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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 12 of 12 1 Data resource profile: the Child LAnguage REpository (CLARE) Reilly, Sheena; Cini, Eileen; Gold, Lisa. - : Oxford University Press, 2018 BASE Show details 2 Data resource profile: The Child LAnguage REpository (CLARE) Reilly, Sheena; Cini, Eileen; Gold, Lisa. - : Oxford University Press, 2018 BASE Show details 3 Language Outcomes at 7 Years: Early Predictors and Co-Occurring Difficulties McKean, Cristina; Reilly, Sheena; Bavin, Edith L.. - : American Academy of Pediatrics, 2017 BASE Show details 4 Predicting Meaningful Differences in School-Entry Language Skills from Child and Family Factors Measured at 12 months of Age [<Journal>] McKean, Cristina [Verfasser]; Law, James [Sonstige]; Mensah, Fiona [Sonstige]. DNB Subject Category Language Show details 5 Predicting Meaningful Differences in School-Entry Language Skills from Child and Family Factors Measured at 12 months of Age McKlean, Cristina; Law, James; Mensah, Fiona. - : Springer Netherlands, 2016 BASE Show details 6 Levers for Language Growth: Characteristics and Predictors of Language Trajectories between 4 and 7 Years McKean, Cristina; Mensah, Fiona K.; Eadie, Patricia. - : Public Library of Sciences, 2015 BASE Show details 7 Developing relationships between language and behaviour in preschool children from the Early Language in Victoria Study: implications for intervention Bretherton, Lesley; Prior, Margot; Bavin, Edith L.. - : Routledge, 2014 BASE Show details 8 Profiles of language development in pre-school children: A longitudinal latent class analysis of data from the Early Language in Victoria Study Ukoumunne, O.C.; Wake, Melissa; Carlin, J.; Bavin, Edith L.; Lum, J.; Skeat, J.; Williams, J.; Conway, L.; Cini, Eileen; Reilly, Sheena. - : Wiley Blackwell Publishing, 2012 Abstract: Background: Pre‐school language impairment is common and greatly reduces educational performance. Population attempts to identify children who would benefit from appropriately timed intervention might be improved by greater knowledge about the typical profiles of language development. Specifically, this could be used to help with the early identification of children who will be impaired on school entry. Methods: This study applied longitudinal latent class analysis to assessments at 8, 12, 24, 36 and 48 months on 1113 children from a population‐based study, in order to identify classes exhibiting distinct communicative developmental profiles. Results: Five substantive classes were identified: Typical, i.e. development in the typical range at each age; Precocious (late), i.e. typical development in infancy followed by high probabilities of precocity from 24 months onwards; Impaired (early), i.e. high probabilities of impairment up to 12 months followed by typical language development thereafter; Impaired (late), i.e. typical development in infancy but impairment from 24 months onwards; Precocious (early), i.e. high probabilities of precocity in early life followed by typical language by 48 months. The entropy statistic (0.84) suggested classes were fairly well defined, although there was a non‐trivial degree of uncertainty in classification of children. That half of the Impaired (late) class was expected to have typical language at 4 years and 6% of the numerically large Typical class was expected to be impaired at 4 years illustrates this. Characteristics indicative of social advantage were more commonly found in the classes with improving profiles. Conclusions: Developmental profiles show that some pre‐schoolers' language is characterized by periods of accelerated development, slow development and catch‐up growth. Given the uncertainty in classifying children into these profiles, use of this knowledge for identifying children who will be impaired on school entry is not straightforward. The findings do, however, indicate greater need for language enrichment programmes among disadvantaged children. ; No Full Text Keyword: Clinical Sciences not elsewhere classified URL: https://doi.org/10.1111/j.1365-2214.2011.01234.x http://hdl.handle.net/10072/173381 BASE Hide details 9 Relationships between language impairment, temperament, behavioural adjustment and maternal factors in a community sample of preschool children Eadie, Patricia; Prior, Margot; Cini, Eileen... In: International journal of language & communication disorders. - Oxford : Wiley-Blackwell 46 (2011) 4, 489-494 BLLDB OLC Linguistik Show details 10 Relationships between language impairment, temperament, behavioural adjustment and maternal factors in a community sample of preschool children Prior, Margot; Bavin, Edith L.; Cini, Eileen. - : John Wiley & Sons, 2011 BASE Show details 11 The Early Language in Victoria Study (ELVS): A prospective, longitudinal study of communication skills and expressive vocabulary development at 8, 12 and 24 months Reilly, Sheena; Bavin, Edith; Bretherton, Lesley... In: International journal of speech language pathology. - Abingdon : Informa Healthcare 11 (2009) 5, 344-357 OLC Linguistik Show details 12 The early language in Victoria study (ELVS) : a prospective, longitudinal study of communication skills and expressive vocabulary development at 8, 12 and 24 months. Reilly, Sheena.; Bavin, Edith Laura.; Bretherton, Lesley.... In: International Journal of Speech-Language Pathology, 11(5): 344-357 (2009) BASE Show details

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