who treat children with speech sound disorder. Methods: This study was conducted in March until July 2019. Total 146 speech therapist across Central Java was participated on this study. Data analysis used descriptive statistic and Spearman Rank. Results: 84,9% speech therapist in Central Java used NSOMT to treat children who have speech sound disorder. Education level had a correlation with utility NSOMT in speech sound intervention (OR: 4.61; 95%: 1.44-14.72; p: 0.010). Conclusions: The results suggested similar finding with survey was conducted before. Speech therapist needs to improve their knowledge about EBP and its implementation.
Background: language skills is essential processing that require in the learning processing. The students use language ability to listening, speaking, reading, and writing. Difficulty in the language skills may affects the academic achievement. The teacher needs to know how to do early detection learning difficulty. Awareness of language disorders and their correlation is important. The aims of this activity to increase teacher knowledge about language and learning difficulty. Also how to give basic activity to improve language and learning process. Methods: Mini seminar and mini workshop was used. Results: The teacher have a good knowledge about language and learning difficulty. Conclusion: This activity is effective to increase teacher awareness about language and learning process.
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