Sentences with phrase «language impairment at»

A study on language impairment at school entry age, and how we can better identify, diagnose and treat language disorders.

Led by Professor Norbury, SCALES is the first UK population study of risk for language impairment at school entry.

In the Manchester Language Study, individuals first identified as having a language impairment at 7 years of age were followed up at 8, 11, 16, 17 and 23 years to explore the impact of communication difficulties on their everyday lives.

Not exact matches

Other studies have linked insufficient levels of vitamin D during pregnancy with language impairment in children at 5 and 10 years of age.

«This study is an important scratch on the surface of the genetics of language impairment,» says Mabel Rice, a leading researcher of language disorders and genetics at the University of Kansas, Lawrence.

«You need language for jobs, for negotiating with people, for problem - solving — so people with language impairments are at much greater risk of not being to get or maintain employment,» she says.

A new study published in the current issue of Biological Psychiatry, by researchers at Cardiff University School of Medicine and the University of Bristol, suggests that there is a spectrum of attention, hyperactivity / impulsiveness and language function in society, with varying degrees of these impairments associated with clusters of genes linked with the risk for ADHD.

Lesaux's research focuses on the reading development and the health and well - being of children who are at risk for learning difficulties, including children from language - minority and low socioeconomic backgrounds, and children with language impairments.

Imagine Learning is a great tool used at Lafayette for our English Language Learners and Special Education scholars, particularly those identified with a specific learning disability in reading comprehension and / or a language impairment.

In New York City, thousands of students fall into one of three unique student population categories: English Language Learners, who speak a language other than English at home and score below proficient on English assessments when they enter the school system; District 75 students, who have significant cognitive and physical impairments and require a specialized school setting; and special education students, who have an identified disability and an individualized education plan.

Nevertheless, recent studies have begun to question whether incidental instruction through book reading may be substantial enough to significantly boost children's oral vocabulary development.19 Several meta - analyses, for example, have reported only small to moderate effects of book reading on vocabulary development.20 One group of researchers examined the added benefits of dialogic reading, an interactive reading strategy, on children's vocabulary growth and reported only modest gains for 2 - to 3 - year - olds.21 Further, these effects were reduced to negligible levels when children were 4 to 5 years old or when they were at risk for language and literacy impairments.

Oral language impairments also place children at risk for difficulties in reading comprehension.

These toxic stress - induced changes in brain structure and function mediate, at least in part, the well - described relationship between adversity and altered life - course trajectories (see Fig 1).4, 6 A hyper - responsive or chronically activated stress response contributes to the inflammation and changes in immune function that are seen in those chronic, noncommunicable diseases often associated with childhood adversity, like chronic obstructive pulmonary disease (COPD), cirrhosis, type II diabetes, depression, and cardiovascular disease.4, 6 Impairments in critical SE, language, and cognitive skills contribute to the fractured social networks often associated with childhood adversity, like school failure, poverty, divorce, homelessness, violence, and limited access to healthcare.4, 19,58 — 60 Finally, behavioral allostasis, or the adoption of potentially maladaptive behaviors to deal or cope with chronic stress, begins to explain the association between childhood adversity and unhealthy lifestyles, like alcohol, tobacco, and substance abuse, promiscuity, gambling, and obesity.4, 6,61 Taken together, these 3 general classes of altered developmental outcomes (unhealthy lifestyles, fractured social networks, and changes in immune function) contribute to the development of noncommunicable diseases and encompass many of the morbidities associated epidemiologically with childhood adversity.4, 6

A significant contributor to speech and language impairment in this population is the high rate of hearing loss (Laws 2014), particularly fluctuating conductive hearing loss from frequent middle ear infections, which has been observed to affect 93 % of one - year olds, with 68 % still affected at five years (Barr 2011).