Expressive and receptive language skills in preschool children from a socially disadvantaged area

Show simple item record Ryan, Aisling Gibbon, Fiona E. O'Shea, Aoife 2018-06-28T15:52:22Z 2018-06-28T15:52:22Z 2015-11-26
dc.identifier.citation Ryan, A., Gibbon, F. E. and O’Shea, A. (2016) 'Expressive and receptive language skills in preschool children from a socially disadvantaged area', International Journal of Speech-Language Pathology, 18(1), pp. 41-52. doi: 10.3109/17549507.2015.1089935 en
dc.identifier.volume 18 en
dc.identifier.startpage 41 en
dc.identifier.endpage 52 en
dc.identifier.issn 1754-9507
dc.identifier.doi 10.3109/17549507.2015.1089935
dc.description.abstract Purpose: Evidence suggests that children present with receptive language skills that are equivalent to or more advanced than expressive language skills. This profile holds true for typical and delayed language development. This study aimed to determine if such a profile existed for preschool children from an area of social deprivation and to investigate if particular language skills influence any differences found between expressive and receptive skills. Method: Data from 187 CELF P2 UK assessments conducted on preschool children from two socially disadvantaged areas in a city in southern Ireland. Result: A significant difference was found between Receptive Language Index (RLI) and Expressive Language Index (ELI) scores with Receptive scores found to be lower than Expressive scores. The majority (78.6%) of participants had a lower Receptive Language than Expressive score (RLI < ELI), 18.2% of participants had a higher Receptive score than score (RLI > ELI), with very few (3.2%) having the same Receptive and Expressive scores (RLI = ELI). Scores for the Concepts and Following Directions (receptive) sub-test were significantly lower than for the other receptive sub tests, while scores for the Expressive Vocabulary sub-test were significantly higher than for the other expressive sub tests. Conclusion: The finding of more advanced expressive than receptive language skills in socially deprived preschool children is previously unreported and clinically relevant for speech-language pathologists in identifying the needs of this population. en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher Taylor & Francis en
dc.rights © 2015 The Speech Pathology Association of Australia Limited. This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Speech-Language Pathology, on 26 Nov 2015, available online: en
dc.subject Expressive language en
dc.subject Receptive language en
dc.subject Preschool aged children en
dc.subject CELF P2 en
dc.subject Social disadvantage en
dc.subject Communicative development inventory en
dc.subject Unusual phonological behavior en
dc.subject Early risk-factors en
dc.subject Socioeconomic-status en
dc.subject Working-memory en
dc.subject Lexical development en
dc.subject Impaired children en
dc.subject Word order en
dc.subject Comprehension en
dc.subject Age en
dc.title Expressive and receptive language skills in preschool children from a socially disadvantaged area en
dc.type Article (peer-reviewed) en
dc.internal.authorcontactother Fiona Gibbon, Speech and Hearing Sciences, University College Cork, Cork, Ireland. +353-21-490-3000 Email: en
dc.internal.availability Full text available en 2018-06-28T13:37:17Z
dc.description.version Accepted Version en
dc.internal.rssid 421664445
dc.internal.wokid WOS:000368022800005
dc.description.status Peer reviewed en
dc.identifier.journaltitle International Journal of Speech-Language Pathology en
dc.internal.copyrightchecked No !!CORA!! en
dc.internal.licenseacceptance Yes en
dc.internal.IRISemailaddress en

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