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Research
Associations between Handedness and Cerebral Lateralisation for Language: A Comparison of Three Measures in ChildrenIt has been suggested that quantitative measures of differential hand skill or reaching preference may provide more valid measures than traditional...
Research
Do hypertensive diseases of pregnancy disrupt neurocognitive development in offspring?The current study sought to determine whether gestational hypertension and pre-eclampsia are associated with neurocognitive outcomes in middle childhood.
Research
Differentiating between childhood communication disorders: Implications for language and psychosocial outcomesDifferentiating between childhood communication disorders: Implications for language and psychosocial outcomes
Research
Autism and diagnostic substitution: Evidence from a study of adults with a history of developmental language disorderRates of diagnosis of autism have risen since 1980, raising the question of whether some children who previously had other diagnoses are now being diagnosed...
News & Events
Toddler TalkA child's ability to communicate is one of their most important developmental achievements. It builds a foundation for everything that is to come.
News & Events
Rethink needed on literacy interventionA new study by The Kids Research Institute Australia has found current early intervention programs are failing to identify a large proportion of children with language an
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Reading books boosts child languageA new study provides more evidence that reading books to young children and helping them visually to follow the story improves a child's language.
Research
Impact of ventilation tube insertion on long-term language outcomes at 6 and 10 years of age: A prospective pregnancy cohort studyInvestigating the impact of early childhood ventilation tube insertion (VTI) on long-term language outcomes.
Research
Inner speech impairments in autismThree experiments investigated the role of inner speech deficit in cognitive performances of children with autism.
Research
The oral and written narrative language skills of adolescent students in youth detention and the impact of language disorderUnmet language and literacy needs are common among young people who are involved with youth justice systems. However, there is limited research regarding the functional text-level language skills of this population with regard to narrative macrostructure (story grammar) and microstructure (semantics and syntax) elements. In this study, we examined macrostructure and microstructure elements in the oral and written narrative texts of 24 adolescent students of a youth detention centre. The students, who were aged 14- to 17- years, were all speakers of Standard Australian English, and 11 (46%) students met criteria for language disorder (LD).