Research On Children With Speech Language Impairment

Identify and describe the different strategies and targets that can support children and young people’s speech, language and communication needs.

A longitudinal study done by Lansford et. al involved the observations of 574 children from the ages 5 to 21. The participants were recruited when they entered kindergarten in 1987 or 1988 at Tennessee and Indiana. The parents of the children were randomly approached and asked if they would take part in the longitudinal study. Detailed interviews concerning the child’s developmental history were conducted with their mothers before they had entered kindergarten. In these interviews, the mothers were

The classroom sites that were studies were state preschools, Head Start, Title 1, Tuition-based programs, full-day programs, and half-day programs. Eighty-one percent of the children were 4-year old, 19% were 5-year-olds. “The gender was balanced, and included 36% African American, 31% White, 20% Hispanic/Latino, 10% multi-race, and 3% Asian. Approximately 23% of the children were ELLs. The mean percentage of children eligible for early childhood special education (with IEPs) was 11%. This also varied across program types with 15% of children in Head Start programs having IEPs and 3% of children in Tuition-Based programs. Regarding parent/caregiver educational attainment in the overall sample, 22% of parents reported having less than high school, 23% had high school diplomas or general education development (GED),

1.1 Explain each of the terms; a) Speech b) language c) communication d) speech , language and communication needs .

Early childhood. During the 1990s, the nation was inundated with reports on the importance of the early years on children's brain development and later cognitive achievement. While some of the reports may have overstated the issue and understated the importance of a child's later years on development, evidence suggests that the early years may be a critical period of development in which family poverty has particularly strong effects on young children. As seen in Table 1, poverty occurring early in a child's life (age two to four) is associated with large effects on indices of child school readiness and cognitive outcomes.

In the book Early Childhood Education Today 11th Edition, we read that “Family-centered practice is one of the cornerstone features of early childhood special education. This follows the fundamental notion that children’s development is influenced by their environment: their family, teachers, school, town, media, governmental systems, and so on.” (MORRISON, 2009) The first thing we as teachers must do is acknowledge that the children’s families are the first and most important teachers of their children and recognize the long-term effect families have on the attitudes and accomplishments of their children . For the edification of today’s youth there are potential positive responses to be obtained through working with a child’s parents as

With the already high-impact pressures that are put on students in education these days, difficulties in speech and language only escalate their stress. Due to the progress made in technology though, several of these children can adapt to their educational environments smoothly and without concern.

Not all children come from homes that have the time or knowledge to incorporate and promote pre-literacy skills, social skills or fine/gross motor development. These particular students do not start school with the same readiness as those of their peers, who were exposed either in their own homes or in a developmental setting.

Christina J. Groark, Stephanie K. McCarthy, Afton R. Kirk. (2014). Early Child Development: From Theory to Practice. Bridgepoint Education, Inc.

This study took into account the students’ mobility and the negative relationship it has on students’ reading and math scores. This study determined that grade retention was lowered with early intervention. This research was conducted on low-income students in the Chicago inner city. The early intervention for students not only provided academic teaching, it also provided help for the families of the children in the program. This, in turn, helped the families to improve their home-life and the academic well-being of the family. The study proved that providing extended training for the students helped promote stability for the students which also helped with their academic growth. Students achieved more when they stayed in an environment that was consistent from year to year. Another finding and positive effect that pre-k had on students was that it provided them a good start and with a positive learning environment. All of these practices including the early intervention was a part of the preschool

The first study deals with the age at which each participant started, the degree of their hearing loss and children’s speech production, language development, and auditory skills that were evaluated when they finished the program. Also, during this study information from the family was taken regarding their view on the time they started early intervention for their child. The first set of results found that the pretest scores of Group one, the youngest children scored the lowest on expressive and receptive language while the oldest group, Group three, scored the highest. On the other hand, when given the posttest, Group one scored higher than Group three. For speech production and auditory discrimination, all groups were at a basic level. At the

According to Powell (2003) relations between parents and early childhood educators in the United States represent a mixed picture. Parents have the primary responsibility for educating their children. As the child’s first and most important teacher, parents provide the experiences that promote life skills, abilities, and attitudes that promote school success (Pelletier & Brent, 2002). The family significantly impacts children’s development and is influential in shaping every aspect of their lives (Ortiz & Flanagan, 2002). Parents’ values and perceptions concerning their child’s education are embedded in their cultural system and are multigenerational.

When children experience early speech difficulties they tend to be at risk later on. By being susceptible to language skills early on allows the child (ren) to be more proficiency and react in a way that contributes to them being able to express themselves in a way that causes them to use a variety of different phonemes and at the same time mix and maneuver other language and literacy skills. Numerous studies have found that there is a strong link between language problems, reading and overall academic achievement (Konza, 2006, Snow Burns and Griffin, 1998, Justice and Ezell, 2000).

Reynolds studies in 1996. Reynolds investigated the effects of preschool intervention versus school achievement in the sixth grade. Because of cognitive readiness at kindergarten entry due to preschool, children in the sixth grade showed significantly higher reading and math achievement with a lower incidence of grade retention. Evidence suggests that early school adjustment is positively associated with parental education, socioeconomic status, and children’s ethnicity (Ladd, 1987; Reynolds, 1991). These environmental entry factors are relative to the challenges of school and influence early adaptation. Parental education and income may afford advantages that lead to cognitive maturity prior to entry into kindergarten. A low socioeconomic status may produce increased stress in a family as well as diminished resources, and may influence the child through parenting practices and lack of warmth and acceptance. In American society, certain ethnic minorities have increased risk to psychological problems due to race discrimination and prejudice. This results in a higher amount of behavioral problems and lower academic achievement. These environmental entry factors effect a child’s psychological adjustment indirectly due to the many contributing factors to be considered. The socioeconomic status includes many demographic factors including: single parent families or larger families which mean decreased attention toward the child, amount of income or

In a study completed by the Family Life Project, researchers explored the possible connection between highly emotionally supportive and structured kindergarten classrooms, and howy could predict the level and growth of first through third grade achievement in academics and social situations (Mokrova 2015, p. 1). As educators, it is important to create an environment where the children have relations and interactions