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Language is one of the most remarkable developmental accomplishments of early childhood. Language connects us with others and is an essential tool for literacy, education, employment and lifelong learning.
The current study sought to increase our understanding of the factors involved in the early vocabulary development of Australian Indigenous children.
Speech and language therapists' (SLT) practice with cultural and linguistic diverse (CALD) populations with acquired and congenital neurogenic communication disorders in Denmark and Sweden is becoming more urgent due to demographic changes.
Research from large population-based studies investigating the language and academic outcomes for bilingual children is rare. The current study aimed to investigate the influence of dual language exposure on (i) English vocabulary outcomes at 5 years (126 bilinguals, 1675 monolinguals), and 10 years (vocabulary: 92 bilinguals, 1413 monolinguals:), and (ii) academic outcomes at 10 years (107 bilinguals, 1746 monolinguals).
Little is known about how or when language and visuospatial processing lateralise in the brain, and if individual differences in lateralisation are related to early language or visuospatial abilities. We explored if patterns of language and visuospatial lateralisation are related to cognitive skills in young children.
Children and adolescents with Intellectual Disability experience a worse Quality-of-Life (QoL) relative to typically developing peers. Thus, QoL evaluation is important for identifying support needs and improving rehabilitation effectiveness. Nevertheless, currently in Italy there are not tools with this scope. This study aims to translate and cross-culturally adapt the Quality-of-Life Inventory-Disability into Italian.
CDKL5 deficiency disorder (CDD) is a rare developmental and epileptic encephalopathy. Greater understanding of the smallest meaningful improvements for individuals with CDD in clinical trials and practice is needed for a person-centred approach to treatment efficacy. This study explored how parent/caregivers of people with CDD understood meaningful improvements and described change for priority functional domains including communication, gross motor, fine motor, feeding.
Professor Cate Taylor, is part of an International cohort of researchers to secure over €1.45million in grant funding from the EU’s Horizon 2020 programme.
The Education Department of Western Australia advocates for culturally responsive schools. Aboriginal Indigenous Education Officers are employed by schools to facilitate and enable the potential for Aboriginal school children to thrive in school settings.
Handedness has been studied for association with language-related disorders because of its link with language hemispheric dominance. No clear pattern has emerged, possibly because of small samples, publication bias, and heterogeneous criteria across studies.