madhu revised receptive

8/12/2019 Madhu Revised Receptive

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AUTHORS: MADHU K.

DEEPA M. S.

SUHAS K.

HARSHAN KUMAR H. S.

REVISED RECEPTIVE EXPRESSIVE EMERGENT

LANGUAGE SCALE FOR KANNADA SPEAKING

CHILDREN


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INTRODUCTION

Language is a code where by the ideas about the world are

represented through a conventional system of auditory

signals for communication.

Bloom, 1988. Speech is the oral expression of language.

Hulit and Howard, 2002.

Language may be expressed through writing, singing, or

even gestures.


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Language development is a process that starts early in

human life. A person begins to acquire language by

listening to spoken language and by mimicry.

Childrens language development moves from simple to

complex.


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Language development

Age

06

months

6-12months

Developmental milestones

Frequently coos, gargles, and makes pleasure

sounds. Uses phonemes /b/ /p/ and /m/ in babbling.

Understands noand hot. Uses characteristic gestures or vocalization to

express wants.


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13-18

months

19-24

months

Imitates individual words.

Makes requests for more desired

items. Use adult like intonation.

Uses words more frequently than

jargon.

Starts combine nouns with verbs

and nouns with adjectives.

Accurately names a few familiar

objects.


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2-3 years

3-4 years

Request item by name.

Ask one to two word questions.

Maintains topic over severalconversational turns.

Follows two step commands.

Understands opposites.

Uses nouns and verbs most frequently.

Sentence grammar improves although

some errors still present.


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TESTS WHICH ASSESS LANGUAGE

DEVELOPMENT IN CHILDREN.

RECEPTIVE EXPRESSIVE EMERGENT

LANGUAGE SCALE (REELS)

Bzoch and League (1971)

SCALES OF EARLY COMMUNICATION SKILLS

(SECS) Moog and Geers (1975)

3-DIMENTIONAL LANGUAGE ACQUISITION TEST

(3DLAT) Geetha Harleker (1987)


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The Study Aimed at

Standardizing and Revising REELS

(Receptive Expressive Emergent Language Scale)

for

Kannada speaking children.


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METHOD

A total of 720 children in the age range of 0 to 3years from all over Karnataka were considered

for the study

(The study consisted of both male and femalechildren)

North

region

Coastalregion

South

region


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Subject selection criteria

Children without any prenatal, perinatal or

postnatal complications.

Children not having any behavioral,

psychological or sensory problems.

Children having Kannada (a Dravidian language)

as their mother tongue.


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Informal Assessment

All children underwent informal screening for

Hearing and Vision problems.

Hearing, informal screening was done using

non verbal sounds like clap, bell, knockVerbal sounds like name call were used.

These sounds were presented at 3 feet and at 5

feet distances.


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Material Used

Questionnaire including developmental

milestones similar to Receptive ExpressiveEmergent Language Scales

(Bzoch and League, 1971)


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Milestones were divided into 3 months

interval

From 0-3 months to 33-36 months


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PROCEDURE

Sample size

Karnataka720

North

240

South

240

Costal

240

Urban

120

Urban

120

Urban

120

Rural

120

Rural

120

Rural 120


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Subjects were taken from

Hospitals

Anganavadis

Play homes


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The questionnaire consisted a total of 172

questions.

Receptive and Expressive language skills had

separate set of questions (86 each).

Questions were asked in the progressive order

of the developmental milestones. When child

couldnt do a particular task, no further

questions were asked.


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Statistical analysis

Mean,

Standard deviation and

t-value were calculated.

Results were compared with the Normativedeveloped in the previous version of REELS(1971).


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RESULTS AND DISCUSSION:

The data was arranged according to the

specific age group

from 0-3months to 33-36 months


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Graph 1: Mean difference in Receptive skills

between older and present data.

0

10

20

30

40

50

60

70

80

old data

new data


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From 6 - 36months there was a significant

difference in the receptive skills.

No statistically significant difference was found

from 06 months.

A significant difference between previous and

present data was seen in 1-2 years of age.


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The difference was comparatively less in the

first year as compared to the second year and

third year.

This shows that the present generation acquire

skills earlier between 1-2 years of age and it

increases as the age progresses from 2-3years.


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Graph 2: Mean difference in Expressive skills

between older and present data.

0

10

20

30

40

50

60

70

80

old data

new data


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The differences for expressive skills was

negligible in the first year of life, but as ageprogresses, the difference in the skills increased.

There is a highly significant difference betweenthe skills acquired at 18-21months to 33-

36months.


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From 6-9 months to 12-15months there is no

significant difference between the acquisition

of skills.

This shows present generation children

acquire expressive skills faster in 2-3 years of

age.


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According to this study

A significant difference in the acquisition of

skills is seen across decades.

Language is a form of learnt behavior, which is

acquired as a response to the stimuli in the

environment.


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Childrens creativity with language and level

of linguistic exposure help them in learning

language.

Learning is a voluntary response which is

strengthened /weakened depending upon

positive and negative consequences.


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The study revealed that children achieved both

expressive and receptive skills in equal amountearly in life with reference of REELS I edition

developed in 1971.

we standardized and revised it for present

generation.


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Standardization

To standardize the test we used 80% criteria.

That is if 80% of the children able to passparticular milestone that mile stone moved to

lower age groups.

Which not satisfied 80% criteria they kept in

same age group.


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According to graphs I, and II it can be seen that

as age progressed there was highly significant

difference between previous and present data.

This difference was minimal during first year of

life but highly significant in second and third

year of life.

The revised version needs to be checked for its

validity.

madhu revised receptive

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