Speech

Speech-Language Development in Children Adopted from China

Karen E. Pollock, Ph.D., CCC-SLP

University of Alberta

References

Krakow, R., Aronoff, S., Glennen, S., Pollock, K., & Roberts, J. (2004). Internationally adopted children: Triumph and challenge. Invited seminar to be presented at the annual convention of the American Speech-Language-Hearing Association (ASHA), Philadelphia, November. click here to view abstract

Krakow, R., Roberts, J., Pollock, K., & Barry, S. (2003). Adaptive behavior and language development in children adopted from China. Paper presented at the annual convention of the American Speech-Language-Hearing Association (ASHA), November, Chicago. click here to view abstract

Pollock, K. (2005). Early language growth in children adopted from China: Issues and preliminary normative data. Seminars in Speech and Language, 26, 22-32. click here to view abstract (full article available on request by emailing karen.pollock@ualberta.ca )

Pollock, K., Chow, E., & Tamura, M. (2004a). Phonological outcomes for preschoolers adopted from China as infants/toddlers. Paper presented at the annual Child Phonology Conference, Tempe, AZ, May. click here to view abstract

Pollock, K., Chow, E., & Tamura, M. (2004b). Phonology and prosody in preschoolers adopted from China as infants/toddlers. Poster to be prese Poster to be presented at the annual convention of the American Speech-Language-Hearing Association (ASHA), November, Philadelphia. click here to view abstract

Pollock, K., Glennen, S., Price, J., Krakow, R., Roberts, J., Pearson, C., & Rygvold, A-L. (2002). Internationally adopted children: Assessment and intervention considerations. Seminar (panel presentation) at the annual convention of the American Speech-Language-Hearing Association (ASHA), Atlanta, November. click here to view abstract

Pollock, K.E., & Price, J.R. (2002). Speech-language acquisition in children adopted from China: a longitudinal investigation of two children. Poster presented at the 9^th meeting of the International Clinical Phonetics & Linguistics Association, May, Hong Kong. (see published version: Pollock, Price, & Fulmer, 2003)

Pollock, K.E., & Price, J.R. (2005). Phonological skills of children adopted from China: Implications for assessment. Seminars in Speech and Language, 26, 54-63. click here to view abstract (full article available on request by emailing karen.pollock@ualberta.ca)

Pollock, K.E., Price, J.R., & Fulmer, K.C. (2003). Speech-language acquisition in children adopted from China: a longitudinal investigation of two children. Journal of Multilingual Communication Disorders, 1, 184-193. (*e-print of full article available on request by emailing Karen.pollock@ualberta.ca) click here to view abstract

Pollock, K., Roberts, J., Krakow, R. (2004) Language sampling versus standardized testing in children adopted from China. Poster to be presented at the annual convention of the American Speech-Language-Hearing Association (ASHA), November, Philadelphia. click here to view abstract

Price, J.R. (2003). Speech and Language Development in Children Adopted from China. Unpublished doctoral dissertation, University of Memphis. click here to view abstract

Price, J.R., & Pollock, K.E. (2003). Language development in six children adopted from China. Paper presented at the annual convention of the American Speech-Language-Hearing Association (ASHA), Chicago, November. click here to view abstract

Price, J.R., Pollock, K.E., & Oller, D.K. (2004). Infraphonological and phonological development in six children adopted from China. Poster to be presented at the annual convention of the American Speech-Langauge-Hearing Association (ASHA), Philadelphia, November. click here to view abstract

Roberts, J., Krakow, R., & Pollock, K. (2002). Language outcomes for preschool children adopted from China before age two. Poster presented at the 9^th meeting of the International Clinical Phonetics and Linguistics Association, May, Hong Kong. (see published version: Roberts, Krakow, & Pollock, 2003)

Roberts, J., Krakow, R., & Pollock, K. (2003). Language outcomes for preschool children adopted from China as infants and toddlers. Journal of Multilingual Communication Disorders, 1, 177-183. (*e-print of full article available on request by emailing Karen.pollock@ualberta.ca) click here to view abstract

Roberts, J., Pollock, K., & Krakow, R. (2004). Continued catch-up and language delay in children adopted from China. Poster to be presented at the annual convention of the American Speech-Language-Hearing Association (ASHA), November, Philadelphia. (see published version: Roberts, Pollock, & Krakow, 2005)

Roberts, J., Pollock, K., & Krakow, R. (2005). Continued catch-up and language delay in children adopted from China. Seminars in Speech and Language 26, 76-85. click here to view abstract (full copy of article available on request by emailing karen.pollock@ualberta.ca )

Roberts, J., Pollock, K., Krakow, R., Price, J., Fulmer, K., & Wang, P. (2005). Language development in preschool-aged children adopted from China. Accepted for publication in Journal of Speech-Language-Hearing Research, 48, 93-107. click here to view abstract (copy of full article available on request by emailing karen.pollock@ualberta.ca )

Roberts, J., Pollock, K., Krakow, R., Price, J., Andrzejewski, M., & Donohue, C. (2003). Preliteracy profiles of preschool-aged children adopted from China. Paper presented at the annual convention of the American Speech-Language-Hearing Association (ASHA), November, Chicago. click here to view abstract

Selected Abstracts

ABSTRACT:

Most internationally adopted (IA) children are at risk for medical and developmental problems. Most IA children don’t appear to have on-going language, health, or social/emotional problems, yet some face significant challenges requiring appropriate assessment and intervention. The influence of factors such as adoption age, time in US, and source country are discussed.

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ABSTRACT:

Since 1995, Americans have adopted over 100,000 children from abroad. Concerns often focus on possible language and adaptive behavior functioning problems. Studying 73 toddlers and preschoolers from China, we found that the incidence of problems in either area was low for both groups and that the incidence of language delay and adoptive functioning problems was decreased in the preschool group relative to the younger toddler group. This suggests that such difficulties can be a short-term consequence for international adoptees.

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Pollock, K. (2005). Early language growth in children adopted from China: Issues and preliminary normative data. Seminars in Speech and Language, 26, 22-32.

ABSTRACT:

Normative data on English language development in children adopted from China are needed in order to determine whether a child's language skills are within normal limits or significantly delayed relative to their peers (that is, other children adopted from China). A longitudinal survey of children adopted from China, modified from a similar survey used by Glennen and Masters (American Journal of Speech-Language Pathology 2002; 11:417-433) with children adopted from Eastern Europe, was used to collect information on English language development from over 150 children at 3 month intervals. Preliminary results are presented here, based on 808 surveys from 141 children grouped by age at time of adoption. In general, children adopted at older ages used more words and produced longer sentences at each 3 month interval post-adoption, but had further to go to "catch up" to norms for non-adopted monolingual English-speaking peers of the same age. Individual profiles illustrate the variation seen within groups, with some children performing at or above age level and others showing varying levels of "delay" relative to non-adopted monolingual English-speaking peers and/or adopted peers.

(reprint of the full article available on request by emailing Karen.pollock@ualberta.ca)

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Pollock, K., Chow, E., & Tamura, M. (2004a). Phonological outcomes for preschoolers adopted from China as infants/toddlers. Paper presented at the annual Child Phonology Conference, Tempe, AZ, May.

ABSTRACT:

Internationally adopted children face a unique language learning situation, with abrupt onset of exposure to a new language often coinciding with abrupt cessation of exposure to the first language. In addition, internationally adopted children are considered “at risk” for language and other developmental disorders because of their history of institutionalization. Recent studies of infants/toddlers adopted from Eastern Europe and China have found that although there may be significant language delays in the first year or so post-adoption, the vast majority catch up by age 3 (e.g., Glennen & Masters, 2002; Krakow & Roberts, 2003; Pollock et al., 2003; Roberts et al., under revision). For example, Roberts et al. (under revision) assessed 55 preschoolers adopted from China as infants/toddlers and found that only about 5% scored below average on two or more standardized speech-language tests. However, most studies have not provided detailed analyses of phonological measures. In the present study, the phonological skills of 25 preschoolers (a subset of those reported by Roberts et al.) are examined. Children were adopted between 7 and 24 months (mean = 14 months) and ranged in age from 38 to 78 months (mean = 55 months) at time of assessment. Data include standardized test scores (GFTA-2, KLPA-2), analysis of 250-word spontaneous speech samples using PROPH (Long et al., 2003), and assessment of voice and prosody using the PVSP (Shriberg, 1990). Results indicate that as a group, the children are on target with phonological development (e.g., Mean Standard Score on GFTA-2 = 102, SD = 15). However, four children scored below the 15^th percentile on the GFTA-2. Details of PROPH and PVSP analyses will be provided, and implications for clinical assessment of this population discussed.

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Pollock, K., Chow, E., & Tamura, M. (2004b). Phonology and prosody in preschoolers adopted from China as infants/toddlers. Poster to be presented at the annual convention of the American Speech-Language-Hearing Association (ASHA), November, Philadelphia.

ABSTRACT:

Articulation/phonology and voice/prosody skills are reported for a group of 25 preschool-aged children adopted from China as infants/toddlers, using both standardized tests and non-standardized measures. 84% scored at or above age level on the GFTA-2. Low-scoring children demonstrated primarily common developmental error patterns.

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ABSTRACT:

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Pollock, K.E., & Price, J.R. (2005). Phonological Skills of Children Adopted from China: Implications for Assessment. Seminars in Speech and Language, 26, 54-63.

ABSTRACT:

Little is known about the acquisition of English phonology by children adopted from China. Data are summarized from three recent studies with a focus on the phonological skills of children adopted from China as infants or toddlers. Two longitudinal studies (combined n=8) described early phonological behaviors (e.g., babbling, phonetic inventories) and found substantial individual variation. In spite of this variation, by 3 years of age nearly all of the children were performing at a level comparable to non-adopted monolingual English-speaking peers. No clear relationship between the early behaviors and outcome at age 3 was found. The third study provided descriptions of the phonological skills of preschoolers (n=25) who had been adopted two or more years earlier, and found that only a few had persistent phonological delays. Errors were predominantly common developmental errors frequently observed in non-adopted monolingual English-speaking children. These findings suggest that tests and measures developed for monolingual English-speaking children may be used cautiously with children adopted as infants or toddlers who have been in their permanent homes for two or more years. Prior to that time, assessment should focus on independent analyses of phonological behaviors with consideration of the child's chronological age, length of exposure to English, and development in other language domains.

(reprint of the full article available on request by emailing Karen.pollock@ualberta.ca)

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ABSTRACT:

The English speech-language development of two toddlers adopted from China by US families was followed longitudinally for several months after their arrival in the US. MX, adopted at 13½ months, exhibited a faster rate of lexical and phonological development than GY, adopted at 20 months. Both girls were also given a thorough speech-language assessment at approximately two years post-adoption. Differences in performance were still apparent, with MX scoring higher than GY on all measures. However, all but one of GY’s scores were within normal limits. Age at time of adoption (and correspondingly less time spent in an institution), quality and quantity of prelinguistic vocalizations, and general cognitive abilities are discussed as possible factors contributing to observed differences in rate of early English acquisition and later language skills in preschool.

(*e-print of full article available on request by emailing Karen.pollock@ualberta.ca)

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Pollock, K., Roberts, J., Krakow, R. (2004). Language sampling versus standardized testing in children adopted from China. Poster to be presented at the annual convention of the American Speech-Language-Hearing Association (ASHA), November, Philadelphia.

ABSTRACT: The language development of a cohort of children adopted from China was compared on spontaneous language sampling versus standardized language testing. It was found that results were largely consistent between the two types of assessments, although with age held constant, there were relatively low correlations between the measures.

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Price, J.R. (2003). Speech and language development in children adopted from China. Unpublished doctoral dissertation. The University of Memphis. Co-Directors: Karen E. Pollock and D. Kimbrough Oller.

ABSTRACT:

The number of international adoptions has increased dramatically in the past decade, and Chinese children currently represent the largest group of internationally adopted children in the US. However, relatively little is known about their se children’s course of development upon arrival in the US. This study investigated speech-language development in six children adopted from China.

The children ranged in age from 9 to 17 months at adoption. Parents completed questionnaires regarding their child’s developmental and medical history, and data regarding the children’s communicative development were collected approximately every 3 months during home visits made by the investigator. At age 3, outcomes in speech, language, and pre-literacy skills were assessed.

Children’s longitudinal language growth was examined. Two children experienced rapid vocabulary growth immediately after adoption. The others’ vocabulary levels were relatively low throughout the first year post-adoption. Two of those children demonstrated vocabulary spurts approximately one year after adoption. The remaining two children’s vocabulary growth rates were relatively stable.

Communication samples collected at 6 months post-adoption were analyzed. For all children, infraphonological, phonological, lexical, and social-communicative development appeared normal, though there was wide variability in children’s performance.

Outcomes at age 3 also indicated variability in children’s communicative abilities. Four children scored within the average range. One child scored more than 1 standard deviation above the mean on the majority of measures, while one child scored more than 2 standard deviations below the mean on most measures. Outcomes were not predicted by any of the behaviors assessed at six months post-adoption. The child whose language abilities were below average at age 3, however, demonstrated the slowest rate of vocabulary growth.

Findings indicated that vocabulary levels reached 50 words by one year post-adoption and 400 words by two years post-adoption for the five children who scored within or above normal limits at age 3. Level of language development in Chinese prior to adoption, as well as parental concern regarding their child’s language development may be sensitive indicators of English language development. The findings also support the notion of resiliency of children’s language learning capacity in the context of early change in language environment.

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ABSTRACT:

The early course of English language development in six children adopted from China as infants and toddlers is reported and compared to language and preliteracy outcomes at age 3. Rates of language growth varied considerably. However, most children were within or above the average range on most age 3 variables.

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ABSTRACT:

Six children adopted from China were assessed at two points in time. At 6 months post-adoption (ages 15 to 23 months), infraphonological/phonological development for all appeared within normal limits. At age 3, one child lagged considerably behind both adopted and non-adopted peers. No consistent relationship between behaviors at the two times emerged.

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Roberts, J., Krakow, R., & Pollock, K. (2003). Language outcomes for preschool children adopted from China as infants and toddlers. Journal of Multilingual Communication Disorders, 1, 177-183.

ABSTRACT:

This study examined the language development of fifty-five preschool-aged children adopted from China, who had resided in the United States for at least two years. Approximately 15% of the children scored below average on two or more measures in a battery of standardized speech-language tests. However, the vast majority of children scored at or above average, with many scoring in the moderately to extremely high range on two or more measures. Previous studies of internationally adopted children had suggested that such children are at risk for a variety of problems, including difficulties with language. The results of this study stand in stark contrast to these low expectations, and speak to both the robustness of the language system as well as the enriching effects of the language environment into which these children were adopted. This is especially impressive considering that these children heard no English for a significant duration of their early lives.

(*e-print of full article available on request by emailing Karen.pollock@ualberta.ca)

Note: This brief paper described preliminary results from the preschool outcomes study that were presented at the 9^th meeting of the International Clinical Phonetics and Linguistics Association in Hong Kong in May, 2002. An expanded paper, including new analyses and interpretations, was published in the Journal of Speech-Language-Hearing Research in 2005 (see Roberts, Pollock, Krakow, Price, Fulmer, & Wang, 2005, for full reference and abstract).

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ABSTRACT:

The continued language development of the lowest performers from a cohort of fifty-five preschool-aged children adopted from China was examined. All children had originally been assessed approximately two years earlier. Group results indicated modest gains on current testing, but still below the level of other peers in the cohort.

See also the published version of this paper (Roberts, Pollock, & Krakow, 2005)

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Roberts, J., Pollock, K., & Krakow, R. (2005). Continued catch-up and language delay in children adopted from China. Seminars and Speech and Language 26, 76-85.

ABSTRACT:

Most internationally adopted children learn their new language rapidly after adoption. What is not known is whether these gains continue at the same developmental pace throughout the preschool years. To answer this question, the continued language development of the 10 lowest performers from a cohort of 55 preschool-aged children adopted from China was examined. All 55 children had originally been assessed approximately 2 years earlier as preschoolers. The purpose was to examine whether continued English language exposure resulted in greater gain scores on a battery of standardized speech-language tests normed on monolingual English speakers. The 10 lowest performers were retested on the same battery approximately 2 years later. Scores on the second testing were examined in two ways. First, the amount of gain made from first to second testing for each child was examined, and second, the low performers were compared with adopted children from the original cohort who were matched for age and duration of time in the United States. It was found that more than half of the low-scoring children made clinically significant gains on the second assessment, but that low performers as a group scored below the level of matched peers in the cohort, even after approximately 2 years of additional English language exposure.

(reprint of the full article available on request by emailing Karen.pollock@ualberta.ca)

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Roberts, J., Pollock, K., Krakow, R., Price, J., Fulmer, K., & Wang, P. (2005). Language development in preschool-aged children adopted from China. Journal of Speech-Language-Hearing Research, 48, 93-107.

ABSTRACT:

This study examined the language development of fifty-five preschool-aged children adopted from China, who had resided in their permanent homes for approximately two years or longer. Slightly over 5% of the children scored below average on two or more measures from a battery of standardized speech-language tests normed on monolingual English speakers. However, the vast majority scored within or well above the average range on two or more measures. Contrary to other reports on the language development of internationally adopted children, the results suggest that L2 or "second first language” acquisition proceeds rapidly in the majority of preschool aged children adopted as infants and toddlers. For the children in the sample who scored below average, results indicated that they were among the children who had been exposed to English for the least amount of time. The results of this study demonstrate both the robustness of the language system in the majority of adopted children from China as well as slower growth in a small subset of lower performers in the first years after adoption.

(reprint of full article available on request by emailing karen.pollock@ualberta.ca )

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ABSTRACT:

This study examined the language development of 55 preschool-aged children adopted from China. Measures of preliteracy skills were collected when children were between 3 and 6 years of age and compared to performance on spoken language measures from a batter of standardized speech-language tests. As expected, clear age trends dominated the development of preliteracy skills, but these skills were also significantly related to performance on standardized language tests, as well as to the total duration of exposure to English.

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