Delayed Early Vocabulary Development in Children at Family Risk of Dyslexia

Viersen, Sietske van; Bree, Elise de; Verdam, Mathilde G. E.; Krikhaar, Evelien; Maassen, Ben; Leij, Aryan van der; Jong, Peter F. de

doi:10.1044/2016_jslhr-l-16-0031

Cited by 35 publications

(31 citation statements)

References 38 publications

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“…Third, effect sizes were smaller for the family-risk group as a whole than for the children with a family risk within this group who later became dyslexic. This suggest that language might be primarily compromised in family-risk children who become dyslexic (e.g., Torppa et al, 2010 ; van Viersen et al, 2017 ). As these children are a minority of the family-risk group, it is very possible that much larger samples are needed to trace such a small effect of family risk on the language pathway.…”

Section: Discussionmentioning

confidence: 99%

Pathways Into Literacy: The Role of Early Oral Language Abilities and Family Risk for Dyslexia

et al. 2018

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The present study investigated the role of early oral language and family risk for dyslexia in the two developmental pathways toward reading comprehension, through word reading and through oral language abilities. The sample contained 237 children (164 at family risk for dyslexia) from the Dutch Dyslexia Program. Longitudinal data were obtained on seven occasions when children were between 4 and 12 years old. The relationship between early oral language ability and reading comprehension at the age of 12 years was mediated by preliteracy skills and word-decoding ability for the first pathway and by later language abilities for the second pathway. Family risk influenced literacy development through its subsequent relations with preliteracy skills, word decoding, and reading comprehension. Although performance on language measures was often lower for the family-risk group than for the no-family-risk group, family risk did not have a specific relation with either early or later oral language abilities.

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Section: Discussionmentioning

confidence: 99%

Pathways Into Literacy: The Role of Early Oral Language Abilities and Family Risk for Dyslexia

et al. 2018

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“…We have reported on data using the toddler version, for which reliability and validity have been reported in different studies, both for production (Feldman et al, 2005;Law & Roy, 2008;Simonsen, Kristoffersen, Bleses, Wehberg, & Jørgensen, 2014;Trudeau & Sutton, 2011) and comprehension (Simonsen et al, 2014). Note too that the Dutch CDI has been normed (Zink & Lejaegere, 2002) and has been reported to be sufficiently reliable (van Viersen et al, 2017). We take the NCDI to be a reliable and useful measure of vocabulary size.…”

Section: Study Limitationsmentioning

confidence: 99%

Phonology, Semantics, and the Comprehension–Expression Gap in Emerging Lexicons

Stokes

Bree

Kerkhoff

et al. 2019

J Speech Lang Hear Res

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Purpose Children come to understand many words by the end of their 1st year of life, and yet, generally by 12 months, only a few words are said. In this study, we investigated which linguistic factors contribute to this comprehension–expression gap the most. Specifically, we asked the following: Are phonological neighborhood density, semantic neighborhood density, and word frequency (WF) significant predictors of the probability that words known (understood) by children would appear in their spoken lexicons? Method Monosyllabic words in the active (understood and said) and passive (understood, not said) lexicons of 201 toddlers were extracted from the Dutch Communicative Development Inventory ( Zink & Lejaegere, 2002 ) parent-completed forms. A generalized linear mixed-effects model was applied to the data. Results Phonological neighborhood density and WF were independently and significantly associated with whether or not a known word would be in children's spoken lexicons, but semantic neighborhood density was not. There were individual differences in the impact of WF on the probability that known words would be said. Conclusion The novel findings reported here have 2 major implications. First, they indicate that the comprehension–expression gap exists partly because the phonological distributional properties of words determine how readily words can be phonologically encoded for word production. Second, there are likely subtle and complex individual differences in how and when the statistical properties of the ambient language impact on children's emerging lexicons that might best be explored via longitudinal sampling of word knowledge and use.

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“…Prospective studies of younger children at family (genetic) risk of dyslexia do show deficits in expressive vocabulary (in 17‐month olds acquiring Dutch, Koster et al, ) and receptive vocabulary in preschool children aged 40 months (Scarborough, ). More recently, van Viersen et al () showed that children at‐risk for dyslexia exhibit delayed growth patterns of both receptive and expressive vocabulary sizes from 17 to 35 months, and that these early vocabulary scores reliably discriminated between at‐risk children who do and do not develop dyslexia. Some prospective studies of dyslexia also demonstrate subtle differences in speech production.…”

Section: Introductionmentioning

confidence: 99%

Sensitivity to amplitude envelope rise time in infancy and vocabulary development at 3 years: A significant relationship

Kalashnikova

Goswami

Burnham

2019

Developmental Science

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Here we report, for the first time, a relationship between sensitivity to amplitude envelope rise time in infants and their later vocabulary development. Recent research in auditory neuroscience has revealed that amplitude envelope rise time plays a mechanistic role in speech encoding. Accordingly, individual differences in infant discrimination of amplitude envelope rise times could be expected to relate to individual differences in language acquisition. A group of 50 infants taking part in a longitudinal study contributed rise time discrimination thresholds when aged 7 and 10 months, and their vocabulary development was measured at 3 years. Experimental measures of phonological sensitivity were also administered at 3 years. Linear mixed effect models taking rise time sensitivity as the dependent variable, and controlling for non‐verbal IQ, showed significant predictive effects for vocabulary at 3 years, but not for the phonological sensitivity measures. The significant longitudinal relationship between amplitude envelope rise time discrimination and vocabulary development suggests that early rise time discrimination abilities have an impact on speech processing by infants.

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Delayed Early Vocabulary Development in Children at Family Risk of Dyslexia

Abstract: Early deficits in receptive and expressive vocabulary are associated with later reading. Early vocabulary growth of FR-dyslexic children is characterized by a delay but not deviance of growth. Vocabulary can be considered an additional risk factor for dyslexia.

Cited by 35 publications

References 38 publications

Pathways Into Literacy: The Role of Early Oral Language Abilities and Family Risk for Dyslexia

Pathways Into Literacy: The Role of Early Oral Language Abilities and Family Risk for Dyslexia

Phonology, Semantics, and the Comprehension–Expression Gap in Emerging Lexicons

Sensitivity to amplitude envelope rise time in infancy and vocabulary development at 3 years: A significant relationship

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