Inferential Comprehension Abilities in French-Speaking Preschoolers Exposed to Neglect in the Early Longitudinal Language and Neglect Study
Saved in:
| Title: | Inferential Comprehension Abilities in French-Speaking Preschoolers Exposed to Neglect in the Early Longitudinal Language and Neglect Study |
|---|---|
| Language: | English |
| Authors: | Pamela Filiatrault-Veilleux (ORCID |
| Source: | Journal of Speech, Language, and Hearing Research. 2024 67(6):1819-1831. |
| Availability: | American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | French, Inferences, Comprehension, Child Neglect, Receptive Language, Vocabulary, Language Skills, Language Impairments, Young Children, Foreign Countries, Verbal Ability |
| Geographic Terms: | Canada |
| Assessment and Survey Identifiers: | Peabody Picture Vocabulary Test |
| DOI: | 10.1044/2024_JSLHR-23-00484 |
| ISSN: | 1092-4388 1558-9102 |
| Abstract: | Purpose: Using a longitudinal design, this study aimed to describe inferential comprehension abilities of neglected French-speaking preschool children from 42 to 66 months of age in comparison to non-neglected peers, to examine the association with receptive vocabulary, and to determine whether rates of change in inferential abilities over time was stable between the two group conditions. Method: An inferential comprehension task and the French version of the Peabody Picture Vocabulary Test--Fourth Edition were administered to a group of neglected children (n =37-40) and to a group of same-age non-neglected children (n =71-91) at 42, 54, and 66 months old, as part of the Early Longitudinal Language and Neglect study. Results: Results show that children exposed to neglect obtain significantly lower scores compared to their same-age peers on inferential comprehension and receptive vocabulary measures at all three time points (p < 0.001) with large to very large effect sizes and indicate moderate to strong correlations between the two variables. Children from the neglected group present difficulties in inferencing compared to same-age non-neglected peers, a disadvantage that remains stable over time. Conclusions: This study demonstrates the significant gap in inferential comprehension abilities between neglected and non-neglected preschool children. These results reiterate the importance of early detection of language comprehension difficulties in young children coming from vulnerable environments. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1429444 |
| Database: | ERIC |
| Abstract: | Purpose: Using a longitudinal design, this study aimed to describe inferential comprehension abilities of neglected French-speaking preschool children from 42 to 66 months of age in comparison to non-neglected peers, to examine the association with receptive vocabulary, and to determine whether rates of change in inferential abilities over time was stable between the two group conditions. Method: An inferential comprehension task and the French version of the Peabody Picture Vocabulary Test--Fourth Edition were administered to a group of neglected children (n =37-40) and to a group of same-age non-neglected children (n =71-91) at 42, 54, and 66 months old, as part of the Early Longitudinal Language and Neglect study. Results: Results show that children exposed to neglect obtain significantly lower scores compared to their same-age peers on inferential comprehension and receptive vocabulary measures at all three time points (p < 0.001) with large to very large effect sizes and indicate moderate to strong correlations between the two variables. Children from the neglected group present difficulties in inferencing compared to same-age non-neglected peers, a disadvantage that remains stable over time. Conclusions: This study demonstrates the significant gap in inferential comprehension abilities between neglected and non-neglected preschool children. These results reiterate the importance of early detection of language comprehension difficulties in young children coming from vulnerable environments. |
|---|---|
| ISSN: | 1092-4388 1558-9102 |
| DOI: | 10.1044/2024_JSLHR-23-00484 |
