Literacy promotion at the Montreal Children's Hospital.

The foundations for language and literacy are set in utero when babies hear the tone of their mother's voice (1). There is strong evidence of a positive relationship between early literacy experiences and language and academic outcomes (2). Unfortunately, many parents do not know about the benefits of reading to and with young children, and many children enter school without the basic skills needed to learn to read and succeed.

Predicting writing development in dual language instructional contexts: exploring cross-linguistic relationships.

This study examined whether decoding and linguistic comprehension abilities, broadly defined by the Simple View of Reading, in grade 1 each uniquely predicted the grade 6 writing performance of English-speaking children (n = 76) who were educated bilingually in both English their first language and French, a second language. Prediction was made from (1) English to English; (2) French to French; and (3) English to French. Results showed that both decoding and linguistic comprehension scores predicted writing accuracy but rarely predicted persuasive writing.

Neurological and magnetic resonance imaging findings in children with developmental language impairment.

Neurologic and radiologic findings in children with well-defined developmental language impairment have rarely been systematically assessed. Children aged 7 to 13 years with developmental language impairment or normal language (controls) underwent language, nonverbal cognitive, motor and neurological assessments, standardized assessment for subtle neurological signs, and magnetic resonance imaging. Nine children with developmental language impairment and 12 controls participated.

The clinical spectrum of developmental language impairment in school-aged children: language, cognitive, and motor findings.

Objective: Our goal was to evaluate detailed school-age language, nonverbal cognitive, and motor development in children with developmental language impairment compared with age-matched controls.

Methods: Children with developmental language impairment or normal language development (controls) aged 7 to 13 years were recruited. Children underwent language assessment (Clinical Evaluation of Language Fundamentals-4, Peabody Picture Vocabulary-3, Goldman-Fristoe Test of Articulation-2), nonverbal cognitive assessment (Wechsler Intelligence Scale for Children-IV), and motor assessment (Movement Assessment Battery for Children).