Browne, A. (2007). Teaching and learning communication, language and literacy. London Thousand Oaks, CA: Paul Chapman.
This is a comprehensive guide for teachers and it offers teaching and learning of communication literacy and language in the early stages (3-5 years). In his work, Browne (2007) draws on research findings and good practice that provide practical guidance regarding working with children in reception and nursery classes. The book further examines how young children progress as learners and users of literacy and language and the combination that school and home make in children’s learning. Browne (2007) locates learning in a curriculum that is play based. It also provides rationale for making play a context and a resource for learning. Additionally, it incorporates recent policy initiatives like the curriculum guidance for the foundation stage, as well as, the organization for literacy in reception classes and the initial stages assessment profile. The entire book is distinct between organization and activities that are appropriate to reception and nursery children.
Bauer P, Burch M, Kleinknecht E. (2003). Developments in early recall memory: Normative trends and individual differences. Original Research Article. Advances in Child Development and Behavior, Volume 30, Pages 103-152
Bauer et al. (2003) discusses methodological innovations that enable assessment of recollect abilities in pre and early verbal children. The peer reviewed journal reviews the emphirical literature and illustrates developmental changes in the fundamental cognitive ability during the initial two years of life, and the neuro-development changes that underlie them. Effectively, it focuses on the normative trends of development in the early two years and then on individual distinctiveness that influence the normative trends.
Bauer et al. (2003) note that the possible influence on early recollection memory of children’s gender; their level of proficiency with language; and character has been examined. They also present evidence that temperament characteristics possess direct relations with developing recall memory skills. They note that children temperament characteristics work to influence verbal support provided by mothers in mnemonic context that in turn affects the recall performance of the children. The findings seek to understand the initial developmental changes, later developing episodic and autobiographical memory competence have extensively been discussed.
Hammer A, Coene M, Rooryck J, Govaerts P. (2014). The production of Dutch finite verb morphology: A comparison between hearing-impaired CI children and specific language impaired children. Original Research Article. Lingua, Volume 139, Pages 68-79
The study by Hammer et al. (2014) compares four to seven year old Specific Language Impaired (SLI) and cochlear implanted (CI) children in making of finite verb morphology, as well as, mean length of utterance (MLU). The journal has hypothesized that reduced exposure to elements of grammar is the ambient language that delay groups in their acquisition of morphosytax.
The article articulates that SLI and CI children demonstrate both weak performances on target-like making a verbal agreement. However, the article also notes that CI children have strong linguistic profiles and produce more finite verbs as compared to children with SLI.
MacDonald, J. (2004). Communicating partners 30 years of building responsive relationships with late-talking children including autism, Asperger's syndrome (ASD), Down syndrome, and typical development developmental guides for professionals and parents. Philadelphia: Jessica Kingsley Publishers.
The journal by MacDonald (2004), analyzes a thirty years research on clinical practices and work research. It offers innovative approach with both preverbal and verbal children with language delays. The journal also focuses on developing relationships through shared understanding and provides comprehensive maps on how children as well as, their companions can offer effective social relationship. The journal article has five essential stages to effectgive social relationships i.e. interactive play, social language, non-verbal communication, civic behavior, and conversation. It also offers five long strategies used in every day language building process within a child’s own world. More clearly it focuses on, the necessities of a child, how parents can successfully aid a child through civic conversation, and hoe to develop a socially effective language as well as, conversation skills.
Sylvestre A & MéretteC. (2010). Language delay in severely neglected children: A cumulative or specific effect of risk factors? Original Research Article. Child Abuse & Neglect, Volume 34, Issue 6, Pages 414-428
The research by Sylvestre and Mérette (2010) seek to seek and to determine whether Language Delay (LD) is better explained by various, environmental, biological and psychological factors. The journal article analysis the prevalence of LD and how it is significantly high in some social setup compared to others. In keeping with the research by Sylvestre and Mérette (2010) LD significantly increase proportionately to the increase of child’s biological-psychological risk factors. The cumulative effects are mainly reflected in children’s cognitive development. The journal addresses language delay and elaborates on risk factors, multivariate logistic regression has also been established in the journal article. It notes that mothers own emotional and physical abuse to a child, as well as, low acceptability level towards a child link clearly to language delay in severely neglected children.
