Parental report of vocabulary in 3- to 6-year-old Polish children: Reliable but not valid.

Background: For over 30 years, parental reports have been used to study the vocabulary of children under 4 years of age. Research exploring parental checklists as a measure of vocabulary in older children is very limited. Typically, authors of parental checklists report the reliability of the developed tools but do not explore validity in terms of the agreement between parental assessments and the children's actual word knowledge.

Identifying developmental language disorder (DLD) in multilingual children: A case study tutorial.

Purpose: A long-standing issue in identifying developmental language disorder (DLD) in multilingual children is differentiating between effects of language experience and genuine impairment when clinicians often lack suitable norm-referenced assessments. In this tutorial we demonstrate, via a case study, that it is feasible to identify DLD in a multilingual child using the CATALISE diagnostic criteria, Language Impairment Testing in Multilingual Settings (LITMUS) assessment tools, and telepractice.

Method: This tutorial features a case study of one 6-year-old Urdu-Cantonese multilingual ethnic minority child, and seven age- and grade-matched multilinguals.

Letter-speech sound integration in typical reading development during the first years of formal education.

This study investigated the neural basis of letter and speech sound (LS) integration in 53 typical readers (35 girls, all White) during the first 2 years of reading education (ages 7-9). Changes in both sensory (multisensory vs unisensory) and linguistic (congruent vs incongruent) aspects of LS integration were examined. The left superior temporal cortex and bilateral inferior frontal cortex showed increasing activation for multisensory over unisensory LS over time, driven by reduced activation to speech sounds.

Relationship between physical activity and coping with stress in people with multiple sclerosis: A moderated mediation model with self-efficacy and disability level as variables.

Purpose: An increasing number of studies support the beneficial relationship between physical activity and stress coping in people with multiple sclerosis (MS). However, there has been limited understanding of the variables that may influence the nature of this relationship. Therefore, based on the social-cognitive framework and previous research, we aimed to examine the association between the habitual physical activity of people with MS and their coping effectiveness.

Early reading skills and the ventral occipito-temporal cortex organization.

Learning to read impacts the way the ventral occipitotemporal cortex (VOT) reorganizes. The postulated underlying mechanism of neuronal recycling was recently revisited. Neuroimaging data showed that voxels weakly specialized for visual processing keep their initial category selectivity (i.

Polish norms for a set of colored drawings of 168 objects and 146 actions with predictors of naming performance.

In this study, we present the first database of pictures and their corresponding psycholinguistic norms for Polish: the CLT database. In this norming study, we used the pictures from Cross-Linguistic Lexical Tasks (CLT): a set of colored drawings of 168 object and 146 actions. The CLT pictures were carefully created to provide a valid tool for multicultural comparisons.

Parental Report via a Mobile App in the Context of Early Language Trajectories: StarWords Study Protocol.

Social sciences researchers emphasize that new technologies can overcome the limitations of small and homogenous samples. In research on early language development, which often uses parental reports, taking the testing online might be particularly compelling. Due to logistical limitations, previous studies on bilingual children have explored the language development trajectories in general (e.

The cognitive basis of dyslexia in school-aged children: A multiple case study in a transparent orthography.

This study focuses on the role of numerous cognitive skills such as phonological awareness (PA), rapid automatized naming (RAN), visual and selective attention, auditory skills, and implicit learning in developmental dyslexia. We examined the (co)existence of cognitive deficits in dyslexia and assessed cognitive skills' predictive value for reading. First, we compared school-aged children with severe reading impairment (n = 51) to typical readers (n = 71) to explore the individual patterns of deficits in dyslexia.

Coping profiles in multiple sclerosis: Comparison of personal resources.

Background: Identifying the profiles of multiple sclerosis (MS) patients who employ similar patterns of coping may improve the understanding of how coping is associated with psychological adjustment. The purpose of this study was to identify the groups of MS patients using different coping strategies and compare the levels of psychological resources across the groups.

Methods: In this cross-sectional study 382 patients with MS completed a battery of self-report measures that assessed their use of different coping strategies, optimism, self-efficacy, health locus of control (HLC), and perception of disease.

Separating the influences of late talking and dyslexia on brain structure.

Being a late talker constitutes a risk factor for later neurodevelopmental disorders; however, its neurobiological basis remains unexplored. We aimed to determine the unique and mutual correlates of late talking and developmental dyslexia on brain structure and behavioral outcomes in a large sample of 8- to 10-year-old children in a between-groups design ( = 120). Brain structure was examined using voxel-based morphometry (to measure gray matter volume) and surface-based morphometry (to measure gray matter volume, cortical thickness, surface area, and curvature of the cortex).

Neural patterns of word processing differ in children with dyslexia and isolated spelling deficit.

There is an ongoing debate concerning the extent to which deficits in reading and spelling share cognitive components and whether they rely, in a similar fashion, on sublexical and lexical pathways of word processing. The present study investigates whether the neural substrates of word processing differ in children with various patterns of reading and spelling deficits. Using functional magnetic resonance imaging, we compared written and auditory processing in three groups of 9-13-year olds (N = 104): (1) with age-adequate reading and spelling skills; (2) with reading and spelling deficits (i.

The perceived impact of multiple sclerosis and self-management: The mediating role of coping strategies.

Low level of self-management in people with multiple sclerosis (MS) is considered to be a predominant factor that leads to poor rehabilitation efficacy. Studies focusing on the relationship between self-management and psychological variables that can be modified could contribute to expanding the knowledge needed to propose interventional programs aiming at patient activation. This study aimed to analyze whether coping strategies play a mediating role in the association between the perceived impact of MS and level of self-management in people with MS.

The brain signature of emerging reading in two contrasting languages.

Despite dissimilarities among scripts, a universal hallmark of literacy in skilled readers is the convergent brain activity for print and speech. Little is known, however, whether this differs as a function of grapheme to phoneme transparency in beginning readers. Here we compare speech and orthographic processing circuits in two contrasting languages, Polish and English, in 100 7-year-old children performing fMRI language localizer tasks.

Children With Dyslexia and Familial Risk for Dyslexia Present Atypical Development of the Neuronal Phonological Network.

Learning to read changes the brain language system. Phonological processing is the language domain most crucial for reading, but it is still unknown how reading acquisition modifies the neural phonological network in children who either develop dyslexia or are at risk of dyslexia. For the two first years of formal education, we followed 90 beginning readers with ( = 55) and without ( = 35) familial risk of dyslexia who became typical readers ( = 70) or developed dyslexia ( = 20).

Age of acquisition of 299 words in seven languages: American English, Czech, Gaelic, Lebanese Arabic, Malay, Persian and Western Armenian.

We present a new set of subjective Age of Acquisition (AoA) ratings for 299 words (158 nouns, 141 verbs) in seven languages from various language families and cultural settings: American English, Czech, Scottish Gaelic, Lebanese Arabic, Malaysian Malay, Persian, and Western Armenian. The ratings were collected from a total of 173 participants and were highly reliable in each language. We applied the same method of data collection as used in a previous study on 25 languages which allowed us to create a database of fully comparable AoA ratings of 299 words in 32 languages.

Reading and spelling skills are differentially related to phonological processing: Behavioral and fMRI study.

The manuscript reports a study on a large sample (N = 170) of Polish speaking 8-13 year old children, whose brain activation was measured in relation to tasks that require auditory phonological processing. We aimed to relate brain activation to individual differences in reading and spelling. We found that individual proficiency in both reading and spelling significantly correlated with activation of the left ventral occipito-temporal cortex encompassing the Visual Word Form Area which has been implicated in automatic orthographic activations.

Reading Acquisition in Children: Developmental Processes and Dyslexia-Specific Effects.

Objective: Decreased activation to print in the left ventral, dorsal, and anterior pathways has been implicated in readers with dyslexia (DRs) but also is characteristic for typical beginning readers. Because most studies have compared DRs with their age-matched peers, the observed results could represent a dyslexia phenotype or a developmental delay. This study aimed to disentangle reading and dyslexia effects using 2 control groups matched for age and skill and a longitudinal design.

Letter and Speech Sound Association in Emerging Readers With Familial Risk of Dyslexia.

In alphabetic scripts, learning letter-sound (LS) association (i.e., letter knowledge) is a strong predictor of later reading skills.

Neither action nor phonological video games make dyslexic children read better.

The prevalence and long-term consequences of dyslexia make it crucial to look for effective and efficient ways of its therapy. Action video games (AVG) were implied as a possible remedy for difficulties in reading in Italian and English-speaking children. However, the studies examining the effectiveness of AVG application in dyslexia suffered from significant methodological weaknesses such as small sample sizes and lack of a control group with no intervention.

How Does L1 and L2 Exposure Impact L1 Performance in Bilingual Children? Evidence from Polish-English Migrants to the United Kingdom.

Most studies on bilingual language development focus on children's second language (L2). Here, we investigated first language (L1) development of Polish-English early migrant bilinguals in four domains: vocabulary, grammar, phonological processing, and discourse. We first compared Polish language skills between bilinguals and their Polish non-migrant monolingual peers, and then investigated the influence of the cumulative exposure to L1 and L2 on bilinguals' performance.

Home Language Will Not Take Care of Itself: Vocabulary Knowledge in Trilingual Children in the United Kingdom.

Language input is crucial for language acquisition and especially for children's vocabulary size. Bilingual children receive reduced input in each of their languages, compared to monolinguals, and are reported to have smaller vocabularies, at least in one of their languages. Vocabulary acquisition in trilingual children has been largely understudied; only a few case studies have been published so far.

Prereader to beginning reader: changes induced by reading acquisition in print and speech brain networks.

Background: Literacy acquisition is a demanding process that induces significant changes in the brain, especially in the spoken and written language networks. Nevertheless, large-scale paediatric fMRI studies are still limited.

Methods: We analyzed fMRI data to show how individual differences in reading performance correlate with brain activation for speech and print in 111 children attending kindergarten or first grade and examined group differences between a matched subset of emergent-readers and prereaders.

A comparison of impact force reduction by polymer materials used for mouthguard fabrication.

Purpose: The essential function of mouthguards is protection against the effects of injuries sustained during sports activities. This purpose will be successfully achieved if appropriate materials ensuring sufficient reduction of the injury force are used for mouthguard fabrication.

Objective: The objective of the study was to investigate the force reduction capability of selected materials as well as to identify which material reduces the impact force to the highest degree.

The effects of bilingual status on lexical comprehension and production in Maltese five-year-old children: A LITMUS-CLT study.

This article investigates whether the bilingual status of 56 typically developing children aged 60-69 months influenced their lexical abilities. The participants were identified as Maltese-dominant (Me) (n = 21), English-dominant (Em) (n = 15) and balanced bilingual (ME) (n = 20) on the basis of language exposure and proficiency, as reported by their parents. Comprehension and production of nouns and verbs were measured using Cross-Linguistic Lexical Tasks (LITMUS-CLT) in Maltese (CLT-MT) and British English (CLT-EN).

Noun and verb knowledge in monolingual preschool children across 17 languages: Data from Cross-linguistic Lexical Tasks (LITMUS-CLT).

This article investigates the cross-linguistic comparability of the newly developed lexical assessment tool Cross-linguistic Lexical Tasks (LITMUS-CLT). LITMUS-CLT is a part the Language Impairment Testing in Multilingual Settings (LITMUS) battery (Armon-Lotem, de Jong & Meir, 2015). Here we analyse results on receptive and expressive word knowledge tasks for nouns and verbs across 17 languages from eight different language families: Baltic (Lithuanian), Bantu (isiXhosa), Finnic (Finnish), Germanic (Afrikaans, British English, South African English, German, Luxembourgish, Norwegian, Swedish), Romance (Catalan, Italian), Semitic (Hebrew), Slavic (Polish, Serbian, Slovak) and Turkic (Turkish).