View clinical trials related to Language Development.
Filter by:This study evaluates the effects of digital versus standard literacy promotion, as well as dialogic language behaviors and reading comprehension among infants when comparing the use of e-books to standard board books. Around half of the participants will receive standard board books at the 6, 9, and 12 month well visits, while the other half will receive digital e-books.
Treinta Millones de Palabras- Visitas al Hogar (TMP) is designed to intervene upon mothers' knowledge, beliefs, and behavior, which in turn influences their interaction with their children, impacting children's development. The investigators will measure change in mothers' knowledge, beliefs, and behavior during and after intervention, and measure impacts on children's development across major developmental domains. Specifically, the investigators will measure mothers' 1. Knowledge of child language development and the role of parents in that development 2. Beliefs about the malleability of intelligence and their role in shaping their children's intelligence 3. Interaction with their child, specifically their linguistic input and responsiveness to their child's communication Concurrently, the investigators will measure children's 1. Emergent oral language development, in both Spanish and English 2. Social-emotional development 3. Math and spatial reasoning skill development
The aim of this project is to test whether training parents to ask their children 'inference- eliciting' questions during book reading is effective in promoting story comprehension for 4-year-olds from a range of socio-economic backgrounds.
The Language Environment Analysis (LENA) system is a specific tool for the language environment analysis. Children aged from 18 months to 6 years old, with cochlear implants (CIs), wear an electronic device during a day and their language interactions are registered. Then the investigators can analyze with a specific software four different parameters (adult words, conversational turns, child vocalizations and media exposure) and compare them to the language ability of the children assessed by a speech therapist. With the results, the speech therapist can advise the parents how to improve the language environment to help their children with CIs for their language development. Parents are encouraged to follow these advices at home during few months (5 months +/-1 month). Then there is a new registration of the LENA device and another language assessment are performed, to see if there is any improvement. The investigators also measure the family participation. Hypothesis : There is an influence of the language environment measured by the LENA system on language development in children with cochlear implants.
The aim of this project is to test whether giving parents advice about book reading is effective in promoting language learning for infants from a range of socio-economic backgrounds.
This mentored student research project is funded by the Graduate Research Partnership Program with a projected timeline for data collection in the summer of 2015. Previous research has shown that language experience alters the way the human brain processes speech information. This phenomenon takes place very early in life and is referred to as Native Language Neural Commitment. For instance, as the Japanese language does not have the l-r speech sound contrast, Japanese infants start to show difficulty in hearing differences between the English l and r sounds at 12 months of age but not when they were at 6 months old. Learning the l-r distinction later in life proves to be very difficult for the Japanese school students and adults. Brain imaging studies have further revealed specific brain regions that are changed by language learning. But the evidence in support of the Native Language Neural Commitment theory is based on cortical-level measures. The proposed study extends the measurement to the subcortical level at the brainstem. The target language that the investigators are interested in studying is Mandarin Chinese, which is known for its use of lexical tones to express different words. For instance, the Chinese syllable "ma" means "mother" when it is spoken with a flat tone, and it means "hemp" when spoken with a rising tone. English, by contrast, does not employ lexical tones, and it is considered a non-tonal language. Does the Chinese learning experience fundamental change the way that pitch information is coded in the human brain? Does it happen at both cortical and subcortical levels? Previous research has shown evidence for a positive answer to both questions. But the direct evidence for brain-behavior correlations at the subcortical level is still missing. The proposed cross-language study will test Chinese-speaking and English-speaking adults to investigate Native Language Neural Commitment at the subcortical level. The investigators are interested in differences in the two subject populations by examining the relationship between brainstem pitch tracking and behavioral pitch perception in linguistic and nonlinguistic stimuli. The results of the proposed project will contribute to the understanding the role of the subcortical brainstem in Native Language Neural Commitment, which have significant implications for the development of auditory/speech training programs and assessment tools utilizing the brainstem frequency following measure to monitor progress in second language learning and test clinical populations.
The investigators will evaluate the effectiveness of a parent-child shared reading intervention run by The Reader Organisation. The investigators will be asking parents and children across Liverpool to either (i) attend a weekly shared reading programme or (b) to attend a weekly children's reading group at a library. The investigators will look at how the reading groups affect children's language development, by comparing children's language development before having gone to these groups and after they have attended these groups.
The aim of this project is to determine how shared reading promotes child language development, and to use this knowledge to make it an effective language-boosting tool for children from all social and economic backgrounds.
The purpose of this study is to adminster one of two education programs to parents of preterm infants in the NICU to evaluate language and cognitive outcomes of their infants.
This research investigates the ways in which preterm birth affects how very young children learn to speak and understand language, and how older children gain efficiency in language processing. The investigators observe how children at different ages learn new words and comprehend familiar words, how they communicate effectively with others, and how they use both linguistic and non-linguistic skills in problem-solving. All of the activities in the investigators' studies are designed to be age-appropriate and fun for children.