[Characterisation of a Collective of Children with Early Language Delay, 'Late Talkers']. / Charakterisierung eines Kollektivs von Kindern mit früher Verzögerung im Spracherwerb "Late Talkers".

BACKGROUND: By considering their general development, 2-year-old children with delayed speech development (late -talkers, LT) were examined and described with respect to linguistic competence and hearing. METHODS: Initially, 50 monolingual German speaking LT (age: 23-28 months) were recruited. In addition to audiological tests (impedance testing, otoacoustic emissions, reaction audiometry), language development status test was performed (clinical impression during examination, expressive vocabulary: FRAKIS, receptive competence: SETK-2). RESULTS: After exclusion of 10 children with general retarded development (3 premature infants, 2 children with suspicion of autism and 2 children with infantile brain damage) 33 LTs with normal hearing were included. The expressive vocabulary (FRAKIS) of 82% of these 33 LTs were below the normal range. 39% showed deficits in language comprehension tests (SETK-2) although parental reports mentioned language comprehension problems in only 3 LT. No correlation was found between vocabulary (FRAKIS) and language comprehension (SETK-2). CONCLUSION: The clinical collective in this study showed severely affected children with a high percentage of other abnormalities and speech perception problems in many cases. Despite normal hearing, vocabulary and especially speech comprehension should also be tested. LT with language comprehension problems require early developmental psychological investigation in order to prevent language and general developmental limitations. Only in this way, remedial instruction adapted to the develop-mental level can be initiated.

[Reading and writing disorder (RWD) - criteria for a speech therapist intervention]. / Die Lese-Rechtschreibstörung (LRS) - Kriterien für eine sprachtherapeutische Intervention.

BACKGROUND: Children with specific language impairments carry a high risk for the development of reading and writing disorders. While deficits in phonological encoding have been well studied, there has been little research in the german speaking world into the possible correlation between linguistic ability and reading or writing skills in elementary school children. MATERIAL AND METHODS: Using a group of 27 children between the ages of 8 and 11, a battery of tests were performed to research possible correlations between linguistic ability and reading and writing ability in elementary school children. RESULTS: There was a slight correlation between writing ability of pseudo words for vocabulary (r=0.48, p<0.05), sentence repeating (r=0.50, p<0.05) and grammar (r=0.58, p<0.01). Vocabulary and grammar however were significantly correlated with writing ability (r=0.38, p<0.05). In particular, phonological encoding was significantly worse compared to receptive or expressive abilities. 67% of the children with RWD had also linguistic deficits, 15% had only phonological deficits and the remaining 18% no language deficits. CONCLUSION: The results confirm both delays as comorbid problems. Therefore it is clear that when a reading and writing disorder is present, then speech and language problems should be also suspected and appropriate speech therapy instituted.