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language development test for 3-5-year-old children (3;0-5;11 years)-diagnostics of language and auditory memory: Retrospective analysis of children with bilateral cochlear implantation in early childhood

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HNO 2025年第5期73卷 321-334页

作者： Streicher, Barbara Kreibohm-Strauss, Kerstin Kroeger, Stefanie Kronesser, Dominique Seebens, Yvonne Glaubitz, Cynthia Metzeld, Dennis Lang-Roth, Ruth Cochlear Implant Ctr CIK Uniklin Koln Hals Nasen Ohrenklin & Kopf & Halschi Kerpener Str 62 D-50931 Cologne Germany Bult Zentrum Kinder & Jugendl Cochlear Implant Ctr Wilhelm Hirte Hannover Germany Albert Ludwigs Univ Freiburg Med FakUniv Klinikum Freiburg Klin & Poliklin Hals Nasen Ohrenheilkunde Sekt Implant Ctr ICF Freiburg Germany Univ Klinikum Carl Gustav Carus Tech Univ Dresden Sachs CI Zentrum Dresden Germany Hor & Sprachforderung Rhein Main GmbH Cochlear Implant Ctr CIC Rhein Main Friedberg Germany FAU Erlangen Nurnberg Uniklinikum Erlangen Hals Nasen Ohrenklin Kopf & Halschirurg Cochlear Implant Ctr CICERO Erlangen Germany

Background Fitting of a cochlear implant (CI) influences the development of auditory memory and thus the development of speech. Speech development is a prerequisite for the acquisition of written language and reading and, thus, the later educational biography. Materials and methods language development tests for 3-5-year-old children (SETK 3-5) represent a standardized procedure to assess receptive and expressive speech development as well as auditory memory. In a retrospective cross-sectional study, data of children who were fitted with bilateral CIs from six CI centers of the ACIR (Arbeitsgemeinschaft CI Rehabilitation) were evaluated. The study group was divided into groups that were analyzed on the basis of age (chronological age;LA) and hearing experience with CI (hearing age;HA). In addition, a distinction was made between CI surgery before the age of 1 year (CI <= 12 months) and CI surgery from the second to the fourth year of life (CI > 12 <= 48 months). The study group was then subdivided according to the SETK 3;0-3;11 years test into G1LA (CI <= 12 months), G2LA (CI > 12 <= 48 months), G1HA (CI <= 12 months), and G2HA (CI > 12 <= 48 months). The study group for the SETK 4;0-5;11 years test was subdivided into G3LA (CI <= 12 months), G4LA (CI > 12 <= 48 months), G3HA (CI <= 12 months), and G4HA (CI > 12 <= 48 months). Results The groups G1LA, G1HA, G3LA, and G3HA (CI <= 12 months) achieved age-appropriate values in all subtests of the SETK (3-5). Children who receive CI within the second year of life catch up in terms of language acquisition and some also develop language skills, but the T scores are below the age-adapted norm values. Children with a multilingual background show results below the norm of their hearing peers in both test settings (chronological age and hearing age). Conclusion Early provision of CI in the first year of life is an important prerequisite for children to develop age-appropriate language skills. Nevertheless, there is wide varia

关键词： Rehabilitation language development disorders language development Rehabilitation outcome language development disorders language development Rehabilitation outcome Prostheses and implants Rehabilitation

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Annual Research Review: How did COVID-19 affect young children's language environment and language development? A scoping review

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JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY 2025年第4期66卷 569-587页

作者： Zuniga-Montanez, Cecilia Davies, Catherine Ligoxygakis, Laurie Kascelan, Drasko Gonzalez-Gomez, Nayeli Univ Leeds Sch Languages Cultures & Soc Leeds LS2 9JT England Oxford Brookes Univ Ctr Psychol Res Oxford England Univ Essex Sch Hlth & Social Care Colchester England

A diverse body of research conducted since the start of Covid-19 has investigated the impact of the pandemic on children's environments and their language development. This scoping review synthesises the peer-reviewed research literature on this topic between 2020 and 2023. Following the Joanna Briggs Institute methodology and the PRISMA extension for scoping reviews, we searched five databases for studies that fulfilled the following inclusion criteria: studies with neurotypical (monolingual or multilingual) 0-6-year-old children;studies focusing on any area of language development, including sources describing literacy or educational practices that impacted language development;studies focusing in the context of the COVID-19 pandemic, with no restrictions of geographical location or language used by participants. Ninety-four eligible studies were identified for review. The extracted data were synthesised using frequency tables and narrative descriptions. Eligible studies used a wide range of data collection periods, methods, research sites, sample ages, sizes, and roles to fulfil 15 broad aims. They show that children's language-learning environments were significantly impacted, with variability over time and across the socioeconomic spectrum. Together they investigated diverse language domains, as well as several home, educational, and demographic factors that were hypothesised to impact children's language development. Of those studies that focused on language outcomes, most converge to suggest a decline in typical expectations of children's language development, including their social communication, vocabulary, morphosyntax, literacy, and language of schooling, as well as general communication skills, school readiness, and other areas of academic progress. Our synthesis suggests that children's language and environment were significantly impacted by COVID-19. This scoping review will support families, researchers, practitioners, and policymakers working with pa

关键词： Scoping review COVID-19 language development literacy early years primary education

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Trajectories of language development, cognitive flexibility and phoneme awareness knowledge in early childhood

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INTERNATIONAL JOURNAL OF language & COMMUNICATION DISORDERS 2025年第1期60卷 e13139页

作者： McNeill, Brigid Gillon, Gail Gath, Megan Woodward, Lianne Univ Canterbury Fac Educ Christchurch New Zealand Univ Canterbury Child Well Being Res Inst Christchurch New Zealand Univ Canterbury Fac Hlth Christchurch New Zealand

BackgroundEarly childhood is a critical period of language development. Yet less is known about how language growth relates to the development of phoneme awareness and cognitive flexibility during this *** examine the longitudinal associations between growth in phonological awareness and cognitive flexibility from 4 to 5 years in relation to three patterns of child language development: early, intermediate and *** & ProceduresA sample of 439 four-year-old children were recruited and underwent repeated language, phonological awareness and cognitive flexibility testing to age 5. Children were classified into three language development groups based on their listening comprehension: early, intermediate and late. Group-based trajectory modelling was then used to examine the relations between cognitive flexibility and phonological awareness over time in relation to language *** & ResultsEarly language developers were characterized by higher levels and greater improvement in language and phonological awareness skills between 4 and 5 years. Late language developers exhibited slower growth in expressive language development (in addition to lower receptive language at age 4). Intermediate and late language developers showed steeper growth in cognitive flexibility over the *** & ImplicationsFindings affirm the interconnected nature of phoneme awareness, cognitive and language skill development in early childhood. Results suggest the importance of targeting skills across literacy and executive functioning/regulatory domains for children with language difficulties.

关键词： emergent literacy language development phonological awareness self-regulation

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The role of socioeconomic factors and third-party support in language development for children with cochlear implants

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SCIENTIFIC REPORTS 2025年第1期15卷 1-9页

作者： Lee, Changhee Son, Se-Eun Moon, Il Joon Chung, Won-Ho Cho, Yang-Sun Hong, Sung Hwa Cho, Young Sang Sungkyunkwan Univ Sch Med Dept Otorhinolaryngol Head & Neck Surg Samsung Med Ctr 81 Irwon Ro Seoul 06351 South Korea Soree Ear Clin Seoul South Korea

It has been reported that the higher the parents' education level and income, the better language performance after cochlear implant (CI). We investigate whether socioeconomic factors (household income, parental education level, type of family, and location of residence) affect the language performance after CI even when all financial support for examination, hospitalization, surgery, and language rehabilitation program after CI was provided by a third-party. Of the 892 pediatric patients who underwent CI between 2007 and 2020 at our institution, data from 109 patients who received full financial support were analyzed retrospectively. Categories of Auditory Performance (CAP) and K-Ling test (reading and speech) scores (preoperative and 3, 6 and 12 months postoperative) were analyzed according to socioeconomic factors. With third-party support, there was no significant difference in language performance based on the household income and location of residence. However, there were significant differences in K-ling-reading (phoneme) according to father's and mother's education level, K-ling-speech (phoneme, phonology) according to mother's education level and CAP score according to type of family (single-parent family or not). Additionally, when the mother's education level was less than a university degree, the mean age at the time of CI surgery was 3.1 years old, higher than 2.7 years old for mothers with a university degree or more (p < 0.001). Parental education level and family type significantly affected language performance following CI, even when financial support was fully provided. Additionally, children underwent CI earlier when the maternal education level was high.

关键词： Cochlear implants language development Socioeconomic factors Rehabilitation of speech and language disorders Third-party support

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Evaluation of relationship between the language development and parental attitudes in children with cochlear implant

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INTERNATIONAL JOURNAL OF PEDIATRIC OTORHINOLARYNGOLOGY 2025年 189卷 112228-112228页

作者： Kocagul, Oznur Cavus Cetinkaya, Merve Meral Istanbul Aydin Univ Inst Postgrad Educ Program Audiol Inonu St 38 TR-34295 Istanbul Turkiye Istanbul Nisantasi Univ Fac Hlth Sci Dept Speech & Language Pathol Istanbul Turkiye Istanbul Aydin Univ Fac Hlth Sci Dept Audiol Istanbul Turkiye

Objective: The primary aim of this study was to examine the relationship between parental attitudes and language development in preschool children with cochlear implants. In addition, the study aimed to examine parental attitudes in relation to socio-demographic and cochlear implant related variables. Methods: This study is based on the relational survey model. A total of 47 children aged 2-5 years, 23 girls and 24 boys, and one of their parents were included in the study. Test of Early language development Test-3-Turkish Adaptation was applied to measure the language development levels of the children. In order to determine parental attitudes, 5-point Likert-type Parental Attitude Scale consisting of 46 items was completed by the parents. Results: Democratic attitudes were found to be the most common type of parental attitude (4.33 +/- 0.45). Significance was found for overprotective parental attitudes according to cochlear implant age and economic income level. Statistically significant, moderate negative correlation was found between overprotective parental attitude scores and receptive language, expressive language, and composite verbal language scores (r: 0.401;r: 0.337;r: 0.390;p < 0.05, respectively). Conclusion: It was concluded that there was a relationship between overprotective parental attitude and language skills of preschool children with cochlear implants. Overprotective parental attitudes were significantly associated with cochlear implant age and economic income level, with earlier cochlear implant age and higher income correlating with less overprotection.

关键词： language development Cochlear implant Parental attitude

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The Act of Transitions: Exploring Cultural Aptitude Through Drama for language development

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JOURNAL OF language IDENTITY AND EDUCATION 2025年第3期24卷 615-626页

作者： Jacobs, Rachael Western Sydney Univ Penrith Australia Western Sydney Univ Sch Educ Locked Bag 1797 Penrith NSW 2751 Australia

The use of drama pedagogies in language education has fast become internationally recognised for its unique, synthesised approach to language learning. For this reason, the field has experienced large-scale growth, as evidenced by drama and non-drama specialists bringing applied and educational linguistics and drama together. This paper aims to interrogate drama's ability to develop context-driven learning in the language classroom and looks more deeply at the affective embodied dimensions of drama for language development as a precursor to cultural aptitude. Data collected from a targeted drama program in Australia is used to discern patterns establish findings which contribute to linguistic and non-linguistic outcomes. This study suggests that drama helped students become more communicatively competent within an Australian secondary schooling environment, assisted by the cultural aptitude and skill development embedded within the program. This paper goes on to argue that that cultural aptitudes and skills can be developed as a result of the intertwinement of linguistic and cultural skills within the affective interactional contexts created by drama.

关键词： Affect drama drama pedagogy language development language education second language

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A Qualitative Exploration of Early Childhood Educators' Declared Practices when Supporting Preschoolers' Oral language development

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EARLY CHILDHOOD EDUCATION JOURNAL 2025年第2期53卷 551-562页

作者： Gingras, Marie-Pier McMahon-Morin, Pamela Rezzonico, Stefano Duchesne, Louise Univ Quebec Trois Rivieres Dept Orthophonie Trois Rivieres PQ Canada Ctr interdisciplinaire Rech readaptat & integrat s Quebec City PQ Canada Univ Montreal Ecole Orthophonie & Audiol Montreal PQ Canada Montreal Metropolitain Ctr Rech Interdisciplinaire Readaptat Montreal PQ Canada Inst Univ Readaptat Deficience Phys Montreal CIUSSS Ctr Sud Delile Demontreal Montreal PQ Canada

Verbal interactions between children and educators can support the language development of preschoolers when conversations are of high quality. Educators' conversations with preschoolers are known to be responsive, but they are not always sufficiently complex. Educators' talk and topics may be too simple to propel preschoolers' oral language development. Studies on professional development programs that focused on enhancing educators' use of language-supporting practices have shown inconsistent results. A better understanding of how educators use language supporting practices could contribute to the design and implementation of more effective professional development programs. Thus, the purpose of this qualitative study was to describe the declared practices of early childhood educators when they support the language development of preschoolers. Twelve early childhood educators were interviewed individually, and a thematic analysis was conducted. Educators' declared practices are described through five themes: (1) relationships first, (2) planning the day, (3) establishing a supportive environment, (4) encouraging children to talk, and (5) talking to children. Educators are aware of many of the strategies known to be effective in supporting early language development. However, very few of them declared using strategies that specifically support the language development of 4- and 5-years-old children. Finally, findings suggest that early childhood educators could be more cognizant of the importance of their own language regarding preschoolers' oral language development.

关键词： language-supporting practices Early childhood education language development Declared practices Qualitative research

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Childcare Center Attendance During the Covid-19 Pandemic: Boosting Cognitive and language development

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CHILD development 2025年第0期 2025 Apr 7页

作者： Narea, Marigen Soto-Ramirez, Pamela Abufhele, Alejandra Pontificia Univ Catolica Chile Escuela Psicol Santiago Chile Pontificia Univ Catolica Chile Ctr Adv Studies Educ Justice Santiago Chile Univ Adolfo Ibanez Escuela Gobierno Santiago Chile

The Covid-19 pandemic underscored the significance of early childhood education and care (ECEC) for children's development. We investigated the impact of attendance at ECEC programs following a closure period due to the pandemic. We used linear regression with a lagged dependent variable to examine assessments of children's cognitive and receptive language based on a sample of Chilean children (N = 809;age = 41.3 months in 2021). Results show that children who attended center-based care for more than 20 h a week demonstrated higher cognitive and receptive language levels than those who did not attend (3.2 and 2.9 points higher, respectively). Furthermore, our results highlight the importance of the intensity of attendance at ECEC programs for children's development.

关键词： attendance childcare Chile cognitive development language development

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Lateralization of Neural Speech Discrimination at Birth Is a Predictor for Later language development

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developmentAL SCIENCE 2025年第2期28卷 e13609页

作者： Bartha-Doering, Lisa Giordano, Vito Mandl, Sophie Benavides-Varela, Silvia Weiskopf, Anna Mader, Johannes Andrejevic, Julia Adrian, Nadine Ashmawy, Lisa Emilia Appel, Patrick Seidl, Rainer Doering, Stephan Berger, Angelika Alexopoulos, Johanna Med Univ Vienna Comprehens Ctr Pediat Dept Pediat & Adolescent Med Vienna Austria Univ Padua Dept Dev Psychol & Socializat Padua Italy Austrian Inst Technol Vienna Austria Med Univ Vienna Dept Psychoanal & Psychotherapy Vienna Austria

Newborns are able to neurally discriminate between speech and nonspeech right after birth. To date it remains unknown whether this early speech discrimination and the underlying neural language network is associated with later language development. Preterm-born children are an interesting cohort to investigate this relationship, as previous studies have shown that preterm-born neonates exhibit alterations of speech processing and have a greater risk of later language deficits. This investigation also holds clinical importance, as differences in neonatal speech discrimination and its functional networks may serve as predictors of later language outcomes. We therefore investigated neural speech discrimination using functional near-infrared spectroscopy in 92 preterm- and term-born neonates and its predictive value for language development in 45 of them. Three to five years later, preterm-born and term-born children did not significantly differ in language comprehension, sentence production, the use of morphological rules, or phonological short-term memory. In addition, the gestational age at birth was not a significant predictor of language development. Neural speech discrimination, in contrast, was strongly correlated with later phonological short-term memory. However, not the extent of speech discrimination, but rather its lateralization, was a predictor of language development. Children with less right hemisphere involvement-and therefore more left-lateralized speech discrimination at birth-showed better development of phonological short-term memory three to five years later. These findings suggest that the ability of fetuses to form memory traces is reflected by neonatal abilities to neurally discriminate speech, which in turn is a predictor for later phonological short-term memory.

关键词： fNIRS language language development language lateralization preterm birth speech speech discrimination

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Sensitivity to temporal synchrony in audiovisual speech and language development in infants with an elevated likelihood of autism: A developmental review

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INFANT BEHAVIOR & development 2025年 78卷 102026页

作者： Lozano, Itziar Campos, Ruth Belinchon, Mercedes Univ Autonoma Madrid Fac Psychol Dept Basic Psychol Ciudad Univ CantoblancoIvan Pavlov 6 Madrid 28049 Spain Polish Acad Sci Inst Psychol Neurocognit Dev Lab Jaracza 1 PL-00378 Warsaw Poland

Detecting temporal synchrony in audiovisual speech in infancy is fundamental for sociocommunicative development, especially for language acquisition. Autism is an early-onset and highly heritable neurodevelopmental condition often associated with language difficulties that usually extend to infants with an elevated likelihood of autism. Early susceptibilities in still unclear basic mechanisms may underlie these difficulties. Here, we discuss why sensitivity to temporal synchrony in audiovisual speech should be investigated in infants with an elevated likelihood of autism as a candidate mechanism underlying language difficulties. We then review direct and indirect eye-tracking evidence. Although scarce, some studies suggest that detection of temporal synchrony in audiovisual speech may be reduced in infant siblings (but evidence is mixed);however, this does not seem to account for language difficulties. Instead, a lack of relationship between selective attention to the articulating mouth and language development may be a plausible candidate mechanism. However, longitudinal studies tracking both sensitivity to temporal synchrony and selective attention to talking faces in the first year are needed for further clarification. Our discussion highlights gaps in the literature, future research directions and implications for domain-general approaches to the emergence of autism.

关键词： Infants with an elevated likelihood of autism Temporal synchrony Selective attention Audio-visual speech language development

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