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findings from the Telethon Institute for Child Health Research that show relatively common stressful events during pregnancy do not have a long term impact

Child health expert Fiona Stanley says effective action to break the cycle of disadvantage for Aboriginal children must begin well before they start school.

New research findings from the world's largest study predicting children's late language emergence has revealed that parents are not to blame for late talking

The Life Course Centre is a national centre funded by the Australian Research Council Centre of Excellence Scheme and hosted through the University of Queensland with collaborating nodes at the University of Western Australia, Sydney University and University of Melbourne.

This study investigates the heritability of language, speech, and nonverbal cognitive development of twins at 4 and 6 years of age.

Delayed or impaired language development is a common developmental concern, yet there is little agreement about the criteria used to identify and classify...

While autism spectrum disorder (ASD) and specific language impairment (SLI) have traditionally been conceptualized as distinct disorders, recent findings...

This study investigates relationships between methyl-CpG-binding protein 2 gene (MECP2) mutation type and speech-language abilities in girls with Rett syndrome.

The idea of the '30 million word gap' suggests families from more socioeconomically advantaged backgrounds engage in more verbal interactions with their child than disadvantaged families. Initial findings from the Language in Little Ones (LiLO) study up to 12 months showed no word gap between maternal education groups.

Unmet language and literacy needs are common among young people who are involved with youth justice systems. However, there is limited research regarding the functional text-level language skills of this population with regard to narrative macrostructure (story grammar) and microstructure (semantics and syntax) elements. In this study, we examined macrostructure and microstructure elements in the oral and written narrative texts of 24 adolescent students of a youth detention centre. The students, who were aged 14- to 17- years, were all speakers of Standard Australian English, and 11 (46%) students met criteria for language disorder (LD).