The Relationship Between Prelinguistic Vocalization and Later Expressive Vocabulary in Young Children With Developmental Delay

McCathren, Rebecca B.; Yoder, Paul J.; Warren, Steven F.
August 1999
Journal of Speech, Language & Hearing Research;Aug1999, Vol. 42 Issue 4, p915
Academic Journal
This study tested the relationship between prelinguistic vocalization and expressive vocabulary 1 year later in young children with mild to moderate developmental delays. Three vocalization variables were tested: rate of all vocalization, rate of vocalizations with consonants, and rate of vocalizations used interactively. The 58 toddlers in the study were 17-34 months old, not sensory impaired, and had Bayley Mental Development Indices (Bayley, 1969; Bayley, 1993) from 35-85. In addition, the children had fewer than 3 words in their expressive vocabularies and during classroom observation each showed at least one instance of intentional prelinguistic communication before testing. Selected sections of the Communication and Symbolic Behavior Scales procedures (CSBS; Wetherby & Prizant, 1993) were administered at the beginning and at the end of the study. The vocal measures were obtained in the initial CSBS session. One measure of expressive vocabulary was obtained in the CSBS session at the end of the study. In addition, expressive vocabulary was measured in a nonstructured play session at the end of the study. We predicted that rate of vocalization, rate of vocalizations with consonants, and rate of vocalizations used interactively would all be positively related to later expressive vocabulary. The results confirmed the predictions.


Related Articles

  • Using the Test of Language Development with Language-Impaired Children. Newcomer, Phyllis; Hammill, Donald D. // Journal of Learning Disabilities;Oct1978, Vol. 11 Issue 8 

    Assesses the use of Test of Language Development (TOLD) in determining language-impaired children. Comparison of TOLD subtest scores achieved by children of normal language abilities and language-impaired; Internal consistency reliability of the TOLD when used with language-impaired children;...

  • Nonword Repetition and Child Language Impairment. Dollaghan, Chris; Campbell, Thomas F. // Journal of Speech, Language & Hearing Research;Oct1998, Vol. 41 Issue 5, p1136 

    Investigates a brief, processing-dependent, nonword repetition task, designed to minimize biases associated with traditional language tests. Administration and scoring method; Results.

  • Are parents of school-age children with specific language impairments accurate estimators of their child's language skills? Boynton Hauerwas, L.; Addison Stone, C. // Child Language Teaching & Therapy;Feb2000, Vol. 16 Issue 1, p73 

    This study was designed to examine the relative accuracy of parents' estimations of the language skills of school-age children (ages 5-7) with and without language impairments. The parents of children with language impairments were more accurate estimators than the parents of normally developing...

  • Dificultades de lenguaje en preescolares: Concordancia entre el test TEPSI y la evaluación fonoaudiológica. B., Luisa Schonhaut; L., Mariangela Maggiolo; O., Zulema De Barbieri; N., Paulina Rojas; V., Ana María Salgado // Revista Chilena de Pediatría;jul2007, Vol. 78 Issue 4, p369 

    Background: Language deficits cause difficulties in the family, school and social settings, so early detection and intervention are crucial. In Primary Care, children undergo developmental screening using the TEPSI test, which includes language at 4 years-old. Objective: Establish the frequency...

  • Difference in Standard Scores of Adults on the Peabody Picture Vocabulary Test (Revised and Third Edition). Pankratz, Mary; Morrison, Andrea; Plante, Elena // Journal of Speech, Language & Hearing Research;Jun2004, Vol. 47 Issue 3, p714 

    Differences in the standard scores for the Peabody Picture Vocabulary Test-Revised (PPVT-R; L. M. Dunn & L. M. Dunn, 1981) and the PPVT-Third Edition (PPVT-III; Dunn & Dunn, 1997b) are known to exist for children, with typically higher scores occurring on the PPVT-III. However, these tests are...

  • Initial Acquisition of Mental Graphemic Representations in Children with Language Impairment. Wolter, Julie A.; Apel, Kenn // Journal of Speech, Language & Hearing Research;Feb2010, Vol. 53 Issue 1, p179 

    Purpose: The authors examined initial acquisition of mental graphemic representations (MGRs) for a set of pseudowords in children with language impairment (LI). They also determined whether the linguistic properties of the words (i.e., phonotactic and orthotactic probabilities) influenced MGR...

  • A Preliminary Evaluation of Fast ForWord-Language as an Adjuvant Treatment in Language Intervention. Fey, Marc E.; Finestack, Lizbeth H.; Gajewski, Byron J.; Popescu, Mihai; Lewine, Jeffrey D. // Journal of Speech, Language & Hearing Research;Apr2010, Vol. 53 Issue 2, p430 

    Purpose: Fast ForWord-Language (FFW-L) is designed to enhance children's processing of auditory-verbal signals and, thus, their ability to learn language. As a preliminary evaluation of this claim, we examined the effects of a 5-week course of FFW-L as an adjuvant treatment with a subsequent...

  • The Internal Validity and Acceptability of the Danish SI-3: A Language-Screening Instrument for 3-Year-Olds. Bleses, Dorthe; Vach, Werner; Jørgensen, Rune N.; Worm, Torben // Journal of Speech, Language & Hearing Research;Apr2010, Vol. 53 Issue 2, p490 

    Purpose: To document the development of a new parent- and day care-administered screening instrument (the Screening Instrument for 3-Year-Olds [SI-3]) to be used in a newly implemented, educationally motivated population language screening in Denmark. The authors investigated whether the basic...

  • Hebrew language assessment measure for preschool children: A comparison between typically developing children and children with specific language impairment. Katzenberger, Irit; Meilijson, Sara // Language Testing;Jan2014, Vol. 31 Issue 1, p19 

    The Katzenberger Hebrew Language Assessment for Preschool Children (henceforth: the KHLA) is the first comprehensive, standardized language assessment tool developed in Hebrew specifically for older preschoolers (4;0–5;11 years). The KHLA is a norm-referenced, Hebrew specific assessment,...


Read the Article


Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics