HJIGJU456

1. AUTHOR(S)
1. Young,S., Purcell, A., Ballard, K., Liow, S., Ramos,S.(2012). Bilingual Children With
Nonsyndromic Cleft Lip and/or Palate: Language and Memory Skills. Journal of Speech,
Language & Hearing Research;Oct2012, Vol. 55 Issue 5, p1314DABSTRACT
Abstract: Research shows that monolingual children with cleft lip and/or palate (CLP) have a higher incidence of
cognitive-linguistic deficits,butit is not clear whether bilingual preschool children with CLP are especially vulnerable
because they need to acquire 2 languages. We tested the hypothesis that bilingual children with CLP score lower
than bilingual children with typical development (TD) on receptive vocabulary, verbal memory, and visuospatial
memory. Method: Participants were 86 bilingual CLP children and 100 TD children 3-6 years of age, dominant in
English or Mandarin.Each child completed assessments ofEnglish and Mandarin vocabulary, verbal and visuospatial
short-term and working memory, hearing, and articulation. Results: With analysis of covariance controlling for age
and dominant language, no group differences were found between the CLP and TD bilingual children, although a
correlational analysis indicated discrepancies in the relationship between variables.Conclusions: The findings do n ot
support the hypothesis that preschool children with CLP score lower than preschool children with TD on receptive
vocabulary and memorymeasures.Longitudinal research examining literacyskill developmentis needed to establish
whether the deficits reported for school-age monolingual children with CLP become more obvious in bilingual children
in later years, especially when the medium of instruction is the child's nondominant language.
2. Thompson HL., Viskochil DH., Stevenson DA., Chapman KL., (2010). Speech-language
characteristics of children with neurofibromatosis type 1. Am J Med Genet A. 2010
Feb;152A(2):284-90.
Abstract: Delays in speech and articulation development have been found in school-aged
children and adolescents with neurofibromatosis type 1 (NF1). This report examines speech and
language skills of preschool children with NF1. Nineteen 3- to 5-year-old children diagnosed
with NF1 were assessed using measures of articulation (GFTA-2), and receptive and expressive
language (CELF-P2). Significant differences were observed between mean scores obtained by
the group of children with NF1 compared to the validated controls from the speech and
language instruments (P < or = 0.009). Sixty-eight percent of the children exhibited delays in
speech and/or language. Thirty-two percent demonstrated delays in articulation, 37% percent
demonstrated delays in receptive language, and 37% exhibited delays in expressive language.
Sixteen percent of the children exhibited a voice disorder and 42% were judged to have a
resonance problem. No significant differences were observed on any of the measures of speech
and language for children with non-familial versus familial NF1. Results of this study support the
need for early assessment of speech and language problems for children diagnosed with NF1
and implementation of appropriate timely intervention as needed.

2. 3. Ratner, NB. (2013). Why talk with children matters: clinical implications of infant- and child-
directed speech research. Semin Speech Lang. 2013 Nov;34(4):203-14. Department of Hearing
and Speech Sciences, University of Maryland, College Park, College Park, Maryland.
Abstract
This article reviews basic features of infant- or child-directed speech, with particular attention
to those aspects of the register that have been shown to impact profiles of child language
development. It then discusses concerns that arise when describing adult input to children with
language delay or disorder, or children at risk for depressed language skills. The article
concludes with some recommendations for parent counseling in such cases, as well as methods
that speech-language pathologists can use to improve the quality and quantity of language
input to language-learning children.
4. Stock,CD., Fisher, PA.(2006). Language delays among foster children: implications for policy
and practice. Child Welfare. 2006 May-Jun;85(3):445-61. North Clackamas School District,
Clackamas County, OR, USA.
Abstract
This article highlights the centrality of language in early childhood development and the
potential for language delays to negatively affect long-term outcomes in educational and social
domains. Given the high rate of language delays in the foster care population, an emphasis
should be placed on assessing language skills among children ages 6 and younger entering
foster care. The authors describe several existing approaches to assessing language skills and
discuss obstacles to the widespread implementation of systematic evaluation among foster
children. Finally, the authors discuss the need for research and programming to establish
evidence-based practices that encourage the remediation of language delays in this highly
vulnerable population.
5. McLAUGHLIN, M. (2011). Speech and Language Delay in Children. Am Fam
Physician. 2011 May 15;83(10):1183-1188. University of Virginia School of Medicine,
Charlottesville, Virginia
Abstract: Speech and language delay in children is associated with increased difficulty with
reading, writing, attention, and socialization. Although physicians should be alert to parental
concerns and to whether children are meeting expected developmental milestones, there
currently is insufficient evidence to recommend for or against routine use of formal screening
instruments in primary care to detect speech and language delay. In children not meeting the
expected milestones for speech and language, a comprehensive developmental evaluation is
essential, because atypical language development can be a secondary characteristic of other
physical and developmental problems that may first manifest as language problems. Types of

3. primary speech and language delay include developmental speech and language delay,
expressive language disorder, and receptive language disorder. Secondary speech and language
delays are attributable to another condition such as hearing loss, intellectual disability, autism
spectrum disorder, physical speech problems, or selective mutism. When speech and language
delay is suspected, the primary care physician should discuss this concern with the parents and
recommend referral to a speech-language pathologist and an audiologist. There is good
evidence that speech-language therapy is helpful, particularly for children with expressive
language disorder.
6. Wallace, IF,. Berkman,ND.,, Watson,LR., Coyne-Beasley, T., Wood,CT., Cullen,K., Lohr, KN.
Screening for Speech and Language Delay in Children 5 Years Old and Younger: A Systematic
Review. Pediatrics. 2015 Aug;136(2):e448-62. doi: 10.1542/peds.2014-3889. Epub 2015 Jul 7.
Abstract
BACKGROUND AND OBJECTIVES:
No recommendation exists for or against routine use of brief, formal screening instruments in
primary care to detect speech and language delay in children through 5 years of age. This
review aimed to update the evidence on screening and treating children for speech and
language since the 2006 US Preventive Services Task Force systematic review.
7. Vohr, B.(2014). Speech and language outcomes of very preterm infants. Semin Fetal Neonatal
Med. 2014 Apr;19(2):78-83
Abstract
Speech and language impairments of both simple and complex language functions are common
among former preterm infants. Risk factors include lower gestational age and increasing illness
severity including severe brain injury. Even in the absence of brain injury, however, altered
brain maturation and vulnerability imposed by premature entrance to the extrauterine
environment is associated with brain structural and microstructural changes. These alterations
are associated with language impairments with lasting effects in childhood and adolescence
and increased needs for speech therapy and education supports. Studies are needed to
investigate language interventions which begin in the neonatal intensive care unit.
8. Asikainen M, Hannus S.(2013). Developing Speech. Duodecim. 2013;129(2):182-8.
Abstract
Speech and language development is essential in following up children's wellbeing. Assessment
of active early childhood vocabulary gives information about language development. Parents'
assessment is reliable until about 2 years. Studies show that children aged 1 year 6 months
have an average active vocabulary of dozens of words. Though individual variation is wide, most
children possess far more than a few words. Current screening practice may miss children with
language disorders. Support given from early on in child's own environment diminishes

4. challenges and prevents potential later problems, e.g. difficulties in learning and in social
relationships.
9. Kohnert,K.(2010). Bilingual children with primary language impairment: Issues, evidence and
implications for clinical actions. Volume 43, Issue 6, November 2010, Pages 456-473
Abstract: A clear understanding of how to best provide clinical serves to bilingual children with
suspected or confirmed primary language impairment (PLI) is predicated on understanding
typical development in dual-language learners as well as the PLI profile. This article reviews
general characteristics of children learning two languages, including three that challenge the
diagnosis and treatment of PLI; uneven distribution of abilities in the child's two languages,
cross-linguistic associations within bilingual learners, and individual variation in response to
similar social circumstances. The diagnostic category of PLI (also referred to in the literature as
specific language impairment or SLI) is described with attention to how language impairment, in
the face of otherwise typical development, manifests in children learning two languages.
Empirical evidence related to differential diagnosis of PLI in bilingual children is then reviewed
and issues related to the generalization of treatment gains in dual-language learners with PLI are
introduced. Learning outcomes: As a result of this activity, the careful reader will be able to (1)
describe general characteristics of typically developing dual-language learners, (2) explain how
primary language impairment (PLI) manifests in bilingual children, and (3) identify key clinical
issues and approaches to assessment and treatment on bilingual.
10. Merritt,DH., Klein,S.(2015). Do early care and education services improve language
development for maltreated children? Evidence from a national child welfare sample. Child
Abuse Negl. 2015 Jan;39:185-96.
Abstract
Young children under 6 years old are over-represented in the U.S. child welfare system (CWS).
Due to their exposure to early deprivation and trauma, they are also highly vulnerable to
developmental problems, including language delays. High quality early care and education (ECE)
programs (e.g. preschool, Head Start) can improve children's development and so policymakers
have begun calling for increased enrollment of CWS-supervised children in these programs.
However, it is not a given that ECE will benefit all children who experience maltreatment. Some
types of maltreatment may result in trauma-related learning and behavior challenges or
developmental deficits that cause children to respond to ECE settings differently. The current
study uses data from a nationally representative survey of children in the U.S. child welfare
system, the National Survey of Child and Adolescent Well-Being II, to assess whether young
CWS-supervised children (N=1,652) who were enrolled in ECE had better language
development outcomes 18 months later than those not enrolled in ECE. We also explore
whether the type of maltreatment that brought children to the CWS' attention moderates the
relationship between ECE and children's language development. After controlling for children's
initial scores on the Preschool Language Scale (PLS-3), type(s) of maltreatment experienced,
and child and caregiver demographics, we found that ECE participation predicted better PLS-3

5. scores at follow-up, with a positive interaction between ECE participation and supervisory
neglect. ECE seems to be beneficial for CWS-involved children's early language development,
especially for children referred to the CWS because they lack appropriate parent supervision at
home.
11. St Clair,. MC, Pickles., A, Durkin.K., Conti-Ramsden,G.(2011). A longitudinal study of
behavioral, emotional and social difficulties in individuals with a history of specific language
impairment (SLI). J Commun Disord. 2011 Mar-Apr;44(2):186-99.
Abstract
Children with specific language impairment (SLI) have often been reported to have associated
behavioral, emotional and social difficulties. Most previous studies involve observations at a
single time point, or cross sectional designs, and longitudinal evidence of the developmental
trajectories of particular difficulties is limited. The Strengths and Difficulties Questionnaire was
used to measure behavioral (hyperactivity and conduct), emotional and social (peer) problems
in a sample of individuals with a history of SLI at four time points from childhood (age 7) to
adolescence (age 16). A decrease in behavioral and emotional problems was observed from
childhood to adolescence, although emotional problems were still evident in adolescence. In
contrast, there was an increase in social problems. Reading skills and expressive language were
related only to behavioral problems. Pragmatic abilities were related to behavioral, emotional
and social difficulties. As a group, those with a history of SLI have poorer long term social and,
to a lesser extent, emotional outcomes. In contrast, behavioral difficulties appear to decrease
to normative levels by adolescence. Different aspects of early language abilities and reading
skills exert different types and degrees of influence on behavioral, emotional and social
difficulties.
12. Storkel, HL., Maekaw,J., Hoover, JR. (2010). Differentiating the effects of phonotactic
probability and neighborhood density on vocabulary comprehension and production: A
comparison of preschool children with versus without phonological delays. J Speech Lang Hear
Res. 2010 Aug;53(4):933-49.
Abstract
PURPOSE:
To differentiate the effect of phonotactic probability from that of neighborhood density on a
vocabulary probe administered to preschool children with or without phonological delays.

6. 13. Muluk, NB.1, Bayoğlu,B., Konuşkan,B., Anlar, B.(2013). Milestones of language development
in Turkish children. B-ENT. 2013;9(4):299-306.
Abstract
OBJECTIVES:
Language delays are common in childhood, may be associated with delays in other areas of
development, and can affect school performance. Various tests designed for general
developmental screening or specifically for language are used to assess developmental status in
preschool children. Knowledge of the probabilities of normal developmental milestones may
simplify detection of problems and delays. The aim of this study was to determine the
milestones of language development in Turkish children.
14. Prelock, P., Hutchins, T., Glascoe,F. (2008). Speech-Language Impairment: How to Identify
the Most Common and Least Diagnosed Disability of Childhood. Medscape J Med. 2008; 10(6):
136.
Abstract and Introduction
Abstract
Speech-language problems are the most common disability of childhood yet they are the least
well detected, particularly in primary care settings. The goal of this article is to: (1) define the
nature of speech-language problems, their causes, and consequences; (2) facilitate early
recognition by healthcare providers via accurate screening and surveillance measures suitable
for busy clinics; and (3) describe the referral and intervention process.