Waring, R., Eadie, P., Liow, S. R., & Dodd, B. (2016). Do children with phonological delay have phonological short-term and phonological working memory deficits? Child Language Teaching and Therapy,33(1), 33-46. doi:10.1177/0265659016654955
Background
• Phonological delay is a label given to those individuals who have speech sound error patterns that are usually normal for younger children, but the individuals with the delay have not yet mastered these phonological processes (Waring, Eadie, Liow, & Dodd, 2016).
• Pre-school aged children include children ages 3 to 5 years old (Waring, Eadie, Liow, & Dodd, 2016).
• Short-term memory is the process of information temporarily being stored in the brain (Waring, Eadie, Liow, & Dodd, 2016).
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This article is credible because it was published in the Child Language Teaching and Therapy Journal. It was also found on the SAGE Journals online database. The article was produced by researchers who come from well-known and respected universities around the world. The article was published in 2016, and it is only one year old. This indicates that the information is current and up to date compared to other older findings in the field. The data collection process is also thoroughly described in the methodology section of the article (Waring, Eadie, Liow, & Dodd, 2016).
Article Review This article discusses the differences between working memory and short-term memory in children who have either a phonological delay or typically developing speech. It aims at discovering whether there is any other language or cognitive aspects that are involved in phonological errors in children with phonological delay and the differences between phonological working memory and phonological short-term memory. This was measured using various memory tasks and measuring each child’s receptive vocabulary size (Waring, Eadie, Liow, & Dodd, 2016).
The subjects of this study are children that solely speak English and have typically developing speech and language skills and children that speak only English and have a phonological delay. These children had to have a score greater than 85 on the CELF P-2, the Clinical Evaluation of Language Fundamentals Preschool 2:
Theoretical Perspectives and Contexts of Language Developments are discussed in this chapter of Beverly Otto’s Language Development in Early Childhood Education (2014).
Early identification of speech, language or communication delay is important for a child or young persons’ well-being. All practitioners have a responsibility to identify children’s needs and intervene with appropriate support as early as possible, to help children achieve the goals of ‘Every Child Matters’ and progress towards the Early Learning Goals. The importance of early language and communication skills for children’s later achievements is now well documented and the need to provide support for children at this early stage is so that they can achieve their full potential. This means recognising a child’s difficulty quickly:
“Oral language is a skill that is acquired naturally by the young. The importance of its development in early childhood cannot be overemphasised. It underpins the whole scope of learning and is employed to question, to seek information and to proffer ideas. A child who has a well – grounded ability in oral language will usually be nicely poised to cope with reading and writing. Anyone who lacks this will be at a disadvantage.” (J.Fellowes & G.Oakley, 2010, pp4) It is a vital component of every human beings life as it is a means of communication and interaction with their family, friends and
Preschoolers with verbalization sound disorders have clinically consequential impairments in the engenderment of sound production of the ambient language. Although many of these produced sound errors resolve after several years (with or sometimes without intervention), developmental appropriate speech sound production is not always achieved. Some sound errors may continue into adulthood. Concretely, (Preston, Hull, & Edwards, 2013) intended to determine if preschool verbalization error types (e.g., atypical sound errors and distortion errors), which may reflect different levels of psycholinguistic processing, are indicative of school-age phonological awareness and verbalization sound outcomes.
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From this case study we understand it is important to act quickly to support children who have speech and language or communication needs, as language is crucial to learning and enables one to express thoughts in an organised way. Children with language delay may also find it harder to communicate and form relationships with others. They may become frustrated, leading to possible behaviour problems. Very young children in particular do not have the experience to recognise the reason for their
The report includes the use of research in linking to theories of language development and supporting children with EAL, practice, parent partnership in the form of gaining information on the interests of the child, observations, role of practitioners, and peers. Parents were also encouraged to stay within sessions.
The communication with your child starts way before the youngster can speak. From their cry, smile, and the responses they give you to help you understand his or her needs. Language developments have different stages that children pass through to assist them in the development of speech and languages. There are a plethora of factors which can inhabitants’ a child language development. However, these are amongst the top causes for language development such as a child’s inborn ability to learn language and the language the child hears.
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In previous research, it was found that there are significant deficits when comparing the composite working memory of both low socioeconomic status and high socioeconomic status children. These deficits impact the daily lives and futures of children from a low-income background. Working memory is a necessary cognitive ability needed in everyday life. It is needed to process information in short term memory and to maintain and manipulate information in the memory system actively. Even when the researchers controlled specific variables such as gender, ethnicity, and age, the deficit was still evident. The study conducted by Michele Tine at Dartmouth College was the first to compare the verbal working memory deficits and visuospatial working memory
The study solidified the theory that social interaction is key to a toddler developing his language. This study proved that children with mothers who talk and text frequently, or disengage from their children, are less likely to learn the new words. This disengagement distracts the toddler and thus interrupts the important cognitive processes occurring in the brain to map the new words. This study was effective because of the intention and concern in its design. The researchers did an amazing job explaining the material and taking great pains to control as many
Speech and language delays can be problematic for preschoolers, school aged children and adolescents. These delays range in degree of severity and have many causes; physical and developmentally. Communication plays a specific and important role to all people, especially, preschool children who are developing speech and language skills at fast rate. The consequences of these delays can be devastating for the children affected and can follow them into adulthood. These effects may include academic problems, social and emotional issues and may even lead into mental illness. Children with speech and language delays need professional intervention as young as possible. However even with intervention, some children are still at risk of suffering
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When children experience early speech difficulties they tend to be at risk later on. By being susceptible to language skills early on allows the child (ren) to be more proficiency and react in a way that contributes to them being able to express themselves in a way that causes them to use a variety of different phonemes and at the same time mix and maneuver other language and literacy skills. Numerous studies have found that there is a strong link between language problems, reading and overall academic achievement (Konza, 2006, Snow Burns and Griffin, 1998, Justice and Ezell, 2000).