Ask about this productRelated genes to: BRUNOL5 antibody
- Gene:
- CELF5 NIH gene
- Name:
- CUGBP Elav-like family member 5
- Previous symbol:
- BRUNOL5
- Synonyms:
- -
- Chromosome:
- 19p13.3
- Locus Type:
- gene with protein product
- Date approved:
- 2000-11-28
- Date modifiied:
- 2017-01-20
Related products to: BRUNOL5 antibody
Related articles to: BRUNOL5 antibody
- Developmental language disorder (DLD) is linked to long-term academic and social difficulties. Despite these lasting impacts, state-level prevalence estimates are limited. This study estimated prevalence among early-elementary students in West Virginia who may be at risk for DLD and examined variation by grade, locale, and assessment instrument. - Source: PubMed
Publication date: 2026/08/25
Israelsen-Augenstein MeganMoore Michelle WToman TracyRosborough Allison - This study presents a genetic analysis of three-generation family exhibiting terminal 19p13.3 duplication resulting from a maternal balanced translocation, t (19; 21) (p13.3; p12). Additionally, we reviewed previously reported cases with similar aberrations. - Source: PubMed
Publication date: 2026/06/02
Chen Jia-YanCai Mei-JiaoChen Xiao-LuGe Yun-Sheng - Genetically defined neurodevelopmental syndromes provide a framework for examining constraints on language development. This study compared language performance in children and adolescents with 22q11.2 deletion syndrome (22q11.2DS; n = 40) and Down syndrome (DS; n = 40), matched for age and nonverbal cognitive ability, aged 6-16 years. Standardized assessments included the Clinical Evaluation of Language Fundamentals (CELF-5) and the BLOC-C to evaluate multiple receptive and expressive language domains. Group differences, effect sizes, and associations with age were analyzed to characterize syndrome-specific profiles. Children with 22q11.2DS demonstrated relatively stronger receptive vocabulary and syntax alongside weaker morphosyntactic and pragmatic skills, with vocabulary showing moderate positive associations with age. In contrast, the DS group exhibited generally lower performance across domains, with pronounced difficulties in morphosyntax and limited age-related gains. These findings highlight differences in overall level of performance and relative strengths within a globally impaired profile across syndromes and emphasize the value of multi-dimensional assessment in capturing both age-related patterns and vulnerabilities. - Source: PubMed
Publication date: 2026/05/26
Moraleda-Sepúlveda EstherLázaro-López-Villaseñor MiguelPulido-García NoeliaBenomar-Simou Hoda - This study examined the role of auditory processing in autism spectrum disorder, focusing on its association with verbal and non-verbal vocal communication skills in children and adolescents. A total of 97 English-speaking autistic participants (ages 7.9-17.4 years, mean = 12.3) and 44 neurotypical peers (ages 8.4-16.8, mean= 12.3) completed assessments of auditory processing and communication skills. We analyzed the relationships between scores on the SCAN-3 Tests for Auditory Processing Disorders time-compressed sentences, auditory figure-ground (+ 8dB), gap detection, and competing words-free recall subtests, the Clinical Evaluation of Language Fundamentals-Fifth Edition (CELF-5) expressive and receptive language indices, the Goldman-Fristoe Test of Articulation-3rd Edition (GFTA-3) Sounds-In-Words subtest, and the Diagnostic Analysis of Nonverbal Accuracy-2nd Edition (DANVA-2) paralanguage subtests. Measures of auditory processing were associated with both verbal and non-verbal communication skills in the autistic participants. Specifically, we found that SCAN-3 time-compressed sentence and gap detection scores were associated with expressive and receptive language skills, receptive vocabulary scores, and ability to recognize vocal emotional cues. Gap detection abilities additionally correlated positively with expressive and receptive language skills, while auditory figure-ground task performance was related to articulation. In conclusion, this study suggests specific aspects of auditory processing may be important for development of specific aspects of auditory communication skills in children on the spectrum. Specifically, spectral aspects of auditory processing abilities were associated with articulation accuracy whereas temporal components of auditory processing may impact broader verbal and nonverbal communication skills. Further research is needed to better understand the underlying mechanisms of these associations and potential directions of causality to inform development of interventions that target auditory processing and auditory communication skills in ASD. - Source: PubMed
Publication date: 2026/04/23
Gallo AlecSabes Jennifer HendersonDemopoulos Carly - This study evaluates the impact of a comprehensive remedial program within the "Literary Reading" curriculum on the spoken language development of deaf and hard-of-hearing children in grades 2-4, aligned with Kazakhstan's communicative paradigm of primary education. A total of 150 students aged 7-10 participated. The six-month intervention included interdisciplinary integration, auditory training, and spoken language reading strategies. The Clinical Evaluation of Language Fundamentals (adapted into Russian) was used for assessment. Linear mixed-effects models revealed significant Group × Time interactions across all CELF-5 indices, indicating substantially greater pre-to-post language gains in the experimental group compared to the control group. Significant effects were observed for the Core Language Score (β = -6.30, SE = 0.43, z = -14.72, < 0.001), Receptive Language Index (β = -5.17, SE = 0.36, z = -14.53, < 0.001), Expressive Language Index (β = -5.42, SE = 0.41, z = -13.22, < 0.001), Language Content Index (β = -5.03, SE = 0.40, z = -12.58, < 0.001), and Language Memory Index (β = -4.79, SE = 0.42, z = -11.41, < 0.001). While the control group showed only minimal developmental changes, the experimental group demonstrated pronounced improvements across all language domains. The findings support the effectiveness of the program in improving spoken language skills among children who are deaf or hard of hearing. Its success in Kazakhstan suggests potential for adaptation in other Russian-speaking educational contexts focused on corrective learning for children with special needs. - Source: PubMed
Publication date: 2026/03/23
Saurykova BaglanSaurykova KuralayYeleussizkyzy MeruyertZhiyenbayeva Nadezhda