Expressive vocabulary in 18‐month‐old children in relation to demographic factors, mother and child characteristics, communication style and shared reading

Westerlund, Monica; Lagerberg, Dagmar

doi:10.1111/j.1365-2214.2007.00801.x

Cited by 93 publications

(92 citation statements)

References 38 publications

(84 reference statements)

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“…The findings of this study are congruent with the meta-analysis reported by Hyde and Linn (1988) who found that gender did not yield a substantial difference. However, the results of the present study indicate contradictory findings to studies which highlighted the superiority of females over males (Andersson et al 2011, Bavin et al 2008, Bornstein et al 1998, Bornstein et al 2004, Galsworthy et al 2000, Huttenlocher et al 1991, Westerlund & Lagerberg 2008. One apparent difference between the present study and the previous studies was the age of participants being studied.…”

Section: Discussioncontrasting

confidence: 56%

“…In a study on birth order, Bornstein, Leach and Haynes (2004) found that at 20 months, first born girls performed better than boys on all vocabulary competence measures, and second born girls were superior to boys on vocabulary comprehension and vocabulary production. Westerlund and Lagerberg (2008) investigated 1091 children aged 17 to 19 months and revealed that girls had a more developed vocabulary and were more involved in reading than boys at 18 months. Bavin et al (2008) who studied 1447 children in Australia noted that a child"s gender also affects vocabulary development, with girls producing more words than boys at both 12 and 24 months of age.…”

Section: Gender and Vocabulary Learningmentioning

confidence: 99%

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Oral Vocabulary as a Predictor of English Language Proficiency among Malaysian Chinese Preschool Children

Phoon

Abdullah

2014

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Section: Discussioncontrasting

confidence: 56%

Section: Gender and Vocabulary Learningmentioning

confidence: 99%

Oral Vocabulary as a Predictor of English Language Proficiency among Malaysian Chinese Preschool Children

Phoon

Abdullah

2014

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“…Other studies, however, have not found the same strong support for the link between temperament and language development. In a study of Swedish infants, for example, researchers found no relation between diicult temperament and vocabulary or shared book reading [25]. Furthermore, whereas some studies have indicated that traits like shyness may be related only to productive vocabulary, and so may be more related to performance than actual ability [26], others have found associations between temperament and receptive, but not expressive, vocabulary [27].…”

Section: Frequency Of Occurrence Of the Risk Factors Studiedmentioning

confidence: 97%

Risk Factors for Speech-Language Pathologies in Children

Molini-Avejonas¹,

Ferreira²,

Amato³

2017

Advances in Speech-Language Pathology

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Risk factors are understood to encompass "aspects of individual behavior or lifestyle, environmental exposure, hereditary or congenital characteristics that are associated with a health related condition". These are conditions that increase the chances of the child presenting speech-language disorders and that can be avoided, controlled, or treated. Risk is deined as the chance of a child exposed to certain factors (environmental or biological) to acquire or develop speech-language disorders. The objectives of the present study were: to identify the risk factors for speech-language disorders in children up to ive years of age and to verify the relationship between risk factors and speech-language diagnostic hypotheses. The aspects of being male gender, prematurity, shyness, being an only child or youngest child, presenting deleterious oral habits, having a family history of speechlanguage disorders, and use of licit or illicit drugs during pregnancy seem to be the factors that should draw the atention of the health professionals in child development.Therefore, the monitoring of children who have these risk factors should be performed in order to promote the necessary stimulation and the construction of healthy environments.Keywords: risk factors, language development, child development, language development disorders, speech disorders IntroductionSpeech therapy, as a communication science, has a broad perspective on health systems and services at the three levels of care (primary, secondary, and tertiary). Practices in the aspects of language, voice, hearing, and oral motricity should be addressed to people and social © 2017 The Author(s). Licensee InTech. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.groups, not only with a clinical perspective, but also through the development of promotion, prevention, atention, and health education actions, which are aligned with the indicators of quality of life and health of the population for which the care proposal [1] will be elaborated.To this end, rather than planning models for identifying the prevalence and incidence of language disorders in children, one must identify the risk factors for these disorders. In the national literature, it is possible to ind studies with this theme, but often associated with a speciic pathology, such as stutering and phonological disorders [2,3].Risk factors are understood to encompass "aspects of individual behavior or lifestyle, environmental exposure, hereditary, or congenital characteristics that are associated with a health related condition" (Health Sciences Descriptors, DECS) [4]. These conditions that increase the chances of the child presenting speech-language disorders and that can be avoided, controlled, or treated. Risk is deined as the chance of a child exposed to certain factors (environmental or biological)...

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“…318,320,321 Parents-as-aides conceptualises parents as assuming an active role in supporting implementation of therapy objectives. In this instance, SLTs often provide home activities for parents to reinforce learning that has taken place during therapist-led intervention with the child.…”

Section: Introductionmentioning

confidence: 99%

Evidence-based intervention for preschool children with primary speech and language impairments: Child Talk – an exploratory mixed-methods study

Roulstone

Marshall

Powell³

et al. 2015

Programme Grants Appl Res

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Coad J, et al. Evidence-based intervention for preschool children with primary speech and language impairments: Child Talkan exploratory mixed-methods study. Programme Grants Appl Res 2015;3(5). Programme Grants for Applied ResearchISSN 2050-4322 (Print) ISSN 2050-4330 (Online) This journal is a member of and subscribes to the principles of the Committee on Publication Ethics (COPE) (www.publicationethics.org/).Editorial contact: nihredit@southampton.ac.ukThe full PGfAR archive is freely available to view online at www.journalslibrary.nihr.ac.uk/pgfar. Print-on-demand copies can be purchased from the report pages of the NIHR Journals Library website: www.journalslibrary.nihr.ac.uk Criteria for inclusion in the Programme Grants for Applied Research journalReports are published in Programme Grants for Applied Research (PGfAR) if (1) they have resulted from work for the PGfAR programme, and (2) they are of a sufficiently high scientific quality as assessed by the reviewers and editors. Programme Grants for Applied Research programmeThe Programme Grants for Applied Research (PGfAR) programme, part of the National Institute for Health Research (NIHR), was set up in 2006 to produce independent research findings that will have practical application for the benefit of patients and the NHS in the relatively near future. The Programme is managed by the NIHR Central Commissioning Facility (CCF) with strategic input from the Programme Director.The programme is a national response mode funding scheme that aims to provide evidence to improve health outcomes in England through promotion of health, prevention of ill health, and optimal disease management (including safety and quality), with particular emphasis on conditions causing significant disease burden.For more information about the PGfAR programme please visit the website: http://www.nihr.ac.uk/funding/programme-grants-forapplied-research.htm This reportThe research reported in this issue of the journal was funded by PGfAR as project number RP-PG-0109-10073. The contractual start date was in January 2011. The final report began editorial review in April 2014 and was accepted for publication in October 2014. As the funder, the PGfAR programme agreed the research questions and study designs in advance with the investigators. The authors have been wholly responsible for all data collection, analysis and interpretation, and for writing up their work. The PGfAR editors and production house have tried to ensure the accuracy of the authors' report and would like to thank the reviewers for their constructive comments on the final report document. However, they do not accept liability for damages or losses arising from material published in this report.This report presents independent research funded by the National Institute for Health Research (NIHR). The views and opinions expressed by authors in this publication are those of the authors and do not necessarily reflect those of the NHS, the NIHR, CCF, NETSCC, PGfAR or the Department of Health. If there are verbatim quotation...

show abstract

Expressive vocabulary in 18‐month‐old children in relation to demographic factors, mother and child characteristics, communication style and shared reading

Cited by 93 publications

References 38 publications

Oral Vocabulary as a Predictor of English Language Proficiency among Malaysian Chinese Preschool Children

Oral Vocabulary as a Predictor of English Language Proficiency among Malaysian Chinese Preschool Children

Risk Factors for Speech-Language Pathologies in Children

Evidence-based intervention for preschool children with primary speech and language impairments: Child Talk – an exploratory mixed-methods study

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