Learn Your Special Education Laws, Special Education Rights, and Share IEP Goal Ideas

Feb 14
Avatar of Jess

by Jess

Studying language development since I first became a Speech-Language Pathologist has become a never ending passion with sometimes surprising twists. New studies emerge almost daily with mind boggling results from MRI research, new computer generated programs and language investigations involving younger and younger children. One such new study, by developmental psychologist David Lewkowicz of Florida Atlantic University, describes recent research wherein scientists found that babies’ language development during the babbling stage, at about 6 months, makes a dramatic change. Their eye gaze begins to shift to the mouth. In other words, babies begin to actually study what the mouth is doing when it its making those funny speech sounds. Another study reported in Live Science in 2009 by Charles Q Choi, noted that French researchers had found that newborns cry with the same melodic pattern as their native language and suggests that infants begin picking up elements of language in the womb!

The therapeutic use of this information is encouraging for those of us who advise parents and teachers on how to help little ones learn language. It has been known for a long time that eye gaze is crucial to language development, that prosody works with phonology in language learning and that early vocabulary growth can predict reading success by age 6 years. All of these studies can be useful as guides when helping children with learning problems.

Language development for many children is difficult. My own child started speaking at 9 months, then stopped talking for several months, only for seemingly brand new language to emerge in a sort of muddle, with related learning problems surfacing in preschool. Studies at that time were trickling in about the relationship between talking and reading. Now we know so much more.

Here are three facts that every parent and teacher should know.

1. The very first one is that there is some arbitrary delineation inserted into oral and written language as a student moves through the grades that I believe is caused by the professionals given the responsibility of helping those with learning problems. Before kindergarten, the Speech-Language Pathologist is usually the first professional called upon for help. After kindergarten, it may be a reading specialist or resource specialist.

2. However, nearly 80% of all learning disabilities are language based. Typically the problem is first noticed in preschool as a “speech” problem and morphs into a reading/writing problem in elementary school when the underlying language disorder has already impacted learning.

3. The key features of language- phonology, semantics, syntax and pragmatics intertwine and interact with each other in every classroom, playground, sport or social activity, in both oral and written language. We communicate.

Below is a graphic representation of the development of literacy.

Below are some common signs of learning problems, kindergarten through 4th grade.

All parents and educators should make sure that students receive a complete speech-language evaluation if there are suspicions of learning problems.

REFERENCES

Aram DM, Nation JE. Preschool language disorders and subsequent language and academic difficulties. Journal of Communication Disorders 1980;13(2):159-170.

ASHA How Does Your Child Hear and Talk, American Speech-Language Association, www.asha.org

August GJ, Garfinkel BD. Behavioral and cognitive subtypes of ADHD. Journal of the American Academy of Child and Adolescent Psychiatry 1989;28(5):739-748.

Baker L, Cantwell DP. A prospective psychiatric follow-up of children with speech/language disorders. Journal of the American Academy of Child and Adolescent Psychiatry 1987;26(4):546-553.

Bashir AS, Scavuzzo A. Children with language disorders: natural history and academic success. Journal of Learning Disabilities 1992;25(1):53-65.

Beitchman JH, Brownlie EB, Inglis A, Wild J, Ferguson B, Schachter D, Lancee W. Wilson B. Mathews R. Seven-year follow-up of speech/language impaired and control children: psychiatric outcome. Journal of Child Psychology and Psychiatry and Allied Disciplines 1996;37(8):961-970.

Beitchman JH, Nair R, Clegg M, Ferguson B, Patel PG. Prevalence of psychiatric disorders in children with speech and language disorders. Journal of the American Academy of Child Psychiatry 1986;25(4):528-535.

Beitchman JH, Wilson B, Brownlie EB, Walters H, Inglis A, Lancee W. Long-term consistency in speech/language profiles: II. Behavioral, emotional, and social outcomes. Journal of the American Academy of Child and Adolescent Psychiatry 1996;35(6):815-825.

Brain : A Journal of Neurology 201008 133(Pt 8):2185-95 Language: eng Country: England Haskins Laboratories, 300 George St, Suite 900, New Haven, CT 06511, USA. May, 2010.

Cantwell DP, Baker L. Psychiatric and developmental disorders in children with communication disorder. Washington, DC: American Psychiatric Association; 1991.

Catts HW. The relationship between speech-language impairments and reading disabilities. Journal of Speech & Hearing Research 1993;36(5):948-958.

Hall PK, Tomblin JB. A follow-up study of children with articulation and language disorders. Journal of Speech and Hearing Disorders 1978;43(2):227-241.

Hinshaw SP. Externalizing behavior problems and academic underachievement in childhood and adolescence: causal relationships and underlying mechanisms. Psychological Bulletin 1992;111(1):127-155.

King RR, Jones C, Lasky E. In retrospect: A fifteen-year follow-up report of speech-language-disordered children. Language, Speech, and Hearing Services in the Schools 1982;13(1):24-32.

Moffitt TE, Silva PA. Neuropsychological deficit and self-reported delinquency in an unselected birth cohort. Journal of the American Academy of Child and Adolescent Psychiatry 1988;27(2):233-240.

Neergaard, Lauran , “ Babies Learn To Talk By Reading Lips, New Research Suggests” Huffington Post, 2/6/2012. Preston JL, Frost SJ, Mencl WE, Fulbright RK, Landi N, Grigorenko E, Jacobsen L, Pugh KR

Rissman M, Curtiss S, Tallal P. School placement outcomes of young language impaired children. Journal of Speech-Language Pathology & Audiology 1990;14(2):49-58.

Scarborough HS, Dobrich W. Development of children with early language delay. Journal of Speech & Hearing Research 1990;33(1):70-83.

Schachar R. Childhood hyperactivity. Journal of Child Psychology and Psychiatry and Allied Disciplines 1991;32(1):155-191.

Silva PA, Williams S, McGee R. A longitudinal study of children with developmental language delay at age three: later intelligence, reading and behaviour problems. Developmental Medicine and Child Neurology 1987;29(5):630-640.

Young AR, Beitchman JH, Johnson C, Douglas L, Atkinson L, Escobar M, Wilson B. Young adult academic outcomes in a longitudinal sample of early identified language impaired children and control children. Journal of Child Psychology and Psychiatry and Allied Disciplines 2002;43(5):635-645.

Walker D, Greenwood CR, Hart B, Carta J. Prediction of school outcomes based on early language production and socioeconomic factors. Child Development 1994;65(2):606-621.

Carol Murphy, MA, CCC-SLP
Director, Speech, Learning & Psychology Services
Santa Cruz, CA
www.carolmurphy.org
VN:F [1.9.22_1171]
Rating: 0.0/5 (0 votes cast)
Be Sociable, Share!
Create Your FREE Profile

Leave a Reply