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Related Concept Videos

Language Development01:22

Language Development

443
Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
443
Introduction to Developmental Psychology01:27

Introduction to Developmental Psychology

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Developmental psychology explores the changes and continuities in human abilities throughout life, encompassing physical, cognitive, linguistic, and social dimensions. Human development is not restricted to growth, but includes aspects of decline, particularly in physical abilities as individuals age. Developmental psychologists seek to understand how people change as they age and how their mental and social skills evolve.Developmental MilestonesA key concept in developmental psychology is...
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Related Experiment Video

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Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish
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Development and Validation of a Language Screening for Implementation in Pre-School Settings.

Daniel Holzinger1,2,3, Christoph Weber2,4, Bettina Diendorfer1

  • 1Institute of Neurology of Senses and Language, Hospital of St. John of God, Linz, Austria.

Frontiers in Public Health
|July 11, 2022
PubMed
Summary

A new German language screening tool accurately identifies children at risk for language disorders (LD). This validated instrument is feasible for universal pre-school screening, aiding early intervention to prevent long-term learning and social difficulties.

Keywords:
LOGiK-Sfeasibilitylanguage disorderlanguage screeningpre-schoolvalidity

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Area of Science:

  • Linguistics
  • Developmental Psychology
  • Pediatric Health

Background:

  • Early identification of language disorders (LD) is crucial to prevent lasting learning and socio-emotional challenges.
  • Universal pre-school language screening is established in Upper Austria, but lacked standardized tools.
  • Existing screening methods were not based on standardized materials, limiting their diagnostic accuracy.

Purpose of the Study:

  • To develop a standardized screening instrument for identifying children at increased risk of LD.
  • To evaluate the validity and feasibility of this new screening tool within existing pre-school programs.
  • To improve early detection of language disorders in young children.

Main Methods:

  • A two-component screening instrument assessing expressive and receptive grammar was developed.
  • The instrument was administered to 374 pre-school children (age 4-5 ½) in Upper Austria.
  • Validity was assessed against standardized German language tests; feasibility was evaluated via administrator questionnaires.

Main Results:

  • The combined grammar scales achieved excellent accuracy (AUC 0.928).
  • A cut-off score of 18 yielded a 21.8% failing rate with high sensitivity (84.2%) and specificity (85.3%).
  • Screening was rated highly for acceptance, time-efficiency, and sustainability.

Conclusions:

  • The developed screening instrument is a valid and feasible tool for identifying children at risk of language disorders.
  • This standardized approach supports early intervention, potentially mitigating long-term academic and social difficulties.
  • The tool's high accuracy and positive feasibility ratings support its integration into universal pre-school language screening programs.