1,166
Views
11
CrossRef citations to date
0
Altmetric
Original Articles

Detecting Preschool Language Impairment and Risk of Developmental Dyslexia

, &
Pages 295-311 | Received 11 Mar 2016, Accepted 02 Nov 2016, Published online: 28 Feb 2017

References

  • BDA. (2007). British Dyslexia Associtation: Definition of dyslexia. Retrieved August 12, 2008, from http://www.bdadyslexia.org.uk/about-dyslexia/faqs.html
  • Biancone, T. L., Farquharson, K., Justice, L. M., Schmitt, M. B., & Logan, J. A. R. (2014). Quality of language intervention provided to primary-grade students with language impairment. Journal of Communication Disorders, 49, 13–24. doi:10.1016/j.jcomdis.2014.03.001
  • Bishop, D. V. M. (1989). Test for reception of grammar. 2009 Norwegian translation by Solveig-Alma Lyster and Erna Horn (2nd ed.). Manchester, England: University of Manchester: The Author, Age and Cognitive Research Centre.
  • Bishop, D. V. M. (1997). Uncommon understanding: Comprehension in specific language impairment. East Sussex, UK: Psychology Press.
  • Bishop, D. V. M. (2003). The children’s communication checklist (2nd ed., CCC-2). London, England: Psychological Corporation.
  • Bishop, D. V. M., & Hayiou-Thomas, M. E. (2008). Heritability of specific language impairment depends on diagnostic criteria. Genes, Brain and Behavior, 7(3), 365–372. doi:10.1111/j.1601-183X.2007.00360.x
  • Bishop, D. V. M., & McDonald, D. (2009). Identifying language impairment in children: Combining language test scores with parental report. International Journal of Language & Communication Disorders, 44(5), 600–615. doi:10.1080/13682820802259662
  • Bloom, L., & Lahey, M. (1978). Language development and language disorders. New York, NY: John Wiley & Sons.
  • Bornstein, M. H., Hahn, C.-S., & Haynes, O. M. (2004). Specific and general language performance across early childhood: Stability and gender considerations. First Language, 24(3), 267–304. doi:10.1177/0142723704045681
  • Catts, H. W., Adlof, S. M., Hogan, T. P., & Weismer, S. E. (2005). Are specific language impairment and dyslexia distinct disorders? Journal of Speech, Language, and Hearing Research, 48(6), 1378–1396. doi:10.1044/1092-4388(2005/096)
  • Clark, K. A., Helland, T., Specht, K., Narr, K. L., Manis, F. R., Toga, A. W., & Hugdahl, K. (2014). Neuroanatomical precursors of dyslexia identified from pre-reading through to age. Brain, 137(12), 3136–3141. doi:10.1093/brain/awu229
  • Cohen, N. J., Farnia, F., & Im-Bolter, N. (2013). Higher order language competence and adolescent mental health. Journal of Child Psychology and Psychiatry, 54(7), 733–744. doi:10.111/jcpp.12060
  • Dunn, L. M., Dunn, D. M., & Styles, B. (2003). British Picture Vocabulary Scale (3rd ed.). London, England: GL Assessment.
  • Espenakk, U., Frost, J., Færevaag, M. F., Horn, E., Løge, I. K., Solheim, R. G., & Wagner, Å. K. H. (2011). TRAS. Observasjon av språk i daglig samspill [Observation of language in daily interplay!]. Stavanger, Norway: Nasjonalt Senter for leseopplæring og leseforskning. Universitetet i Stavanger.
  • Espenakk, U., Frost, J., Færevåg, M. K., Grove, H., Horn, E., Løge, I. K., Solheim, R. G., & Wagner, Å. K. H. (2003). TRAS. Tidlig registrering av språk [Early registration of language development]. Stavanger, Norway: Senter for leseforsking/Norwegian Reading Centre.
  • Frith, U. (1986). A developmental framework for developmental dyslexia. Annals of Dyslexia, 36, 67–81. doi:10.1007/BF02648022
  • Frith, U. (1999). Paradoxes in the definition of dyslexia. Dyslexia, 5(4), 192–214. doi:10.1002/(SICI)1099-0909(199912)5:4<192::AID-DYS144>3.0.CO;2-N
  • Frost, J., Færevaag, M. F., Horn, E., & Espenakk, U. (2011). Hva er TRAS og hvordan brukes det? [What is TRAS and how is it used?]. In U. Espenakk, E. Horn, & M. F. Færevaag (Eds.), TRAS. Observasjon av språk i daglig samspill [TRAS. observation of language in daily interaction] (pp. 8–16). Stavanger, Norway: Nasjonalt senter for Leseopplæring og Leseforskning/Norwegian Reading Centre.
  • Gabrieli, J. D. E. (2009). Dyslexia: A new synergy between education and cognitive neuroscience. Science, 325(5938), 280–283. doi:10.1126/science.1171999
  • Gibson, J., Adams, C., Lockton, E., & Green, J. (2013). Social communication disorder outside autism? A diagnostic classification approach to delineating pragmatic language impairment, high functioning autism and specific language impairment. Journal of Child Psychology and Psychiatry, 54(11), 1186–1197. doi:10.1111/jcpp.12079
  • Gilje, Ø. (2012). Funn i praksis. Ny kunnskap om barnehagen [Findings in practice. New knowledge on kindergartens]. The Norwegian Research Council (Series Ed.). Oslo, Norway: The Norwegian Research Council.
  • Gillberg, C. (2010). The ESSENCE in child psychiatry: Early symptomatic syndromes eliciting neurodevelopmental clinical examinations. Research in Developmental Disabilities, 31, 1543–1551. doi:10.1016/j.ridd.2010.06.002
  • Glascoe, F. P. (2000). Evidence-based approach to developmental and behavioural surveillance using parents’ concerns. Child: Care, Health and Development, 26(2), 137–149. doi:10.1046/j.1365-2214.2000.00173.x
  • Halvorsen, K., & Stjernø, S. (2008). Work, oil and welfare. Oslo, Norway: Universitetsforlaget.
  • Helland, T. (2012). Språk og dysleksi [Language and dyslexia]. Bergen, Norway: Fagbokforlaget.
  • Helland, T. (2015). RI-5. Dyslexia Risk Index; A questionnaire for parents and pre-school teachers. Bryne, Norway: InfoVest.
  • Helland, T., & Morken, F. (2015). Neurocognitive development and predictors of L1 and L2 literacy skills in dyslexia: A longitudinal study of children 5–11 years old. Dyslexia, 22(1), 3–26. doi:10.1002/dys.1515
  • Helland, T., Plante, E., & Hugdahl, K. (2011). Predicting dyslexia at age 11 from a risk index questionnaire at age 5. Dyslexia, 17(3), 207–226. doi:10.1002/dys.432
  • Helland, W. A., Biringer, E. V. A., Helland, T., & Heimann, M. (2009). 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. Scandinavian Journal of Psychology, 50(3), 287–292. doi:10.1111/j.1467-9450.2009.00718.x
  • Helland, W. A., Lundervold, A. J., Heimann, M., & Posserud, M.-B. (2014). Stable associations between behavioral problems and language impairments across childhood – The importance of pragmatic language problems. Research in Developmental Disabilities, 35, 943–951. doi:10.1016/j.ridd.2014.02.016
  • Høien, T., & Lundberg, I. (2012). Dysleksi: Fra teori til praksis [Dyslexia: From theory to practice]. Oslo, Norway: ad Notam, Gyldendal.
  • Hollund-Møllerhaug, L. (2010). Forekomst av språkvansker hos norske barn [ Prevalence of language impairment in Norwegian children]. Tidsskrift for Norsk Psykologforening, 47, 608–610.
  • Horn, E., Espenakk, U., Ottem, E., & Solheim, R. G. (2011). Validering av TRAS [Validation of TRAS]. In U. Espenakk, E. Horn, & M. F. Færevaag (Eds.), TRAS. Observasjon av språk i daglig samspill [Observation of language in daily interaction] (pp. 19–22). Stavanger, Norway: Nasjonalt Senter for Leseopplæring og Leseforskning.
  • Hulme, C., & Snowling, M. (2009). Developmental disorders of language and cognition. Chichester, England: Wiley-Blackwell.
  • Kristoffersen, K. E., Simonsen, H. G., Eiesland, E. A., & Henriksen, L. Y. (2012). Utvikling og variasjon i kommunikative ferdigheter hos barn som lærer norsk-en CDI-basert studie [ Development and variations in communication skills in children learning Norwegian - a CDI-based study]. Norsk Tidsskrift for Logopedi, 1, 34–43.
  • Lekhal, R., Zachrisson, H. D., Wang, M. V., Schjølberg, S., & Von Soest, T. (2011). Does universally accessible child care protect children from late talking? Results from a Norwegian population-based prospective study. Early Child Development and Care, 181(8), 1007–1019. doi:10.1080/03004430.2010.508558
  • Leonard, L. B. (1998). Children with specific language impairment. Cambridge, MA: MIT Press.
  • Lyytinen, H., Aro, M., Eklund, K., Erskine, J., Guttorm, T., Laakso, M., … Torppa, M. (2004). The development of children at familial risk for dyslexia: Birth to early school age. Annals of Dyslexia, 54(2), 184–220. doi:10.1007/s11881-004-0010-3
  • Matson, L. J., & Neal, D. (2010). Differentiating communication disorders and autism in children. Research in Autism Spectrum Disordes, 4, 626–632. doi:10.1016/j.rasd.2009.12.006
  • Ministry of Education and Research. (2005). Act no. 64 of June 2005 relating to kindergartens (the Kindergarten Act).
  • Ministry of Education and Research. Rammeplan for barnehagens innhold og oppgaver [Framework plan for the content and tasks of kindergartens]. Oslo, Norway: Author. Retrieved from https://www.regjeringen.no/globalassets/upload/kd/vedlegg/barnehager/engelsk/frameworkplanforthecontentandtasksofkindergartens.pdf
  • Ministry of Education and Research. (2010–2011). Læring og fellesskap [Learning together]. Oslo, Norway: Author.
  • Ministry of Education and Research (2011). Evaluation tools used to screen children's language used Norwegian kindergartens. Report from Expert committee appointed by the Ministry of Education and Research. Oslo, Norway: Ministry of Education and Research.
  • Morton, J., & Frith, U. (1995). Causal modeling: A structural approach to developmental psychopathology. In D. J. C. Dante Cicchetti (Ed.), Wiley series on personality processes: Vol. 1. Developmental psychopathology: Theory and methods (pp. 357–390). New York, NY: John Wiley & Sons.
  • Norbury, C. F., Tomblin, J. B., & Bishop, D. V. M. (2008). A note on terminology: Understanding language disorders. From theory to practice. Hove, England: Psychology Press.
  • Ozernov-Palchik, O., & Gaab, N. (2016). Tackling the “dyslexia paradox”: Reading brain and behavior for early markers of developmental dyslexia. Wiley Interdisciplinary Reviews: Cognitive Science, 7(2), 156–176. doi:10.1002/wcs.1383
  • Pennington, B. F., & Bishop, D. V. M. (2009). Relations among speech, language, and reading disorders. Annual Review of Psychology, 60(1), 283–306. doi:10.1146/annurev.psych.60.110707.163548
  • Roy, P., & Chiat, S. (2014). Developmental pathways of language and social communication problems in 9-11 year olds: Unpicking the heterogeneity. Research in Developmental Disabilities, 35, 2534–2546. doi:10.1016/j.ridd.2014.06.014
  • Shaywitz, B. A., Shaywltz, S. E., Pugh, K. R., Constable, R. T., Skudlarski, P., Fulbright, R. K., … Gore, J. C. (1995). Sex differences in the functional organization of the brain for language. Nature, 373(6515), 607–609. doi:10.1038/373607a0
  • Shaywitz, S. E., Shaywitz, B. A., Fletcher, J. M., & Escobar, M. D. (1990). Prevalence of reading disability in boys and girls. Results of the Connecticut Longitudinal Study. Journal of the American Medical Association, 264(8), 998–1002. doi:10.1001/jama.1990.03450080084036
  • Snowling, M. J., Duff, F. J., Nash, H. M., & Hulme, C. (2015). Language profiles and literacy outcomes of children with resolving, emerging, or persisting language impairments. Journal of Child Psychology and Psychiatry, 57(12), 1360–1369. doi:10.1111/jcpp.12497
  • Snowling, M. J., & Melby-Lervåg, M. (2016). Oral language deficits in familial dyslexia: A meta-analysis and review. Psychological Bulletin, 142, 498–545. doi:10.1037/bul0000037
  • Spanoudis, G. C., & Natsopoulos, D. (2011). Memory functioning and mental verbs acquisition in children with specific language impairment. Research in Developmental Disabilities, 32(6), 2916–2926. doi:10.1016/j.ridd.2011.05.011
  • Specht, K., Hugdahl, K., Ofte, S. H., Nygård, M., Bjørnerud, A., Plante, E., & Helland, T. (2009). Brain activation on pre-reading tasks reveals at-risk status for dyslexia in 6-year-old children. Scandinavian Journal of Psychology, 50, 79–91. doi:10.1111/j.1467-9450.2008.00688.x
  • Tomblin, J. B., Records, N. L., Buckwalter, P., Zhang, X., Smith, E., & O’Brien, M. (1997). Prevalence of specific language impairment in kindergarten children. Journal of Speech, Language, and Hearing Research, 40, 1245–1260. doi:10.1044/jslhr.4006.1245
  • Wadsworth, S. J., DeFries, J. C., Olson, R. K., & Willcutt, E. G. (2007). Colorado longitudinal twin study of reading disability. Annals of Dyslexia, 57(2), 139–160. doi:10.1007/s11881-007-0009-7
  • Wake, W., Tobin, S., Girolametto, L., Ukoumunne, O., Gold, L., Levickis, P., Sheehan, J., Goldfield, S., & Reilly, S. (2011). Outcomes of population based language promotion for slow to talk toddlers at ages 2 and 3 years: Lets’s Learn Language cluster randomised controlled trial. BMJ, 343(d4741), 1–10. doi:10.1136/bmj.d4741
  • Yew, S. G. K., & Kearney, O. (2013). Emotional and behavioural outcomes later in childhood and adolescence for children with specific language impairments: Metaanalyses of controlled prospective studies. Journal of Child Psychology and Psychiatry, 54(5), 516–524. doi:10.111/jcpp.12009
  • Zambrana, I. M., Pons, F., Eadie, P., & Ystrom, E. (2014). Trajectories of language delay from age 3 to 5: Persistence, recovery and late onset. International Journal of Language & Communication Disorders, 49(3), 304–316. doi:10.1111/1460-6984.12073

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.