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

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dc.contributor.authorRyan, Aisling
dc.contributor.authorGibbon, Fiona E.
dc.contributor.authorO'Shea, Aoife
dc.date.accessioned2018-06-28T15:52:22Z
dc.date.available2018-06-28T15:52:22Z
dc.date.issued2015-11-26
dc.date.updated2018-06-28T13:37:17Z
dc.description.abstractPurpose: 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.description.statusPeer revieweden
dc.description.versionAccepted Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationRyan, 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: 10.3109/17549507.2015.1089935en
dc.identifier.doi10.3109/17549507.2015.1089935
dc.identifier.endpage52en
dc.identifier.issn1754-9507
dc.identifier.journaltitleInternational Journal of Speech-Language Pathologyen
dc.identifier.startpage41en
dc.identifier.urihttps://hdl.handle.net/10468/6393
dc.identifier.volume18en
dc.language.isoenen
dc.publisherTaylor & Francisen
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: http://www.tandfonline.com/10.3109/17549507.2015.1089935en
dc.subjectExpressive languageen
dc.subjectReceptive languageen
dc.subjectPreschool aged childrenen
dc.subjectCELF P2en
dc.subjectSocial disadvantageen
dc.subjectCommunicative development inventoryen
dc.subjectUnusual phonological behavioren
dc.subjectEarly risk-factorsen
dc.subjectSocioeconomic-statusen
dc.subjectWorking-memoryen
dc.subjectLexical developmenten
dc.subjectImpaired childrenen
dc.subjectWord orderen
dc.subjectComprehensionen
dc.subjectAgeen
dc.titleExpressive and receptive language skills in preschool children from a socially disadvantaged areaen
dc.typeArticle (peer-reviewed)en
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