Word Type and Modality in the Emerging Expressive Vocabularies of Preschool Children with Down Syndrome

Autor/inn/en	Foster-Cohen, Susan; Newbury, Jayne; Macrae, Toby; van Bysterveldt, Anne
Titel	Word Type and Modality in the Emerging Expressive Vocabularies of Preschool Children with Down Syndrome
Quelle	In: International Journal of Language & Communication Disorders, 58 (2023) 3, S.864-878 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Foster-Cohen, Susan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1368-2822
DOI	10.1111/1460-6984.12828
Schlagwörter	Preschool Children; Down Syndrome; Vocabulary Development; Expressive Language; Mothers; Language Usage; Speech Communication; Sign Language + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Wortschatzarbeit; Mother; Mutter; Sprachgebrauch; Gebärdensprache
Abstract	Background: Previous studies have explored the size and word type composition (nouns, predicates, etc.) of expressive vocabularies of preschool children with Down syndrome, both spoken and signed. Separately, overall preferences for modality of expression have also been explored. Aims: To extend previous findings by describing the relationships between expressive vocabulary size and both word type and modality of expression in the preschool period including changes to modality preference over time. Methods & Procedures: Mothers of 35 children with Down syndrome, aged 36-66 months and attending the same early intervention programme, completed a version -- with both spoken word and sign options -- of the New Zealand MacArthur-Bates Communicative Development Inventory (CDI): Words and Sentences. Most mothers completed the CDI on multiple occasions across the duration of the study. Completions (n = 114) were analysed cross-sectionally and longitudinally in terms of (1) word type relative to vocabulary size, (2) modality of expression relative to word type and vocabulary size, and (3) individual trajectories in vocabulary size and modality of expression. Outcomes & Results: (1) Word type relative to vocabulary size was similar to previous studies with a greater proportion of the SOCIAL words being present in the children's vocabularies throughout, followed by NOUNS, PREDICATES and CLOSED class words, with proportions converging as vocabulary sizes increase. (2) An initial spoken word preference for SOCIAL and CLOSED class words and sign preference for NOUNS and PREDICATES was found, with more spoken words in larger vocabularies overall. (3) Individual trajectories were highly variable and also revealed temporary points of regression in overall expressive vocabulary size in some children. Children who shifted from reliance on sign to predominantly spoken word expression did so at different ages and at different vocabulary sizes. At school entry, while most of the children used both modalities, some children continued to rely on sign for most vocabulary items whereas others used only spoken words. Conclusions & Implications: An appreciation of both the general trends and potential for individual variation in vocabulary structure, modality of expression and change over time will better position clinicians and education specialists to provide individually tailored support to both preschool and school-aged children with Down syndrome. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01