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Levickis, Penny; Eadie, Patricia; Mensah, Fiona; McKean, Cristina; Bavin, Edith L.; Reilly, Sheena – International Journal of Language & Communication Disorders, 2023
Background: A wealth of evidence supports the important role high-quality parent-child interactions play in children's early language acquisition. However, the impact on later language outcomes remains unclear. Aims: To examine the associations between responsive parental behaviours across the early years and child language outcomes at age 7 years…
Descriptors: Parent Child Relationship, Interaction, Language Acquisition, Correlation
Smith, Jodie; Levickis, Penny; Neilson, Roslyn; Mensah, Fiona; Goldfeld, Sharon; Bryson, Hannah – International Journal of Language & Communication Disorders, 2021
Background: Early reading success is predicated on language and pre-literacy skills. Children who are behind their peers in language and pre-literacy development before formal schooling are less likely to be proficient beginner readers, and difficulties may persist throughout primary school and beyond. We know children experiencing adversity are…
Descriptors: Foreign Countries, Preschool Children, Literacy, At Risk Persons
Frizelle, Pauline; Mullane, Elaine; O'Shea, Aoife; Ceroni, Anna; Dahly, Darren; Horgan, Anne; Levickis, Penny; Mckean, Cristina – International Journal of Language & Communication Disorders, 2021
Background: Despite the public health implications of language difficulties associated with social disadvantage, there is a dearth of effectiveness studies investigating the effects of targeted speech and language programmes in this area. Aims: To determine the effects of a targeted selective community-based child language intervention programme…
Descriptors: Foreign Countries, Preschool Children, Intervention, Speech Communication
Levickis, Penny; McKean, Cristina; Wiles, Alex; Law, James – International Journal of Language & Communication Disorders, 2020
Background: Parent-child interaction therapies are commonly used by speech and language therapists (SLTs) when providing services to young children with language learning difficulties. However, the way parents react to the demands of such interventions is clearly important, especially for those from socially disadvantaged backgrounds. Parents play…
Descriptors: Parent Child Relationship, Interaction, Intervention, Therapy
Smith, Jodie; Levickis, Penny; Eadie, Tricia; Bretherton, Lesley; Conway, Laura; Goldfeld, Sharon – International Journal of Language & Communication Disorders, 2019
Background: Variations in parenting, more specifically less responsive and more directive parenting, contribute to language difficulties for children experiencing adversity. Further investigation of associations between specific responsive and directive behaviours and child language is required to understand how behaviours shape language over time…
Descriptors: Correlation, Child Language, Mother Attitudes, Mothers
Smith, Jodie; Eadie, Tricia; Levickis, Penny; Bretherton, Lesley; Goldfeld, Sharon – International Journal of Language & Communication Disorders, 2018
Background: Parent-reported measures of early communication have limitations for use with infants experiencing adversity. Observational measures of early non-verbal and verbal communicative behaviours and mother-child turn-taking may provide a complementary method of capturing early communication skills for these children. Aims: To explore the…
Descriptors: Predictive Validity, Verbal Communication, Nonverbal Communication, Mothers
Hudson, Sophie; Levickis, Penny; Down, Kate; Nicholls, Ruth; Wake, Melissa – International Journal of Language & Communication Disorders, 2015
Background: Maternal responsiveness has been shown to predict child language outcomes in clinical samples of children with language delay and non-representative samples of typically developing children. An effective and timely measure of maternal responsiveness for use at the population level has not yet been established. Aims: To determine…
Descriptors: Mothers, Parent Child Relationship, Language Acquisition, Language Impairments