The Clinical Features of Preschool Children With Speech and Language Disorder and the Role of Maternal Language

Abstract

Objective To retrospectively review the characteristics of preschool children with speech and language disorders to determine their clinical features and compares the average degrees of language delay based on hospital visit purposes, language developmental delay causes, and maternal language. Methods One thousand one hundred two children (832 males, 270 females) with the chief complaint of language or speech problems who underwent language assessment for the first time were included. Their medical records, including demographic data, language environments, and family history of language problems and other developmental problems, were collected. Furthermore, the results of language and developmental assessments and hearing tests were collected. Results Among the children enrolled in this study, 24% had parental problems and 9% were nurtured by their grandparents. The average degree of language delay did not differ regarding purposes of hospital visits. The average degree of language delay was greatest in children with autism spectrum disorders and least in children with mixed receptive-expressive language disorders. In children with mothers who do not speak Korean as their native language, social quotients in the social maturity scale were less than 70. Conclusion Language environment is an essential factor that may cause speech and language disorders. Moreover, maternal language seems to affect the social quotient of the social maturity scale.

A Follow-Up Study of Children Diagnosed with Delayed Speech and Language

“…Delayed speech and language complaints are a common problem among preschool children (9). It has been reported that 6-7% of children have delays in speech and language development when they reach the school starting age (10).…”

فعالية التدخل اللغوي-النطقي في تطوير المفردات التعبيرية ومهارات التواصل الاجتماعي لدى الأطفال ذوي التأخر اللغوي في مرحلة الروضة

“…Speech and language delay constitutes a frequent disorder in early childhood development affecting approximately 2% to 11% of preschool children and around 9% to 17% of children aged about 2 years (Choi et al, 2011;Kim et al, 2001;Kim et al, 2021). Early intervention is critical for children with language delay in order to avoid academic and social difficulties later in life.…”