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The education word gap emerges by 18 months: findings from an Australian prospective study
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| 2 |
How many words are Australian children hearing in the first year of life?
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| 3 |
A replicable, low-burden mechanism for observing, recording and analysing mother-child interaction in population research
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Associations between maternal responsive linguistic input and child language performance at age 4 in a community-based sample of slow-to-talk toddlers
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| 5 |
CATALISE: A multinational and multidisciplinary Delphi consensus study. Identifying language impairments in children
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Language outcomes of children with cerebral palsy aged 5 years and 6 years: a population-based study
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| 7 |
CATALISE: A multinational and multidisciplinary Delphi consensus study. Identifying language impairments in children
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In: PLoS ONE , 11 (7) , Article e0158753. (2016) (2016)
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| 8 |
CATALISE: A multinational and multidisciplinary Delphi consensus study. Identifying language impairments in children
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| 9 |
Levers for Language Growth: Characteristics and Predictors of Language Trajectories between 4 and 7 Years
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| 10 |
Feasibility of automated speech sample collection with stuttering children using interactive voice response (IVR) technology
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| 11 |
Two-year outcomes of a population-based intervention for preschool language delay: An RCT
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| 12 |
Terminological debate over language impairment in children: forward movement and sticking points.
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In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2014)
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| 13 |
Profiles of language development in pre-school children: a longitudinal latent class analysis of data from the Early Language in Victoria Study: Profiles of pre-school language development
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In: Child: Care, Health and Development, Vol. 38, no. 3 (May 2012), pp. 341-349 (2012)
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| 14 |
Profiles of language development in pre-school children : a longitudinal latent class analysis of data from the early language in Victoria study
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Ukoumunne, O. C.; Williams, J.; Carlin, J.; Wake, M.; Cini, E.; Bavin, E. L.; Reilly, S.; Skeat, J.; Lum, J.; Conway, L.. - : Wiley-Blackwell Publishing, 2011
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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.
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Keyword:
development; impairment; language; latent class analysis; predictors; profiles
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URL: http://hdl.handle.net/10536/DRO/DU:30049022
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| 15 |
Outcomes of population based language promotion for slow to talk toddlers at ages 2 and 3 years: Let's Learn Language cluster randomised controlled trial
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| 17 |
The early language in Victoria study: predicting vocabulary at age one and two years from gesture and object use
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| 18 |
The early language in Victoria study : predicting vocabulary at age one and two years from gesture and object use
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In: Journal of Child Language, 35(3): 687-701 (2008)
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| 19 |
The Early Language in Victoria Study: Predicting vocabulary at age one and two years from gesture and object use
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In: Journal of Child Language, Vol. 35, no. 3 (Aug 2008), pp. 687-701 (2008)
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| 20 |
Predicting language at 2 years of age: a prospective community study
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In: Pediatrics, Vol. 120, no. 6 (Dec 2007), pp. e1441-e1449 (2007)
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