Relationship between mean length of utterance and vocabulary in children with typical language development

Nóro, Letícia Arruda; Mota, Helena Bolli

doi:10.1590/1982-0216/20192164419

Cited by 6 publications

(5 citation statements)

References 27 publications

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“…Children's behavior may include word approximation regarding these three semantic fields, in which they do not name the pictures precisely because of a semantic deficiency; then, as a strategy, they retrieve words that come closer to the desired stimulus 5,16 . Another analysis perspective concerning the students' substitutions suggests that some pictures used in the test can lead to substitution due to contextual proximity or priority access to specific cultural words 6 .…”

Section: Discussionmentioning

confidence: 99%

“…Thus, vocabulary acquisition has development peaks during childhood and takes place naturally until 16 years old, a period of intense school exposure. Following this age, one enters the adult phase, in which the expansion is directly related to the personal interests and the environment to which the person belongs [3][4][5] .…”

Section: Introductionmentioning

confidence: 99%

“…Vocabulary acquisition and morphosyntactic development are correlated, as vocabulary expansion makes it possible to organize more complex sentences, with more elements on them. This way, there is an implicit awareness of the part of speech to which a word belongs because the difficulty acquiring vocabulary also affects other language dominions, such as the syntactic and morphological ones 2,4,5,10 .…”

Section: Introductionmentioning

confidence: 99%

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Vocabulary performance of students with and without difficulties learning to read and write

Silva

Alves

2021

Rev. CEFAC

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Purpose: to compare vocabulary performances and verify the lexical competence of students with and without difficulties learning to read and write. Methods: 93 first-grade students were divided into Group I (50 students without difficulties) and Group II (43 students with difficulties learning to read and write). They were administered the Child Language Test focusing on vocabulary. The analysis considered aspects of usual word designation, non-designation, and substitution process. The data analysis was conducted with the Mann-Whitney test, with a p-value ≤ 0.05. Results: there were significant performances in the comparison between the groups in all the conceptual fields analyzed. There was no significance for either group regarding the conceptual fields of Foods, Furniture and Appliances, Places, and Professions in non-designation; regarding Means of Transportation in substitution processes; regarding Toys and Musical Instruments in both non-designation and substitution processes. Group I had higher means than Group II in usual word designation, and lower ones in non-designation and substitution processes. Conclusion: students with difficulties learning to read and write had greater difficulties in usual word designation, as well as higher error indexes in substitution processes and non-designation, which reveals a deficient vocabulary concerning lexical access in comparison with students without difficulties.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Vocabulary performance of students with and without difficulties learning to read and write

Silva

Alves

2021

Rev. CEFAC

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“…MLU has been divided into MLU-m (morpheme) and MLU-w (word), with the use of MLU-w, claimed as a more reliable measure for calculating the length of utterance as well as a more sensitive one to the child's language complexity (Nóro & Mota, 2019). socioeconomic background, i.e., middle-high SES (Fitriani, 2019).…”

Section: Introductionmentioning

confidence: 99%

Dialogic Reading to Promote the Underprivileged Pre-School Children's Expressive Language Ability

Asrifan

Setiawan²,

Ping³

et al. 2022

scr. j. j. linguist. engl. teach.

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Background: Children from low socioeconomic backgrounds in Indonesia have been facing challenges in terms of their literacy and language development. One of the possible reasons is that they are not used to receiving meaningful early reading interventions such as shared reading during their pre-school attendance. This phenomenon has brought to light the urgency of having an early intervention, which can accommodate the very diverse linguistic and cultural context of Indonesia- a multilingual and multicultural country. Methodology: This study employed an explanatory sequential mixed-method research design. The first phase was conducted in a quantitative one-group pre-experiment with pre-and post-test design. The second phase of this research was carried out in a qualitative case study through classroom observation and informal interviews with the teacher and the children. Findings: The findings of MLU calculation showed that for the pre-test, the mean score was 2.35, the median was 2.20 and the standard deviation was 0.53. Meanwhile, for the post-test, the mean score was 3.72, the median was 3.18 and the standard deviation was 1.38. The qualitative phase explored two main aspects, namely the implementation of dialogic reading activity by the teacher and the teacher as well as children’s opinions regarding the dialogic reading activity. Conclusion: This current study has offered an insight that dialogic reading activity could be well implemented by the teacher in a typical Indonesian pre-school setting. The dialogic reading activity was also found to contribute significantly to the development of children’s expressive language ability. Originality: The findings of this study have indicated dialogic reading potentials in terms of promoting children’s language development and just as importantly, sparking children’s joy of reading since their early years of formal education. Therefore, it is suggested that early childhood educators and parents work hand in hand to incorporate dialogic reading activity into their daily literacy practices at schools as well as at home.

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“…É possível notar que, ao longo dos anos na idade escolar, o vocabulário se expande, apresentando picos de desenvolvimento acelerado. No entanto, além das condições biológicas individuais, o vocabulário depende da interferência dos fatores ambientais presentes no contexto em que o indivíduo está inserido e pode ser influenciado por aspectos intrínsecos e extrínsecos, como o contexto familiar, escolar e o nível socioeconômico (3,4,6,7) .…”

Section: Introductionunclassified

Desempenho em vocabulário receptivo e variáveis sociodemográficas em escolares com queixa de dificuldades de aprendizagem

Alcântara

Azevedo

Messias

et al. 2021

Audiol., Commun. Res.

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RESUMO Objetivo Descrever e relacionar o desempenho do vocabulário receptivo em escolares com dificuldades de aprendizagem de diferentes gêneros, escolaridades e níveis socioeconômicos. Métodos Estudo documental, entre 2017 e 2019, considerando os dados demográficos gênero, escolaridade e nível socioeconômico da família. Os prontuários incluídos foram aqueles com avaliação fonoaudiológica completa. Para verificar o nível socioeconômico da família, foi utilizado o questionário da Associação Brasileira de Empresas de Pesquisa - ABEP e, para a habilidade do vocabulário receptivo, o Teste de Vocabulário por Figuras USP - TVfusp 139o. Nesse teste, o desempenho em vocabulário é classificado como “muito rebaixado”, “rebaixado”, “médio”, “elevado” e “muito elevado”. Para o critério de classificação apresentar-se na média, o escore de acertos por escolaridade é de 105,8 para o 2º ano, 112,8 para o 3º ano e 117,4 para o 4º ano. Resultados Dos 46 participantes da amostra, 31 (67,4%) eram do gênero masculino e 15 (32,6%) do feminino, com predomínio de estudantes no 4º ano (34,80%) e classe socioeconômica entre os níveis B2 e D-E. Na avaliação do vocabulário, 28 (60%) participantes obtiveram classificação média. Houve correlação entre a escolaridade e o desempenho em vocabulário receptivo (p=0,008) e entre a idade e o desempenho em vocabulário receptivo (p=0,007). Conclusão O desempenho em vocabulário receptivo avançou com a idade e a escolaridade, porém, não houve influência do nível socioeconômico.

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Relationship between mean length of utterance and vocabulary in children with typical language development

Cited by 6 publications

References 27 publications

Vocabulary performance of students with and without difficulties learning to read and write

Vocabulary performance of students with and without difficulties learning to read and write

Dialogic Reading to Promote the Underprivileged Pre-School Children's Expressive Language Ability

Desempenho em vocabulário receptivo e variáveis sociodemográficas em escolares com queixa de dificuldades de aprendizagem

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