Background: Research has investigated late-talking toddlers because they are at great risk of continuing to experience language-learning difficulties once they enter school and hence are candidates for early intervention. It is also important to consider this group of children with regards to the immediate characteristics which are detrimental to their development and for which early intervention has become increasingly available.
Aims: To review the literature on late-talking toddlers in order to identify the characteristics of this population whose importance has been clearly demonstrated, identify sources of incongruence in findings, and to underscore aspects of language delay at 2 years of age and characteristics about which additional knowledge is needed.
Main Contribution: The review highlights the need to define the language difficulties found in late-talking toddlers based on clinical profiles that go beyond the criterion of an expressive vocabulary delay. It also underscores the association between vocabulary delay and characteristics of the child such as social-emotional development and characteristics of the socio-familial environment such as language stimulation.
Conclusions: Future research should take into account the lack of homogeneity observed within the population of children with a vocabulary delay at 2 years of age and attempt to identify subgroups within late-talking toddlers. It should also consider a multifactorial perspective of child development to further the understanding of this phenomenon.
Download full-text PDF |
Source |
|---|---|
| http://dx.doi.org/10.1080/13682820701546854 | DOI Listing |
Publication Analysis
Top Keywords
Similar Publications
Is frontal EEG gamma power a neural correlate of language in toddlerhood? An examination of late talking and expressive language ability.
Brain Lang
October 2024
Roxelyn and Richard Pepper Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL 60201, USA; Department of Medical Social Sciences and Institute for Innovations in Developmental Sciences, Feinberg School of Medicine, Northwestern University, Chicago, IL 60611, USA. Electronic address:
Article Synopsis
- * Researchers found that higher frontal gamma power was linked to being a late talker even after considering other factors like age and current language skills.
- * However, no significant connection was found between frontal gamma activity and varied levels of expressive language ability, indicating it may help identify risk groups rather than measure language ability continuously.
Background: Public health measures implemented during the COVID-19 pandemic fundamentally altered the socioecological context in which children were developing.
Methods: Using Bronfenbrenner's socioecological theory, we investigate language acquisition among 2-year-old children (n = 4037) born during the pandemic. We focus on "late talkers", defined as children below the 10th percentile on the MacArthur-Bates Communicative Development Inventories-III.
Event-related potentials of familiar monosyllabic words with unexpected lexical tones: A picture-word study of Mandarin-speaking preschoolers with and without a history of late talking.
Dev Sci
November 2024
Department of Psychology, National Taiwan University, Taipei, Taiwan.
This study examined how Mandarin-speaking preschoolers with and without a history of late talking (LT) process familiar monosyllabic words with unexpected lexical tones, focusing on both phonological and semantic violations. This study initially enrolled 64 Mandarin-speaking toddlers: 31 with a history of LT (mean age: 27.67 months) and 33 without a history of LT (non-LT) (mean age: 27.
View Article and Find Full Text PDFVocabulary Acquisition and Usage for Late Talkers: The Feasibility of a Caregiver-Implemented Telehealth Model.
J Speech Lang Hear Res
January 2023
Department of Speech, Language, & Hearing Sciences, The University of Arizona, Tucson.
Purpose: This feasibility study examined a caregiver-implemented telehealth model of the Vocabulary Acquisition and Usage for Late Talkers (VAULT) protocol. We asked whether caregivers could reach fidelity on VAULT, if the protocol was socially and ecologically valid, and if late-talking toddlers could learn new words with this model.
Method: Five late-talking monolingual and bilingual toddlers and four caregivers participated.
The emergent literacy skills of 4- to 5-year-old children with and without a history of late talking.
Int J Speech Lang Pathol
February 2024
School of Health Sciences, Faculty of Medicine and Health, The University of Sydney, Camperdown, Australia.
Purpose: To explore the emergent literacy skills of 4- to 5-year-old children with a history of late talking (H-LT) and a history of typical development (H-TD) by: (1) determining if the two groups differ on measures of emergent literacy, and (2) identifying the proportion in each group presenting with weak emergent literacy profiles.
Method: The emergent literacy skills of 4- to 5-year-old children with a H-LT ( = 13) and a H-TD ( = 11) were compared on measures of phonological awareness, print awareness (including print concepts and letter-sound knowledge), and narrative. Cut-off scores reflecting weak performance for each measure were determined.
Want AI Summaries of new PubMed Abstracts delivered to your In-box?
Enter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!