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American Academy of Pediatrics
Article

How Young Children Learn Language and Speech

Heidi M. Feldman
Pediatrics in Review August 2019, 40 (8) 398-411; DOI: https://doi.org/10.1542/pir.2017-0325
Heidi M. Feldman
*Department of Pediatrics, Stanford University School of Medicine, Stanford, CA
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  1. Heidi M. Feldman, MD, PhD*
  1. *Department of Pediatrics, Stanford University School of Medicine, Stanford, CA
  • AUTHOR DISCLOSURE

    Dr Feldman has disclosed no financial relationships relevant to this article. This commentary does not contain a discussion of an unapproved/investigative use of a commercial product/device.

Abstract

Pediatric clinicians are on the front line for prevention of language and speech disorders. This review uses prevailing theories and recent data to justify strategies for prevention, screening and detection, diagnosis, and treatment of language and speech disorders. Primary prevention rests on theories that language learning is an interaction between the child’s learning capacities and the language environment. Language learning occurs in a social context with active child engagement. Theories support parent education and public programs that increase children’s exposure to child-directed speech. Early detection of delays requires knowledge of language milestones and recognition of high-risk indicators for disorders. Male sex, bilingual environments, birth order, and chronic otitis media are not adequate explanations for significant delays in language or speech. Current guidelines recommend both general and autism-specific screening. Environmental and genetic factors contribute to primary language and speech disorders. Secondary and tertiary prevention requires early identification of children with language and speech disorders. Disorders may be found in association with chromosomal, genetic, neurologic, and other health conditions. Systematic reviews find that speech-language therapy, alone or in conjunction with other developmental services, is effective for many disorders. Speech-language interventions alter the environment and stimulate children’s targeted responding to improve their skills.

  • © American Academy of Pediatrics, 2019. All rights reserved.

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Pediatrics in Review: 40 (8)
Pediatrics in Review
Vol. 40, Issue 8
1 Aug 2019
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How Young Children Learn Language and Speech
Heidi M. Feldman
Pediatrics in Review Aug 2019, 40 (8) 398-411; DOI: 10.1542/pir.2017-0325

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How Young Children Learn Language and Speech
Heidi M. Feldman
Pediatrics in Review Aug 2019, 40 (8) 398-411; DOI: 10.1542/pir.2017-0325
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  • Article
    • Abstract
    • Practice Gaps
    • Objectives
    • Introduction
    • Definitions
    • Primary Prevention
    • Early Detection of Language and Speech Delays
    • Variations in Language and Speech Development that Do Not Typically Cause Delay
    • Language and Speech Delays
    • Primary Disorders of Language and Speech
    • Speech-Language Disorders Secondary to Known Conditions
    • Management and Treatment
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