Date of Award:

8-2023

Document Type:

Thesis

Degree Name:

Master of Science (MS)

Department:

Human Development and Family Studies

Committee Chair(s)

Lisa Boyce

Committee

Lisa Boyce

Committee

Ryan Seedall

Committee

Carolyn Ball

Abstract

Language development in preschool-age children is important, as children with early language delays are at risk for difficulties in other areas such as literacy skills, behavioral skills, and social/emotional skills. Gesture has been found to be linked to language skills in young children. This study examined gesture use and language development in a group of young children receiving early intervention services.

This study found that children with language delays at 24 months used fewer gestures during play. Additionally, gesture use was positively associated with other factors that may influence language, such as parent responsiveness and household income. Furthermore, 24-month child gesture score was found to predict 36-month child language, above and beyond child 24-month language, parent responsiveness, and household income. These results suggest that gesture use could be an effective intervention strategy to support young children's language development. Additionally, gesture assessments could be used to identify children at risk of language delays who may benefit from early intervention services.

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