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Projects in the Language and Learning Study (SOL)

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Here is a selection of current and completed projects and substudies in the Language and Learning Study.

Illustrasjonsbilde: Colourbox.com
Illustrasjonsbilde: Colourbox.com

Here is a selection of current and completed projects and substudies in the Language and Learning Study.

Currents projects and substudies:

Socio-emotional development in children with speech difficulties

Some children have speech difficulties, which hold them back in social situations, while others with the same speech difficulties experience increased frustration and anger because they are unable to express themselves. Research has shown that children with speech difficulties are more likely to suffer from socio-emotional problems than their peers without speech difficulties. In this PhD project, we examine which factors affect the relationship between speech difficulties and socio-emotional problems. The project started in May 2013 and will be completed by May 2016. 

Language and learning in eight year olds (Language-8)

The purpose of this sub-study is to learn more about children’s language development. Why is it that some children learn to talk easily while others struggle? We will examine environmental and heritable causes for language impairment in children. The study will be ongoing from July 2013 until July 2017. Read more about the study here:

Children with language impairment - risk factors and developmental pathways

The overall objective of this project is to obtain knowledge about children's normal language development, what contributes to variations in language skills, as well as environmental and hereditary causes of language disorder development. The project started in January 2008 and currently has funding until 2016. Read more about this project here:

Completed projects:

Developmental language delay and co-occurring problems

The purpose of this project was to investigate the co-occurring problems in children with delayed language development at 18 months, 3 and 5 years of age. The focus was on co-occurring difficulties such as motor difficulties and externalising and internalising behaviour problems. The project started in January 2010 and was completed in November 2013. Read more about the project here:

The significance of early social skills and communication for later language development

The purpose of this study is to look at early skill development related to social interaction and non-verbal communication at 18 months, to later language development at 3 and 5 years of age. The study will also examine how factors in the child or the environment may indicate innate and/or environmental conditions for language development.

What significance does centre-based childcare have for children from less affluent families?

Children from poor families have a particularly high risk of developing language disorders and behavioural problems. Centre-based childcare is considered to be a positive intervention for these children. This project has investigated the significance of childcare on childrens' language development and behaviour. 

The significance of parental choice of childcare on children's development of language and behaviour

This project aimed to identify the specific factors in childcare provision that contribute to positive development and good mental health among children. The study has also examined whether there are sub-groups of children where the choice of childcare offers a more profound and lasting significance.