• Speech Sciences
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• v.9 no.3
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• pp.121-131
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• 2002

The purpose of the present study was to investigate the characteristics of receptive and expressive language development of cleft palate infants aged under 3. Twenty-six cleft palate infants and 52 normal infants were grouped into 3 chronological age groups with 1 year intervals: less than 1, 1, and 2 years old. The cleft palate infants were divided into 2 groups: cleft palate only, and cleft lip & palate. Each mother of the infants was asked to complete the questionnaire, Sequenced Language Scale for Infants (SELSI). Receptive and Expressive language scores of SELSI were computed. The scores of receptive and expressive language were respectively analyzed into 4 categories of language: phonology/prosody, semantics, syntax, and pragmatics. The results, concerning the differences of language development between the cleft palate and the normal infants, were as follows: (1) expressive language scores were significantly different at age 2 between the cleft palate and the normal infants; (2) cleft plate groups aged less than 1 and 1 showed lower scores of phonology/prosody of expressive language than the normal groups; (3) cleft palate group aged 2 showed lower scores than the normal group in semantics, syntax, and pragmatics. The results, concerning the characteristics of language development between the cleft palate only and the cleft lip & palate infants, were as follows: (1) the scores of expressive and receptive language were not statistically different between the 2 groups; (2) both groups did not show any difference in .the scores of phonology/ prosody, semantics, syntax, and pragmatics of receptive and expressive language.

• Speech Sciences
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• v.7 no.3
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• pp.263-272
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• 2000

The purpose of this study was to compare receptive language performance and expressive language performance in 13 patients with aphasia by using three stimulus presentation modes: Stimulus mode I (picture), Stimulus mode II (written word), Stimulus m (question using verbal explanation). The stimulus consisted of 10 words. They included 5 functional words and 5 non-functional words. The 13 subjects with aphasia were divided into 2 aphasic types: 5 Broca's aphasics and 8 anomie aphasics. The results were as follows: Firstly, the three stimulus modes didn't affect receptive language performance of aphasia subjects. Secondly; the three stimulus modes were effective on expressive language performance of aphasia subjects. Particularly, stimulus mode II (written words) was effective in naming the aphasia subjects. Thirdly, the functional words with high frequency were better than non-functional words with low frequency on expressive language performance, but not on receptive language performance of aphasia subjects. Finally, the interaction between three stimulus modes and the functional (nonfunctional) words affected expressive language performance only, but not receptive language performance. Particularly, presenting stimulus in written words which are functional words produced the best expressive language performance.

• Journal of the Korean Home Economics Association
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• v.49 no.7
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• pp.51-66
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• 2011

The purpose of this study was to review the current language level of children from multi-cultural background and whether the language level of these children would be increased after participating in the 'We Start Language Intervention Program'. The subjects were 30 36-75-month old children attending daycare centers in Ansan city, South Korea. The results showed that the receptive and expressive language levels of children from multi-cultural families were low compared to those of other children, and that their expressive language level was evaluated more negatively than their receptive language level. After participating in the 'We Start Language Intervention Program', language test scores, language age and language percentile rank were all increased. It was also found that the developmental language level of multi-cultural children increased, and that of the children that had a language delay or language disorder decreased.

• Korean Journal of Child Studies
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• v.21 no.4
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• pp.69-79
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• 2000

This study compared the English and the Korean receptive competency of bilingual children with that of English and Korean monolingual children, respectively. The relation between English and Korean receptive competency of bilingual children was examined by age and gender. Subjects were 27 bilingual, 30 Korean monolingual, 24 English monolingual children. They were administered the revised form of the Peabody Pictures Vocabulary Test in Korean and English versions. Results show that bilingual children's Korean receptive competency is lower than those who spoke only Korean, and bilingual children's English receptive competency was a little lower than those who spoke only English, but the difference narrowerd with age. The relation between Korean and English competency in bilingual children was negative in 4- and 5-year-olds but became positive in 6-year-olds. This study shows that the two points-of-view on bilingual language development should be applied differently depending on children's age.

• Korean Journal of Otorhinolaryngology-Head and Neck Surgery
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• v.61 no.12
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• pp.644-649
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• 2018

Background and Objectives The objective of this study was to examine the effect of early cochlear implantation (CI) performed in infants less than 12 months of age. Subjects and Method Twenty-five children who received their first CI before 12 months of age were included in this study (infant group). The speech perception and language outcomes of these children were compared with those of 14 children who received their first CI between 13 and 24 months of age (older group). All children received sequential bilateral CI with the inter-stage interval of less than 2 years. Speech perception was measured using Categories of Auditory Performance, monosyllabic word test and sentence test, and language ability was measured using Sequenced Language Scale for Infants, Preschool Receptive-Expressive Language Scale, or Receptive & Expressive Vocavulary Test, depending on the age at the time of testing. Results There were no significant differences in speech perception abilities between the infant group and the older group. The mean expressive language score of infant group was higher than that of the older group, but the difference was not statistically significant. However, the receptive language score of infant group was significantly higher than that of the older group. Conclusion Children who received CI before 12 months of age achieved better receptive language ability than those who received it after 12 months of age. Thus CI should be performed as early as before 12 months of age to achieve better language ability.

• Korean Journal of Child Education & Care
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• v.17 no.4
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• pp.121-143
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• 2017

The objective of this study is to find out the relation between infant teacher attachment or infant gesture and infant language development. The study was conducted with infants aged between 18 and 24 months and their 84 teachers of 63 home day care centers and infant day care centers in J city, Jeollabukdo. The results of the study are as follows. First, there was positive correlation between infant teacher attachment and infant language development. Looking at the types of infant teacher attachment showed that positive emotion, contact-seeking, self-sacrifice genialities, approach-seeking, solidarity, and expectation had positive correlation with receptive and expressive language, protection had positive correlation with receptive language, and only indifference had negative correlation with receptive language. Second, of sub-factors of infant gesture, directive gesture had negative correlation with receptive language, and customary and representational gesture had positive correlation with expressive language. Third, according to the results of the study of the effects of infant teacher attachment and infant gesture on infant language development, contact-seeking had the largest effect. Looking at the types of infant language development showed that contact-seeking had the largest effect on receptive language, and solidarity had the largest effect on expressive language. The results of the study showed that infant teacher attachment had larger effects on infant language development than infant gesture. It is expected to be used as useful materials to improve communicative abilities of infant teachers interacting with infants for infant language development.

• Korean Journal of Child Studies
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• v.29 no.2
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• pp.73-87
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• 2008

This research studied the effects of music experiences on the language development of toddlers in the day care setting. Subjects were 44(23 experimental group; 21 control group) 29- to 42-month-old children. The experimental group experienced 10 weeks of music activities, including musical sense, singing, listening, playing instruments, improvisation, finger plays, movement, simple games, word-sound music games and music routines. Language development was tested by the Preschool Receptive-Expressive Language Scale(Kim et al. 2003). Significant differences were found in the receptive language development of 30- to 36-month-old and in the expressive language development of 36- to 42-month-old toddlers, respectively.

• Korean Journal of Otorhinolaryngology-Head and Neck Surgery
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• v.61 no.12
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• pp.650-657
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• 2018

Background and Objectives The present study aimed to compare receptive and expressive language development in children who have undergone simultaneous bilateral cochlear implantation (SCI) and those who have undergone bimodal stimulation (unilateral CI+ hearing aid). Subjects and Method In a retrospective analysis of clinical data, 15 pediatric patients who have received SCI and nine patients who have received bimodal stimulation (BM group) were enrolled. CI was performed for all patients at 24 months of age. Category of Auditory Performance (CAP) scores, Infant-Toddler Meaningful Auditory Integration Scale (IT-MAIS) scores, and developmental quotients (DQ) for expressive and receptive language were compared between the groups at 12 month of follow-up. The Percentage of Consonants Correct (PCC) of children evaluated at 4 years old was also compared. Results At 12 months of follow-up, significantly greater improvements in CAP scores (${\Delta}4.25{\pm}0.5$) were noted in the SCI group compared to the BM group (${\Delta}3.56{\pm}0.88$, p=0.041). Significantly greater improvements in IT-MAIS scores were also noted in the SCI group (${\Delta}36.17{\pm}4.09$) than in the BM group (${\Delta}30.17{\pm}2.91$, p=0.004). The DQ of receptive language was higher in the SCI group than in the BM group ($87.6{\pm}15.4%$ vs. $75.5{\pm}12.0%$, p=0.023) at 12 months of follow-up. Moreover, early SCI was associated with better receptive language skills. PCC index of children at 4 years old was higher in the SCI group than in the BM group ($88.5{\pm}13.2%$ vs. $62{\pm}15.8%$, p=0.014). Earlier SCI was associated with even greater improvements. Conclusion Bilateral SCI is associated with significant improvements in language development when compared with bimodal stimulation. Earlier SCI was associated with better outcomes.

• Speech Sciences
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• v.10 no.4
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• pp.255-261
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• 2003

The purpose of this study was to investigate correlation of auditory development and language development of children with hearing impairment Eighteen subjects with severe or profound hearing loss participated in this study. They were 22-to 55-month-olds who had hearing parents with no additional disabling conditions. The test material was the Meaningful Auditory Integration Scale (MAIS) and MacArthur Communicative Development Inventory-Korea (MCDI-K). A Pearson Correlation Coefficient was determined through a statistical analysis. The results followed as; firstly there was a strong correlation between auditory development and receptive language development. Secondly, there was a strong correlation between receptive language development and expressive language development. Finally, there was a strong correlation between auditory development and education onset time. Therefore, auditory training is important method for auditory rehabilitation and education onset time is important variation for auditory development.

• Korean Journal of Child Studies
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• v.31 no.6
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• pp.35-50
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• 2010

Joint attention, language development, and the relationship between these two variables were compared in infants from multi-cultural and Korean families. Joint attention was observed in both the Early Social Communication Scale (ESCS) and in infant-mother free play. Language development was evaluated by means of the MacArthur-Bates Communicative Development Inventory-Korean. There were no group differences in initiating and responding to joint attention in ESCS. However, in infant-mother free play, joint attention episodes were less and shorter in duration with infants from multi-cultural families than in Korean infants. The size of both the expressive and receptive vocabulary was also smaller in infants from multi-cultural families than in Korean infants. In terms of Korean infants, mean duration of joint attention episodes in free play showed a significant positive correlation with the size of the expressive vocabulary and initiating joint attention in ESCS also showed a significant positive correlation with the size of receptive vocabulary. However, none of the measures of joint attention indicated a significant relationship with the size of either expressive or receptive vocabulary in infants from multi-cultural families.