Disentangling dyslexia from typical L2-learning in emergent literacy.

The present paper assessed how dyslexia can be identified in school children with another language than their first language. Participants were school children with Norwegian as their second language (L2), and two groups of children with Norwegian as their first language (L1): a control group (L1-Con), and a dyslexia group (L1-Dys). All were 2nd and 3rd graders who had attended Norwegian schools from 1st grade on.

Oral language skills and mental health in female prisoners: pragmatic skills are essential.

Introduction: There are strong indications of an elevated incidence of both language problems and problems with mental health among prisoners. We also know that women in prison are a particularly vulnerable group who often face conditions that foremost accommodate the needs of men. In order to adapt prison conditions to women's needs and give better help, we need more information about their characteristics.

Kindergarten screening tools filled out by parents and teachers targeting dyslexia. Predictions and developmental trajectories from age 5 to age 15 years.

The concept of early 'efforts' has led to discussions for and against introducing language assessment for all kindergarten children. Evidence-based kindergarten screening tools completed by close caregivers could solve this controversy as the children themselves would only be indirectly involved. The aim of this study was to see whether the scores of such early screening tools aiming at developmental dyslexia could predict school marks of literacy competence 10 years later, and to see whether these screening tools would reveal different dyslexia trajectories.

Auditive training effects from a dichotic listening app in children with dyslexia.

Dichotic listening (DL) taps information on the brain's language laterality, processing, and attention. Research has shown that DL responses in dyslexia deviate from the typical pattern. Here, effects of DL training and its correspondence to rapid naming (RAN) and digit span (DS) in typical children and children with dyslexia were assessed.

Emotional and behavioural needs in children with specific language impairment and in children with autism spectrum disorder: The importance of pragmatic language impairment.

Background: Language problems may negatively affect children's behaviour and have detrimental effects on the development of peer-relations.

Aims: We investigated and compared emotional and behavioural profiles in children with SLI and in children with ASD aged 6-15 years and explored to what extent pragmatic language problems contributed to the emotional and behavioural needs (EBN) in these clinical groups.

Methods And Procedures: The ASD group consisted of 23 children (19 boys; 4 girls) and the SLI group consisted of 20 children (18 boys; 2 girls).

Pragmatic language impairment in children with Noonan syndrome.

Noonan syndrome (NS) is a disorder causing symptoms like short stature, characteristic facial features, congenital heart disease, possible mental retardation, and pragmatic difficulties. This study describes the pragmatic skills in NS and discusses the linguistic profile of 17 informants aged 6-15 years, by comparing the participants' scores on the Children's Communication Checklist, 2nd edition (CCC-2) (Bishop, 2011), with a group of typically developing children of matching age and gender. Language impairments were common in the NS group.

The dynamics of narrative writing in primary grade children: writing process factors predict story quality.

In this study of third grade school children, we investigated the association between writing process measures recorded with key stroke logging and the final written product. Moreover, we examined the cognitive predictors of writing process and product measures. Analyses of key strokes showed that while most children spontaneously made local online revisions while writing, few revised previously written text.

Stable associations between behavioral problems and language impairments across childhood - the importance of pragmatic language problems.

This study investigated language function associated with behavior problems, focusing on pragmatics. Scores on the Children's Communication Checklist Second Edition (CCC-2) in a group of 40 adolescents (12-15 years) identified with externalizing behavior problems (BP) in childhood was compared to the CCC-2 scores in a typically developing comparison group (n=37). Behavioral, emotional and language problems were assessed by the Strengths and Difficulties Questionnaire (SDQ) and 4 language items, when the children in the BP group were 7-9 years (T1).

Language Impairments in Children With ADHD and in Children With Reading Disorder.

Objective: The objective of this study was to investigate language impairments (LI) in a nonclinical sample of children with ADHD, reading disorder (RD), and ADHD + RD, and to explore whether these groups could be differentiated from each other and a control group regarding different aspects of language.

Method: The groups were derived from a population-based sample of 5,672 children, 7 to 9 years. Language problems and the groups were defined from parent/teacher reports.

Language profiles and mental health problems in children with specific language impairment and children with ADHD.

Objective: This study aimed to explore whether children with specific language impairment (SLI) and children with ADHD can be differentiated from each other in terms of their language profiles, and also to investigate whether these two clinical groups differ regarding mental health problems.

Method: A total of 59 children in the age range 6 to 12 years participated in the study. The parents completed the Children's Communication Checklist-Second Edition and the Strengths and Difficulties Questionnaire.

Exploring language profiles for children with ADHD and children with asperger syndrome.

Objective: The aims of the present study was to investigate communication impairments in a Norwegian sample of children with ADHD and children with Asperger syndrome (AS) and to explore whether children with ADHD can be differentiated from children with AS in terms of their language profiles on the Norwegian adaptation of the Children's Communication Checklist Second Edition (CCC-2).

Method: The CCC-2 was completed by the parents, and altogether, 77 children aged between 6 and 15 years participated in the study.

Results: Communication impairments were as common in a group of children with ADHD as in a group of children with AS.

The usability of a Norwegian adaptation of the Children's Communication Checklist Second Edition (CCC-2) in differentiating between language impaired and non-language impaired 6- to 12-year-olds.

The aim of the present study was to evaluate if the Norwegian adaptation of the Children's Communication Checklist-2 (CCC-2) differentiates between a language impaired and a non-language impaired population and to make a first evaluation of the psychometric qualities of the questionnaire on a Norwegian sample. A total of 153 children aged 6-12 years participated in the study (45 language impaired and 108 non-language impaired). The Norwegian adaptation of the CCC-2 distinguished language impaired from non-language impaired children and thus seems to provide a useful screening tool for communication impairments in Norwegian children.

Assessment of pragmatic language impairment in children referred to psychiatric services: a pilot study of the Children's Communication Checklist in a Norwegian sample.

The aim of the present pilot study was to explore whether pragmatic language impairments are more prevalent among children referred to child psychiatric services (n=21) than among a comparison group of typically developing children (n=29) in the age range 8-10 years. A second and minor aim was also to assess the usability of a Norwegian translation of the Children's Communication Checklist (CCC). Communication disorders defined as a pragmatic score equal to or below 140 on the CCC were identified in a majority (0.