AUTHORS: MADHU K. AUTHORS: MADHU K.

DEEPA M. S.DEEPA M. S.

SUHAS K.SUHAS K.

HARSHAN KUMAR H. S.HARSHAN KUMAR H. S.

REVISED RECEPTIVE REVISED RECEPTIVE EXPRESSIVE EMERGENT EXPRESSIVE EMERGENT LANGUAGE SCALE FOR LANGUAGE SCALE FOR

KANNADA SPEAKING KANNADA SPEAKING CHILDRENCHILDREN

INTRODUCTIONINTRODUCTION

Language is a code where by the ideas about the world are Language is a code where by the ideas about the world are represented through a conventional system of auditory represented through a conventional system of auditory signals for communication.signals for communication.

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

Hulit and Howard, 2002.Hulit and Howard, 2002.

Language may be expressed through writing, singing, or Language may be expressed through writing, singing, or even gestures. even gestures.

Language development is a process that starts early in Language development is a process that starts early in human life. A person begins to acquire language by human life. A person begins to acquire language by

listening to spoken language and by mimicry.listening to spoken language and by mimicry.

Children’s language development moves from simple to Children’s language development moves from simple to complex.complex.

Language developmentLanguage development

AgeAge

0 –6 0 –6 months months

6-12 6-12 monthsmonths

Developmental milestonesDevelopmental milestones

Frequently coos, gargles, and makes pleasure Frequently coos, gargles, and makes pleasure sounds.sounds.

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

Understands Understands nono and and hot.hot. Uses characteristic gestures or vocalization to Uses characteristic gestures or vocalization to

express wants.express wants.

13-18 13-18 monthsmonths

19-24 19-24 monthsmonths

Imitates individual words.Imitates individual words. Makes requests for more desired Makes requests for more desired

items.items. Use adult like intonation.Use adult like intonation.

Uses words more frequently than Uses words more frequently than jargon.jargon.

Starts combine nouns with verbs Starts combine nouns with verbs and nouns with adjectives.and nouns with adjectives.

Accurately names a few familiar Accurately names a few familiar objects.objects.

2-3 years2-3 years

3-4 years3-4 years

Request item by name.Request item by name. Ask one to two word questions.Ask one to two word questions. Maintains topic over several Maintains topic over several

conversational turns.conversational turns. Follows two step commands.Follows two step commands.

Understands opposites.Understands opposites. Uses nouns and verbs most frequently.Uses nouns and verbs most frequently. Sentence grammar improves although Sentence grammar improves although

some errors still present.some errors still present.

TESTS WHICH ASSESS LANGUAGE TESTS WHICH ASSESS LANGUAGE DEVELOPMENT IN CHILDREN.DEVELOPMENT IN CHILDREN.

RECEPTIVE EXPRESSIVE EMERGENT RECEPTIVE EXPRESSIVE EMERGENT LANGUAGE SCALE (REELS)LANGUAGE SCALE (REELS)

Bzoch and League (1971)Bzoch and League (1971)

SCALES OF EARLY COMMUNICATION SKILLS SCALES OF EARLY COMMUNICATION SKILLS (SECS) Moog and Geers (1975) (SECS) Moog and Geers (1975)

3-DIMENTIONAL LANGUAGE ACQUISITION TEST 3-DIMENTIONAL LANGUAGE ACQUISITION TEST (3DLAT) Geetha Harleker (1987)(3DLAT) Geetha Harleker (1987)

The Study Aimed at The Study Aimed at

Standardizing and Revising REELSStandardizing and Revising REELS

(Receptive Expressive Emergent Language Scale) (Receptive Expressive Emergent Language Scale)

for for

Kannada speaking children.Kannada speaking children.

METHODMETHOD

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

(The study consisted of both male and female (The study consisted of both male and female children)children)

Subject selection criteriaSubject selection criteria

Children without any prenatal, perinatal or Children without any prenatal, perinatal or postnatal complications.postnatal complications.

Children not having any behavioral, Children not having any behavioral, psychological or sensory problems. psychological or sensory problems.

Children having Kannada Children having Kannada (a Dravidian language)(a Dravidian language) as their mother tongue.as their mother tongue.

Informal Assessment Informal Assessment

All children underwent informal screening for All children underwent informal screening for Hearing and Vision problems. Hearing and Vision problems.

“ “Hearing, informal screening was done using non Hearing, informal screening was done using non verbal sounds like ‘clap’, ‘bell’, ‘knock’ Verbal verbal sounds like ‘clap’, ‘bell’, ‘knock’ Verbal sounds like ‘name call’ were used. These sounds sounds like ‘name call’ were used. These sounds were presented at 3 feet and at 5 feet distances.were presented at 3 feet and at 5 feet distances.

Material UsedMaterial Used

Questionnaire including developmental Questionnaire including developmental milestones similar to Receptive Expressive milestones similar to Receptive Expressive Emergent Language Scales Emergent Language Scales

(Bzoch and League, 1971)(Bzoch and League, 1971)

Milestones were divided into 3 months Milestones were divided into 3 months interval interval

From 0-3 months to 33-36 months From 0-3 months to 33-36 months

PROCEDUREPROCEDURE

Sample sizeSample size

Karnataka 720

North 240

South 240

Costal 240

Urban 120

Urban 120

Urban 120

Rural 120

Rural 120

Rural 120

Subjects were taken fromSubjects were taken from

HospitalsHospitals

AnganavadisAnganavadis

Play homesPlay homes

• The questionnaire consisted a total of 172 The questionnaire consisted a total of 172 questions.questions.

• Receptive and Expressive language skills had Receptive and Expressive language skills had separate set of questions (86 each). separate set of questions (86 each).

• Questions were asked in the progressive order Questions were asked in the progressive order of the developmental milestones. When child of the developmental milestones. When child couldn’t do a particular task, no further couldn’t do a particular task, no further questions were asked.questions were asked.

Statistical analysisStatistical analysis Mean,Mean,

Standard deviation and Standard deviation and

t-value were calculated.t-value were calculated.

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

RESULTS AND DISCUSSION:RESULTS AND DISCUSSION:

The data was arranged according to the The data was arranged according to the specific age groupspecific age group

from 0-3months to 33-36 monthsfrom 0-3months to 33-36 months

Graph 1: Mean difference in Receptive skills Graph 1: Mean difference in Receptive skills between older and present data.between older and present data.

01020304050607080

old data

new data

From 6 - 36months there was a significant From 6 - 36months there was a significant difference in the receptive skills.difference in the receptive skills.

No statistically significant difference was found No statistically significant difference was found from 0 –6 months. from 0 –6 months.

A significant difference between previous and A significant difference between previous and present data was seen in 1-2 years of age. present data was seen in 1-2 years of age.

The difference was comparatively less in the The difference was comparatively less in the first year as compared to the second year and first year as compared to the second year and

third year.third year.

This shows that the present generation acquire This shows that the present generation acquire skills earlier between 1-2 years of age and it skills earlier between 1-2 years of age and it

increases as the age progresses from 2-3years. increases as the age progresses from 2-3years.

Graph 2: Mean difference in Expressive skills Graph 2: Mean difference in Expressive skills between older and present data.between older and present data.

0

10

20

30

40

50

60

70

80

old data

new data

The differences for expressive skills was The differences for expressive skills was negligible in the first year of life, but as age negligible in the first year of life, but as age progresses, the difference in the skills increased. progresses, the difference in the skills increased.

There is a highly significant difference between There is a highly significant difference between the skills acquired at 18-21months to 33-the skills acquired at 18-21months to 33-36months. 36months.

From 6-9 months to 12-15months there is no From 6-9 months to 12-15months there is no significant difference between the acquisition significant difference between the acquisition of skills. of skills.

This shows present generation children This shows present generation children acquire expressive skills faster in 2-3 years of acquire expressive skills faster in 2-3 years of age.age.

According to this studyAccording to this study A significant difference in the acquisition of A significant difference in the acquisition of

skills is seen across decades.skills is seen across decades.

Language is a form of learnt behavior, which is Language is a form of learnt behavior, which is

acquired as a response to the stimuli in the acquired as a response to the stimuli in the environment.environment.

Children’s creativity with language and level Children’s creativity with language and level of linguistic exposure help them in learning of linguistic exposure help them in learning language. language.

Learning is a voluntary response which is Learning is a voluntary response which is strengthened /weakened depending upon strengthened /weakened depending upon positive and negative consequences. positive and negative consequences.

The study revealed that children achieved both The study revealed that children achieved both expressive and receptive skills in equal amount expressive and receptive skills in equal amount early in life with reference of REELS I edition early in life with reference of REELS I edition

developed in 1971.developed in 1971.

we standardized and revised it for present we standardized and revised it for present generation. generation.

StandardizationStandardization

To standardize the test we used 80% criteria. To standardize the test we used 80% criteria.

That is if 80% of the children able to pass That is if 80% of the children able to pass particular milestone that mile stone moved to particular milestone that mile stone moved to lower age groups.lower age groups.

Which not satisfied 80% criteria they kept in Which not satisfied 80% criteria they kept in same age group.same age group.

According to graphs I, and II it can be seen that According to graphs I, and II it can be seen that as age progressed there was highly significant as age progressed there was highly significant difference between previous and present data. difference between previous and present data.

This difference was minimal during first year of This difference was minimal during first year of life but highly significant in second and third life but highly significant in second and third

year of life. year of life.

The revised version needs to be checked for its The revised version needs to be checked for its validity.validity.