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Introduction
Published in Anna Branagan, Melanie Cross, Stephen Parsons, Language for Behaviour and Emotions, 2020
Anna Branagan, Melanie Cross, Stephen Parsons
Figurative language is common in literature, and so students with well-developed reading skills will have been exposed to this type of language more frequently than those with reading difficulties. Idioms are also highly culturally based, and great fun can be had deciphering the meanings of idioms from other languages, but young people who speak English as an additional language (English language learners) will not have the same exposure to English idioms, and so this creates a further barrier. Researchers have identified that young people with DLD may have particular difficulty with figurative language (Bühler et al, 2018; Seigneuric et al, 2016). Because they are harder to decipher and can lead so easily to communication breakdowns, idioms have been prioritised over similes and metaphors in this book.
Disorders of Speech and Language
Published in John C Watkinson, Raymond W Clarke, Christopher P Aldren, Doris-Eva Bamiou, Raymond W Clarke, Richard M Irving, Haytham Kubba, Shakeel R Saeed, Paediatrics, The Ear, Skull Base, 2018
Suzanne Harrigan, Andrew Marshall
Language disorders are identified when a child presents with a language score on standardized tests two standard deviations from the child’s age and where there is no neurological, sensory, developmental or physical impairment that could account for the poor performance.12 Language disorders can therefore be accurately diagnosed only by a process of exclusion and it is vital that thorough and comprehensive assessments are carried out to rule out the presence of other difficulties. This group of children is a significant one, with studies suggesting that 5–7% of children starting school have such a disorder. The most commonly used term to describe this condition is developmental language disorder (DLD), and children with DLD may have difficulty in only one or in a combination of language and speech areas. There is no single known cause of DLD, with both intrinsic and extrinsic factors playing a part.13 However, genetics are known to have an influence, with evidence of strong family histories for DLD. More boys than girls present with DLD, with studies estimating ratios of around 3:1.
My two year old isn’t talking!
Published in Sarah Kuppen, Little Kids, Big Dilemmas, 2018
When a child is unable to produce speech correctly or fluently, she has a speech disorder. However, when there are difficulties understanding spoken language or expressing thoughts or ideas, then it is a language disorder. Developmental language disorder (DLD) is most often recognised through a difficulty in expressing meaning in words and sentences, in the absence of another intellectual or developmental condition. However, children with this impairment may also have difficulties understanding meaning in language. Estimates suggest that around 7 per cent of children have DLD (see www.asha.org). Amongst this group, a seven or eight year old might speak at the level of a typical three year old. She will say things such as ‘Anna goed there’ instead of ‘I went there’. She might also have difficulties understanding meaning, confusing who did what in the sentence – ‘The boy chased the cat’. The causes of developmental language disorder are not well understood. However, twin studies show clearly that genetic make-up is a strong indicator of which children will develop language impairments (Bishop, 2006).
How we measure language skills of children at scale: A call to move beyond domain-specific tests as a proxy for language
Published in International Journal of Speech-Language Pathology, 2023
Samuel D. Calder, Christopher G. Brennan-Jones, Monique Robinson, Andrew Whitehouse, Elizabeth Hill
Developmental language disorder (DLD) is a common childhood condition, which affects children’s ability to understand and use language compared to typically developing peers (Bishop et al., 2016; Bishop et al., 2017). Difficulties learning language can have a significant impact on overall development, and a range of difficulties persist well into adolescence and adulthood (Law et al., 2009). Recent international consensus efforts (Bishop et al., 2016, 2017) and updates to international classifications for disability (i.e. Diagnostic and Statistical Manual [DSM]-5; American Psychological Association [APA], 2013; International Classification of Diseases [ICD]-11; World Health Organisation [WHO], 2019) have outlined criteria for establishing a diagnosis of DLD. Briefly, DLD is diagnosed when language difficulties are persistent across language modalities (i.e. written and oral language) and into later development, cause a significant functional impact on communication and/or learning in everyday life, the deficits are not explained by another biomedical condition (such as autism, intellectual disability, or acquired brain injury), and the onset of symptoms occurs in early childhood (APA, 2013; Bishop et al., 2017; WHO, 2019).
Evaluation of elements in hair samples of children with developmental language disorder (DLD)
Published in Nutritional Neuroscience, 2023
Ayat Bani Rashaid, Mazin Alqhazo, Dianne F. Newbury, Heba Kanaan, Mohammad El-khateeb, Ahmad Abukashabeh, Feda Al-Tamimi
Despite wide-ranging research, the causes of DLD/SLI remain unknown. The disorder tends to run in families, where it co-occurs with other neurodevelopmental disorders such as dyslexia and ADHD [12,13]. Language ability and language disorders, particularly those that affect speech production, are both reported to have a significant heritable component [14], but there are also significant shared environmental effects, particularly at very young ages [15]. Most genetic investigations conclude that, in the majority of cases, DLD is a complex disorder involving complex interactions between many risk factors, both genetic and environmental. It is a heterogeneous disorder that have no apparent motoric etiology and includes deficits in both expressive language (e.g. grammar, syntax, and semantics) as well as receptive language. This heterogeneity of DLD obstructs accurate evaluation, effective treatment protocols, and causes problems in the identification of causal factors. [16].
Transbronchial Lung Cryobiopsy in children
Published in Expert Review of Respiratory Medicine, 2022
Children’s Diffuse Lung Disease (DLD) and Interstitial Lung Disease (chILD) are heterogeneous respiratory disorders. They prevail with persistent respiratory signs and symptoms that result in inappropriate gas exchange related to diffuse parenchymal lung changes on chest X-rays or computed tomography scans. These are considered diagnostic challenges among infants, children, and adolescents [1]. Studies reported that ILD is less common in children than in adults [2,3]. The cause of DLD (known as chILD) can vary by type amongst children, which is significantly different from the adult ILD. DLD is a general term covering chronic infections, vascular or parenchymal disorders, lymphoproliferative disorders, and malignancies. The chILD is a systemic disorder that comprises primary intrinsic lung diseases and secondary parenchymal involvement [4]. The nonspecific and heterogeneous nature of chILD makes its diagnosis more difficult, even using well-developed genetic testing, imaging, and noninvasive methods; hence, direct tissue histopathological examinations that require more invasive techniques become mandatory [5]. Therefore, histopathological investigations using tissue samples are considered the gold standard and ideal for diagnosing chILD [6,7].