Topic Editor : Susan Rvachew, PhD, McGill University, Canada.
While the nature of the mental activity that underlies language learning is widely debated, there is considerable agreement that the course of language development is influenced by determining factors in at least five fields: social, perceptual, cognitive processing, conceptual and linguistic. As well, although individual differences among children do exist, language development has predictable sequences. Most children begin speaking during their second year, and by age two are likely to know at least 50 words and are able to combine them in short phrases. By age four to six, most children understand the idea of a sentence.
The amount and kind of language stimulation at home and family stresses such as child abuse contribute to children’s language development. As well, the quality of interaction between a caregiver and a child – such as when playing word games or reading books – plays an important role in literacy outcomes. Children’s skills progress more quickly and readily in instructional interactions characterized by sensitive, responsive and non-controlling adult input. Other aspects of parental behaviors, such as frequent and regular participation to learning activities and the provision of age-appropriate learning materials, favour the child’s literacy outcomes.
Children with impaired language development are at greater risk for later behavioural problems, academic difficulties, learning disabilities and anxiety disorders. The most common behavioural problem is Attention Deficit Hyperactivity Disorder (ADHD); studies also show high rates of internalizing problems such as shyness and anxiety. Children with speech impairments are more likely to have difficulty with phonological processing, phonological learning and literacy.
Phonemic awareness refers to the ability to identify, compare and manipulate the smallest units of spoken words, phonemes. Phonemic awareness and vocabulary skills are, respectively, the best predictors of reading and reading comprehension. Some children are sufficiently competent in listening and talking, but have poor phonological processing abilities. At school entry, these children may be viewed as being at risk for reading disorder.
Finally, there is a markedly disproportionate representation of children who are poor and who belong to ethnic or racial minorities among those who struggle with reading.
* This topic was developed in 2004 with the collaboration of the Canadian Language and Literacy Research Network (CLLRNet).
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