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The majority of children acquire language effortlessly but approximately 10% of all children find it difficult especially in the early or preschool years with consequences for many aspects of their subsequent development and experience: literacy, social skills, educational qualifications, mental health and employment.
This study sought to determine the prevalence of Developmental Language Disorder (DLD) in Australian school-aged children and associated potential risk factors for DLD at 10 years.
Parent–child book reading interventions alone are unlikely to meet needs of children and families for whom the absence of reading is psychosocial risk factor
This research focuses on three questions 1) What are the patterns of stability & change; 2) what are the predictors of this progression, and; 3) what is the...
Prenatal exposure to vitamin D is thought to be critical for optimal fetal neurodevelopment, yet vitamin D deficiency is apparent in a growing proportion of...
In this paper we conduct a genome-wide screen and follow-up study of expressive vocabulary in toddlers of European descent from up to four studies of the...
Receptive vocabulary development is a component of the human language system that emerges in the first year of life and is characterised by onward expansion...
This study investigated the etiology of late language emergence (LLE) in 24-month-old twins, considering possible twinning, zygosity, gender, and...
The current study sought to increase our understanding of the factors involved in the early vocabulary development of Australian Indigenous children.
This finding supports distinct cognitive profiles in ASD and SLI and may provide further evidence for distinct aetiological mechanisms in the two conditions.