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Ward L, Polišenská K, Bannard C. Sentence Repetition as a Diagnostic Tool for Developmental Language Disorder: A Systematic Review and Meta-Analysis. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2024:1-31. [PMID: 38787301 DOI: 10.1044/2024_jslhr-23-00490] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/25/2024]
Abstract
PURPOSE This systematic review and multilevel meta-analysis examines the accuracy of sentence repetition (SR) tasks in distinguishing between typically developing (TD) children and children with developmental language disorder (DLD). It explores variation in the way that SR tasks are administered and/or evaluated and examines whether variability in the reported ability of SR to detect DLD is related to these differences. METHOD Four databases were searched to identify studies that had used an SR task on groups of monolingual children with DLD and TD children. Searches produced 3,459 articles, of which, after screening, 66 were included in the systematic review. A multilevel meta-analysis was then conducted using 46 of these studies. Multiple preregistered subgroup analyses were conducted in order to explore the sources of heterogeneity. RESULTS The systematic review found a great deal of methodological variation, with studies spanning 19 languages, 39 SR tasks, and four main methods of production scoring. There was also variation in study design, with different sampling (clinical and population sampling) and matching (age and language matching) methods. The overall meta-analysis found that, on average, TD children outperformed children with DLD on the SR tasks by 2.08 SDs. Subgroup analyses found that effect size only varied as a function of the matching method and language of the task. CONCLUSIONS Our results indicate that SR tasks can distinguish children with DLD from both age- and language-matched samples of TD children. The usefulness of SR appears robust to most kinds of task and study variation. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.25864405.
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Affiliation(s)
- Leah Ward
- Division of Psychology, Communication and Human Neuroscience, The University of Manchester, United Kingdom
| | - Kamila Polišenská
- Division of Psychology, Communication and Human Neuroscience, The University of Manchester, United Kingdom
- Department of Language and Communication Science, City University of London, United Kingdom
| | - Colin Bannard
- Department of Linguistics and English Language, The University of Manchester, United Kingdom
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Abd El-Raziq M. Morphosyntactic skills in Arabic-speaking children with autism spectrum disorder: Evidence from error patterns in the sentence repetition task. AUTISM & DEVELOPMENTAL LANGUAGE IMPAIRMENTS 2024; 9:23969415241234649. [PMID: 38616785 PMCID: PMC11015764 DOI: 10.1177/23969415241234649] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 04/16/2024]
Abstract
Background and aims Although autism spectrum disorder (ASD) has not traditionally been associated with morphosyntactic impairments, some children with ASD manifest significant difficulties in this domain. Sentence Repetition (SRep) tasks are highly reliable tools for detecting morphosyntactic impairment in different languages and across various populations, including children with ASD. This study is among the first to evaluate morphosyntactic abilities of Palestinian-Arabic (PA) speaking children using a PA SRep task. Methods A total of 142 PA-speaking children, aged 5-11, participated in the study: 75 children with typical language development (TLD) and 67 children with ASD. The PA SRep task targeted morphosyntactic structures of varying complexity (simple subject-verb-object [SVO] sentences, biclausal sentences, wh-questions, relative clauses). Children's accuracy scores were assessed across these structures and error patterns encompassing morphosyntactic and pragmatic aspects were analyzed. Results Two subgroups of ASD emerged: 43% showed age-appropriate language skills (ASD + NL) pairing up with TLD peers, while 57% showed signs of morphosyntactic impairment (ASD + LI). Children in both groups exhibited a higher frequency of morphosyntactic errors than pragmatic ones. Children with ASD + LI showed difficulties with producing complex morphosyntactic structures, such as relative clauses and object wh-questions. Error analysis revealed that children in the ASD + LI group produced sentence fragments and simplified constructions when complex structures were targeted. Conclusions The current study extends the cross-linguistic evidence of the heterogeneity of morphosyntactic profiles in children with ASD to Arabic-speaking children. Error analysis indicates that poor morphosyntax, rather than pragmatics, challenges children's performance on the SRep task. Implications Our results emphasize the importance of comprehensive language assessment in children with ASD and underscore the need for tailored intervention plans targeting impaired morphosyntactic structures in some children with ASD.
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Affiliation(s)
- Muna Abd El-Raziq
- Department of English Literature and Linguistics, Bar-Ilan University, Ramat Gan, Israel
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Courteau É, Royle P, Steinhauer K. Number agreement processing in adolescents with and without developmental language disorder (DLD): evidence from event-related brain potentials. Sci Rep 2023; 13:22836. [PMID: 38129437 PMCID: PMC10739941 DOI: 10.1038/s41598-023-49121-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/28/2023] [Accepted: 12/04/2023] [Indexed: 12/23/2023] Open
Abstract
In morphologically richer languages, including French, one must learn the specific properties of number agreement in order to understand the language, and this learning process continues into adolescence. This study examined similarities and differences between French-speaking adolescents with and without developmental language disorder (DLD) when processing number agreement, and investigated how morpho-syntactic regularity affected language processing. Using event-related potentials (ERP) and only grammatical sentences with audio-visual mismatches, we studied ERP correlates to three types of number agreement: (1) regular determiner agreement in noun phrases, (2) regular subject-verb plural liaison, and (3) irregular subject-verb agreement. We also included a lexico-semantic mismatch condition to investigate lexico-semantic processing in our participants. 17 adolescents with DLD (M = 14.1 years) and 20 (pre)teens with typical language (TL, M = 12.2 years) participated in the study. Our results suggest three patterns. First, French-speaking teenagers without DLD are still consolidating their neurocognitive processing of morpho-syntactic number agreement and generally display ERP profiles typical of lower language proficiency than adult native speakers. Second, differences in morphosyntactic processing between teenagers with and without DLD seem to be limited to rule-based (regular) number agreement. Third, there is little evidence for corresponding differences in lexico-semantic processing.
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Affiliation(s)
- Émilie Courteau
- School of Speech Language Pathology and Audiology, Faculty of Medicine, University of Montreal, Montreal, QC, Canada.
- Department of Psychology and Neuroscience, Dalhousie University, Halifax, NS, Canada.
- Centre for Research On Brain, Language and Music (CRBLM), Montreal, QC, Canada.
| | - Phaedra Royle
- School of Speech Language Pathology and Audiology, Faculty of Medicine, University of Montreal, Montreal, QC, Canada
- Centre for Research On Brain, Language and Music (CRBLM), Montreal, QC, Canada
| | - Karsten Steinhauer
- Centre for Research On Brain, Language and Music (CRBLM), Montreal, QC, Canada
- School of Communication Sciences and Disorders, Faculty of Medicine, McGill University, Montreal, QC, Canada
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Cerro NB, López-Villaseñor ML, Pascual IR, Altares SM. A Sentence Repetition Task in Spanish language: a valid tool for early language assessment. Codas 2023; 35:e20220164. [PMID: 37729255 PMCID: PMC10546988 DOI: 10.1590/2317-1782/20232022164en] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/25/2022] [Accepted: 10/05/2022] [Indexed: 09/22/2023] Open
Abstract
PURPOSE Sentence Repetition Tasks (SRT) have been widely used to assess early language abilities in different languages and populations. In addition, it has been proved that performance in SRTs serve as a clinical marker to detect language difficulties. However, most of the research has been conducted in English language and with children older than 4 years of age. Despite this scarcity, [1] developed a SRT for monolingual Spanish-speaking children between 2 and 4 years of age. Initial findings showed that it is a useful tool for discriminating children with different linguistic levels. In addition, the task showed concurrent validity with a nonword repetition task. In the current study we want to explore the predictive validity of this task. METHODS We conducted a longitudinal study including 20 monolingual Spanish-Speaking children who were tested twice, at 33 months of age and six months later. In addition to the SRT, participants completed a nonword repetition task [2] and the Spanish version of the Merrill-Palmer-R Developmental Scales [3]. RESULTS showed strong and positive relationships between the different tests when first assessed. We also found strong and predictive relationships between the SRT at time 1 and SRT and the Merrill-Palmer-R at time 2. CONCLUSION We conclude that the SRT developed [1] is a valid tool for examining early language abilities and its changes over time.
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Affiliation(s)
- Natalia Bravo Cerro
- Departamento de Pedagogía, Facultad de Ciencias de la Salud, Universidad de Castilla la Mancha - UCLM - Talavera de la Reina, Toledo, España.
- Departamento de Psicología Evolutiva y de la Educación, Facultad de Psicología, Universidad Nacional de Educación a Distancia - UNED - Madrid, España.
| | - Miguel Lázaro López-Villaseñor
- Departamento de Psicología Experimental, Procesos Cognitivos y Logopedia, Facultad de Psicología, Universidad Complutense de Madrid - UCM - Pozuelo de Alarcón, Madrid, España.
| | - Irene Rujas Pascual
- Departamento de Investigación y Psicología en Educación, Universidad Complutense de Madrid - UCM - Pozuelo de Alarcón, Madrid, España.
| | - Sonia Mariscal Altares
- Departamento de Psicología Evolutiva y de la Educación, Facultad de Psicología, Universidad Nacional de Educación a Distancia - UNED - Madrid, España.
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Russell KMH, Redmond SM, Ash AC. Psycholinguistic profiling of children with sluggish cognitive tempo. CLINICAL LINGUISTICS & PHONETICS 2023; 37:828-844. [PMID: 35748339 PMCID: PMC9789211 DOI: 10.1080/02699206.2022.2092422] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/23/2021] [Revised: 05/27/2022] [Accepted: 06/14/2022] [Indexed: 06/15/2023]
Abstract
Language disorders are frequently comorbid with attention deficit/hyperactivity disorder (ADHD). Sluggish cognitive tempo (SCT), a second attention disorder, may potentially explain some of the links between language disorders and ADHD. In this study we examined the psycholinguistic abilities of 207 children (mean age 7;10) with and without clinically significant levels of SCT symptoms to determine the degree to which symptoms of language disorder co-occur in cases of SCT. Analyses of children's tense-marking, nonword repetition, and sentence recall indicated that deficits in these areas were not associated with SCT. Instead, SCT appears to be more closely aligned with features of social (pragmatic) communication disorder.
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Affiliation(s)
- Kirsten M Hannig Russell
- Department of Communication Sciences and Disorders, University of Utah, Salt Lake City, Utah, USA
| | - Sean M Redmond
- Department of Communication Sciences and Disorders, University of Utah, Salt Lake City, Utah, USA
| | - Andrea C Ash
- Department of Communication Sciences and Disorders, University of Utah, Salt Lake City, Utah, USA
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Higashi S, Koshibe Y, Miyazaki T, Watanabe R, Nakanome H, Inoue T, Asada T, Arai T. Feasibility study of Internet video-based speech-language activity for outpatients with primary progressive aphasia. PLoS One 2023; 18:e0288468. [PMID: 37440500 DOI: 10.1371/journal.pone.0288468] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/10/2022] [Accepted: 06/27/2023] [Indexed: 07/15/2023] Open
Abstract
BACKGROUND Primary progressive aphasia is a clinical dementia syndrome secondary to neurodegenerative disease characterized by language-related difficulties. Currently, there is no effective treatment for language impairment in primary progressive aphasia. In the present study, we investigated the feasibility of Internet video-based speech-language activities for this condition. METHODS Twenty-three people with primary progressive aphasia (pwPPA) participated in the study and were provided with twelve speech-language activity videos on a dedicated website, with three sessions per week. The group that chose to continue with participation after three months of intervention received Internet activities for one year. Cognitive domains associated with persistence, treatment motivation, and video difficulty settings were statistically analyzed. RESULTS After three months, 17 out of 23 participants opted to continue with the activities. The ability to follow oral commands which was measured pre intervention was higher in the group that continued compared with those participants who discontinued activity. The scores of two Standard Language Test of Aphasia subtests, sentence repetition and narrative writing-associated with the ability to comprehend and produce sentence structure-were highly correlated with motivation, interest and concentration in activity. Participants with different levels of primary progressive aphasia progression could participate in the same video-based activities when high-frequency words were used in the video. CONCLUSIONS Internet video-based speech-language activity at home has potential as a useful tool for future primary progressive aphasia treatment because it provides a cost-effective approach to intensive intervention and overcomes barriers associated with traditional therapy approaches.
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Affiliation(s)
- Shinji Higashi
- Department of Psychiatry, Ibaraki Medical Center, Tokyo Medical University, Ibaraki, Japan
| | - Yuko Koshibe
- Department of Psychiatry, Ibaraki Medical Center, Tokyo Medical University, Ibaraki, Japan
- Memory Clinic Ochanomizu, Bunkyo-ku, Tokyo, Japan
- Division of Clinical Medicine, Department of Psychiatry, Faculty of Medicine, University of Tsukuba, Tsukuba, Ibaraki, Japan
| | - Takehiro Miyazaki
- Department of Psychiatry, Ibaraki Medical Center, Tokyo Medical University, Ibaraki, Japan
| | - Ryohei Watanabe
- Department of Psychiatry, Ibaraki Medical Center, Tokyo Medical University, Ibaraki, Japan
| | - Hanako Nakanome
- Department of Psychiatry, Ibaraki Medical Center, Tokyo Medical University, Ibaraki, Japan
- Memory Clinic Ochanomizu, Bunkyo-ku, Tokyo, Japan
| | - Takeshi Inoue
- Department of Psychiatry, Tokyo Medical University, Shinjuku-ku, Tokyo, Japan
| | | | - Tetsuaki Arai
- Division of Clinical Medicine, Department of Psychiatry, Faculty of Medicine, University of Tsukuba, Tsukuba, Ibaraki, Japan
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Fiveash A, Ladányi E, Camici J, Chidiac K, Bush CT, Canette LH, Bedoin N, Gordon RL, Tillmann B. Regular rhythmic primes improve sentence repetition in children with developmental language disorder. NPJ SCIENCE OF LEARNING 2023; 8:23. [PMID: 37429839 PMCID: PMC10333339 DOI: 10.1038/s41539-023-00170-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/18/2022] [Accepted: 06/07/2023] [Indexed: 07/12/2023]
Abstract
Recently reported links between rhythm and grammar processing have opened new perspectives for using rhythm in clinical interventions for children with developmental language disorder (DLD). Previous research using the rhythmic priming paradigm has shown improved performance on language tasks after regular rhythmic primes compared to control conditions. However, this research has been limited to effects of rhythmic priming on grammaticality judgments. The current study investigated whether regular rhythmic primes could also benefit sentence repetition, a task requiring proficiency in complex syntax-an area of difficultly for children with DLD. Regular rhythmic primes improved sentence repetition performance compared to irregular rhythmic primes in children with DLD and with typical development-an effect that did not occur with a non-linguistic control task. These findings suggest processing overlap for musical rhythm and linguistic syntax, with implications for the use of rhythmic stimulation for treatment of children with DLD in clinical research and practice.
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Affiliation(s)
- Anna Fiveash
- Lyon Neuroscience Research Center, CNRS, UMR 5292, INSERM U1028, F-69000, Lyon, France.
- University of Lyon 1, Lyon, France.
- The MARCS Institute for Brain, Behaviour and Development, Western Sydney University, Sydney, Australia.
| | - Enikő Ladányi
- Department of Otolaryngology - Head & Neck Surgery, Vanderbilt University Medical Center, Nashville, TN, USA.
- Department of Linguistics, University of Potsdam, Potsdam, Germany.
| | - Julie Camici
- Lyon Neuroscience Research Center, CNRS, UMR 5292, INSERM U1028, F-69000, Lyon, France
- University of Lyon 1, Lyon, France
| | - Karen Chidiac
- Lyon Neuroscience Research Center, CNRS, UMR 5292, INSERM U1028, F-69000, Lyon, France
- University of Lyon 1, Lyon, France
| | - Catherine T Bush
- Department of Otolaryngology - Head & Neck Surgery, Vanderbilt University Medical Center, Nashville, TN, USA
| | - Laure-Hélène Canette
- Lyon Neuroscience Research Center, CNRS, UMR 5292, INSERM U1028, F-69000, Lyon, France
- University of Lyon 1, Lyon, France
| | - Nathalie Bedoin
- Lyon Neuroscience Research Center, CNRS, UMR 5292, INSERM U1028, F-69000, Lyon, France
- University of Lyon 1, Lyon, France
- University of Lyon 2, Lyon, F-69000, France
| | - Reyna L Gordon
- Department of Otolaryngology - Head & Neck Surgery, Vanderbilt University Medical Center, Nashville, TN, USA
- Vanderbilt Brain Institute, Vanderbilt University, Nashville, TN, USA
- Vanderbilt Genetics Institute, Vanderbilt University, Nashville, TN, USA
- Vanderbilt Kennedy Center, Vanderbilt University Medical Center, Nashville, TN, USA
| | - Barbara Tillmann
- Lyon Neuroscience Research Center, CNRS, UMR 5292, INSERM U1028, F-69000, Lyon, France
- University of Lyon 1, Lyon, France
- Laboratory for Research on Learning and Development, LEAD - CNRS UMR5022, Université de Bourgogne, Dijon, France
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Courteau É, Loignon G, Steinhauer K, Royle P. Identifying Linguistic Markers of French-Speaking Teenagers With Developmental Language Disorder: Which Tasks Matter? JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2023; 66:221-238. [PMID: 36599157 DOI: 10.1044/2022_jslhr-21-00541] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/17/2023]
Abstract
PURPOSE This research aimed to identify reliable tasks discriminating French-speaking adolescents with developmental language disorder (DLD) from their peers with typical language (TL) and to assess which linguistic domains represent areas of particular weakness in DLD. Unlike English, morphosyntax has not been identified as a special area of weakness when compared with lexicosemantics in French preschoolers with DLD. Since there is evidence that subject-verb number agreement is consolidated in later childhood, one might expect morphosyntax to be a particular weakness and marker of French DLD only in (pre)adolescence. METHOD We administered 20 subtasks that assessed linguistic and phonological working memory skills of two groups: 17 adolescents clinically identified as having DLD (M = 14.1 years) and 20 (pre)teens with TL (M = 12.2 years). Using robust statistics that are less affected by outliers, we selected the most discriminating subtasks between our groups, calculated their optimal cutoff score, and derived diagnostic accuracy statistics. We combined these subtasks in a multivariable model to identify which subtasks contributed the most to the identification of DLD. RESULTS Seven subtasks were selected as discriminating between our groups, and three showed outstanding diagnostic accuracy: Recalling Sentences, a multiword task assessing lexicosemantic skills, and a subject-verb number agreement production task. When combined, we found that the latter contributed the most to our multivariable model. CONCLUSION This study provides evidence that the most relevant markers to identify DLD in French teenagers are tasks assessing lexicosemantics and morphosyntactic domains, and that morphosyntax should be considered an important area of weakness in French-speaking teenagers with DLD. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.21753932.
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Affiliation(s)
- Émilie Courteau
- School of Speech-Language Pathology and Audiology, Faculty of Medicine, University of Montréal, Québec, Canada
- Centre for Research on Brain, Language and Music, Montréal, Québec, Canada
| | - Guillaume Loignon
- Deparment of Education and Pedagogy, Faculty of Educational Sciences, University of Québec at Montréal, Canada
| | - Karsten Steinhauer
- Centre for Research on Brain, Language and Music, Montréal, Québec, Canada
- School of Communication Sciences and Disorders, Faculty of Medicine, McGill University, Montréal, Québec, Canada
| | - Phaedra Royle
- School of Speech-Language Pathology and Audiology, Faculty of Medicine, University of Montréal, Québec, Canada
- Centre for Research on Brain, Language and Music, Montréal, Québec, Canada
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Golmohamadi H, Mohamadi R, Ahadi H, Kamali M. Development and psychometric evaluation of the Persian Grammar-Phonology Screening Test: A preliminary study. APPLIED NEUROPSYCHOLOGY. CHILD 2022:1-11. [PMID: 36408787 DOI: 10.1080/21622965.2022.2145198] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
Abstract
This study aimed to develop a screening test for children suspected of developmental language disorders (DLD). The study was conducted in six steps. In the first two steps, we collected 34 sentences for the sentence repetition (SR) subtest, and 40 non-words for the non-word repetition (NWR) subtest, respectively. Experts determined the content validity in the third step and 19 sentences and 19 non-words were selected. In the fourth step, we draw simple pictures for the SR subtest. In the fifth step, two pilot studies were conducted on 30 and 35 Persian-speaking children aged 4.5-5.5 years, respectively. After calculating the discrimination index of the items, we removed items with the discrimination index less than 0.3. Nineteen sentences and 14 non-words remained in this step. In the sixth step, 92 typically developing (TD) children aged 4.5-5.5 and 10 children suspected of DLD were recruited. Then, we removed some items and evaluated the construct validity and reliability of the final form of the Persian Grammar-Phonology Screening Test (PGPST).The final form of the PGPST consisted of 16 sentences, and 11 non-words were developed. The correlation between the two subtests was 0.29. Children suspected of DLD in SR (p = .001) and NWR (p = .007) performed significantly worse than the TD children. The correlation between the two administrations of the test was 0.74 and 0.71, respectively, for SR and NWR. Cronbach's alpha was also 0.84 and 0.86 for the SR and NWR subtests, respectively. The PGPST is a quick and brief screening test with acceptable validity and reliability.
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Affiliation(s)
- Haniye Golmohamadi
- Rehabilitation Research Center, Department of Speech Therapy, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran
| | - Reyhane Mohamadi
- Rehabilitation Research Center, Department of Speech Therapy, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran
| | - Hourieh Ahadi
- Department of Linguistics, Institute for Humanities and Cultural Studies, Tehran, Iran
| | - Mohammad Kamali
- Rehabilitation Research Center, Department of Rehabilitation Basic Sciences, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran
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Wang D, Zheng L, Lin Y, Zhang Y, Sheng L. Sentence Repetition as a Clinical Marker for Mandarin-Speaking Preschoolers With Developmental Language Disorder. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2022; 65:1543-1560. [PMID: 35320679 DOI: 10.1044/2021_jslhr-21-00401] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
PURPOSE Sentence repetition (SR) is believed to be a clinical marker for developmental language disorder (DLD) across many languages. This study explored the potential of a self-designed Mandarin SR task (MSRT) to reflect Mandarin-speaking preschoolers' language ability and to differentiate children with and without DLD in this population. Furthermore, we aimed to compare five scoring systems for evaluating children's MSRT performance. METHOD In Study 1, the MSRT was administered to 59 typically developing (TD) children aged 3;6 (years;months) to 6;5 in China. The task was examined regarding its ability to correlate with language indices derived from children's narrative samples. In Study 2, both a TD and a DLD group were recruited to investigate the task's sensitivity, specificity, and likelihood ratios to distinguish between children with and without DLD. RESULTS Study 1 showed that, using four of the five scoring methods, TD children's performance on the MSRT significantly correlated with all the language measures derived from narratives. Study 2 showed that the MSRT was able to differentiate children with and without DLD. CONCLUSION The MSRT is a promising tool to reflect language abilities and identify DLD in Mandarin-speaking preschoolers. Based on the current evidence, we recommend that researchers and clinicians select the number of errors in the syllable method or the binary method when scoring responses to meet their specific needs. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.19386257.
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Affiliation(s)
- Danyang Wang
- Department of Communication Sciences and Disorders, University of Delaware, Newark
| | - Li Zheng
- Nanjing Normal University, China
| | - Yuanyuan Lin
- Department of Developmental and Behavioral Pediatrics, Shanghai Children's Medical Center, Shanghai Jiao Tong University School of Medicine, China
- Ministry of Education-Shanghai Key Laboratory of Children's Environmental Health, Xinhua Hospital, Shanghai Jiao Tong University School of Medicine, China
| | - Yiwen Zhang
- Department of Developmental and Behavioral Pediatrics, Shanghai Children's Medical Center, Shanghai Jiao Tong University School of Medicine, China
- Ministry of Education-Shanghai Key Laboratory of Children's Environmental Health, Xinhua Hospital, Shanghai Jiao Tong University School of Medicine, China
| | - Li Sheng
- Research Centre for Language, Cognition, and Neuroscience, Department of Chinese and Bilingual Studies, The Hong Kong Polytechnic University, Hung Hom, China
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Prentza A, Tafiadis D, Chondrogianni V, Tsimpli IM. Validation of a Greek Sentence Repetition Task with Typically Developing Monolingual and Bilingual Children. JOURNAL OF PSYCHOLINGUISTIC RESEARCH 2022; 51:373-395. [PMID: 35286538 DOI: 10.1007/s10936-022-09853-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 02/11/2022] [Indexed: 06/14/2023]
Abstract
This study provides a preliminary validation of a Greek Sentence Repetition Task (SRT) with a sample of 110 monolingual and bilingual typically developing (TLD) children and examines the test's ability to distinguish between Greek monolingual children and age-matched Albanian-Greek bilinguals using a Receiver Operating Characteristics (ROC) analysis. This is the first study to report on the psychometric evaluation of a Greek SRT and its discriminatory ability with typical populations. Since most language assessments are standardized with monolinguals and bilingual children tend to underperform on these compared to monolinguals, it is essential to establish the level of bilingual TLD children's ability on the same tests before moving on to diagnose language impairment in bilinguals. Results showed that the Greek SRT had very high validity and reliability scores, with Accuracy measures being more reliable than Grammaticality measures. The school-age monolingual and bilingual TLD children reached different cut-off scores on this task.
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Affiliation(s)
- Alexandra Prentza
- Department of Linguistics, School of Philology, Faculty of Philosophy, University Campus, 1186, 45110, Ioannina, Greece.
| | - Dionysios Tafiadis
- Department of Speech & Language Therapy, School of Health Sciences, University of Ioannina, University Campus, 1186, 45110, Ioannina, Greece
| | - Vasiliki Chondrogianni
- Department of Linguistics and English Language, School of Philosophy, University of Edinburgh, Dugald Stewart Building, 3 Charles Street, EH8 9AD, Edinburgh, United Kingdom
| | - Ianthi-Maria Tsimpli
- Department of Theoretical and Applied Linguistics, Faculty of Modern and Medieval Languages and Linguistics, University of Cambridge, English Faculty Building, Room TR-11, 9 West Road Cambridge, CB3 9DP, Cambridge, United Kingdom
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Taha J, Stojanovik V, Pagnamenta E. Sentence Repetition as a Clinical Marker of Developmental Language Disorder: Evidence From Arabic. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2021; 64:4876-4899. [PMID: 34780284 DOI: 10.1044/2021_jslhr-21-00244] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
PURPOSE Research on the typical and impaired grammatical acquisition of Arabic is limited. This study systematically examined the morphosyntactic abilities of Arabic-speaking children with and without developmental language disorder (DLD) using a novel sentence repetition task. The usefulness of the task as an indicator of DLD in Arabic was determined. METHOD A LITMUS (Language Impairment Testing in Multilingual Settings) sentence repetition task was developed in Palestinian Arabic (LITMUS-SR-PA-72) and administered to 30 children with DLD (M = 61.50 months, SD = 11.27) and 60 age-matched typically developing (TD) children (M = 63.85 months, SD = 10.16). The task targeted grammatical structures known to be problematic for Arabic-speaking children with DLD (language specific) and children with DLD across languages (language independent). Responses were scored using binary, error, and structural scoring methods. RESULTS Children with DLD scored below TD children on the LITMUS-SR-PA-72, in general, and in the repetition of language-specific and language-independent structures. The frequency of morphosyntactic errors was higher in the DLD group relative to the TD group. Despite the large similarity of the type of morphosyntactic errors between the two groups, some atypical errors were exclusively produced by the DLD group. The three scoring methods showed good diagnostic power in the discrimination between children with DLD and children without DLD. CONCLUSIONS Sentence repetition was an area of difficulty for Palestinian Arabic-speaking children with DLD. The DLD group demonstrated difficulties with language-specific and language-independent structures, particularly complex sentences with noncanonical word order. Most grammatical errors made by the DLD group resembled those of the TD group and were mostly omissions or substitutions of grammatical affixes or omissions of function words. SR appears to hold promise as a good indicator for the presence or absence of DLD in Arabic. Further validation of these findings using population-based studies is warranted. Supplemental Material https://doi.org/10.23641/asha.16968043.
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Affiliation(s)
- Juhayna Taha
- School of Psychology and Clinical Language Sciences, University of Reading, United Kingdom
| | - Vesna Stojanovik
- School of Psychology and Clinical Language Sciences, University of Reading, United Kingdom
| | - Emma Pagnamenta
- School of Psychology and Clinical Language Sciences, University of Reading, United Kingdom
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Sentence Repetition Tasks to Detect and Prevent Language Difficulties: A Scoping Review. CHILDREN-BASEL 2021; 8:children8070578. [PMID: 34356557 PMCID: PMC8305617 DOI: 10.3390/children8070578] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/31/2021] [Revised: 06/23/2021] [Accepted: 06/29/2021] [Indexed: 11/21/2022]
Abstract
Sentence repetition tasks (SRTs) have been widely used in language development research for decades. In recent years, there has been increasing interest in studying performance in SRTs as a clinical marker for language impairment. What are the characteristics of SRTs? For what purposes have SRTs been used? To what extent have they been used with young children, in different languages, and with different clinical populations? In order to answer these and other questions, we conducted a scoping review. Peer reviewed studies published in indexed scientific journals (2010–2021) were analyzed. A search in different databases yielded 258 studies. Research published in languages other than English or Spanish, adult samples, dissertations, case studies, artificial models, and theoretical publications were excluded. After this exclusion, 203 studies were analyzed. Our results show that most research using SRT were conducted with English monolingual speakers older than 5 years of age; studies with bilingual participants have mostly been published since 2016; and SRTs have been used with several non-typical populations. Research suggests that they are a reliable tool for identifying language difficulties and are specifically suitable for detecting developmental language disorder.
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Developmental Language Disorder and Autism: Commonalities and Differences on Language. Brain Sci 2021; 11:brainsci11050589. [PMID: 33946615 PMCID: PMC8147217 DOI: 10.3390/brainsci11050589] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/01/2021] [Revised: 04/28/2021] [Accepted: 04/29/2021] [Indexed: 12/14/2022] Open
Abstract
Language and communication deficits characterize both autism spectrum disorder and developmental language disorder, and the possibility of there being a common profile of these is a matter of tireless debate in the research community. This experimental study addresses the relation of these two developmental conditions in the critical topic of language. A total of 103 children (79 males, 24 females) participated in the present study. Specifically, the study’s sample consisted of 40 children with autism, 28 children with developmental language disorder, and 35 typically developing children between 6 and 12 years old. All children completed language and cognitive measures. The results showed that there is a subgroup inside the autism group of children who demonstrate language difficulties similar to children with developmental language disorder. Specifically, two different subgroups were derived from the autism group; those with language impairment and those without. Both autism and language-impaired groups scored lower than typically developing children on all language measures indicating a common pathology in language ability. The results of this study shed light on the relation between the two disorders, supporting the assumption of a subgroup with language impairment inside the autism spectrum disorder population. The common picture presented by the two developmental conditions highlights the need for further research in the field.
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A Sentence Repetition Task for Early Language Assessment in Spanish. SPANISH JOURNAL OF PSYCHOLOGY 2020; 23:e39. [PMID: 33054889 DOI: 10.1017/sjp.2020.43] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
Sentence repetition tasks have been widely used in the last years as a diagnostic tool in developmental language disorders. However in Spanish there are few (if any) of these instruments, especially for younger children. In this context, we develop a new Sentence Repetition Task for assessing language (morphosyntactic) abilities of very young Spanish children. A list of 33 sentences of different length and complexity was created and included in the task. A total of 130 typical developing children from 2 to 4 years of age were engaged in a play situation and asked to repeat the sentences. Children's answers were scored for accuracy at sentence and word level and error analysis at the word level was undertaken. Besides a subsample of 92 children completed a non-word repetition task. First results show its adequacy to children from 2 to 4 years of age, its capacity to discriminate between different developmental levels, and its concurrent validity with the nonword repetition task.
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Jordaan H, Ngwanduli MH. Contextual influences on sentence repetition as a tool for the identification of language impairment in Grade 3 Sepedi-English bilinguals: A case against bilingual norms. SOUTH AFRICAN JOURNAL OF COMMUNICATION DISORDERS 2020; 67:e1-e8. [PMID: 32896134 PMCID: PMC7479431 DOI: 10.4102/sajcd.v67i1.762] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2020] [Revised: 06/03/2020] [Accepted: 06/20/2020] [Indexed: 11/25/2022] Open
Abstract
BACKGROUND Specific language impairment (SLI) is difficult to identify because it is a subtle linguistic difficulty, and there are a few measures available to differentiate between typical and atypical language development in bilinguals. Sentence repetition (SR) has strong theoretical foundations and research evidence as a valid tool for the identification of SLI in bilinguals. OBJECTIVE This study assessed the value of SR using peer group comparisons to identify Sepedi-English bilingual children at the risk of SLI. METHOD One hundred and two Grade 3 learners in three different contexts of education were assessed on equivalent English and Sepedi SR measures. RESULTS Eleven participants who scored between 1 and 2 standard deviations (SD) below the peer group means on both the English and Sepedi SR tests were identified with possible SLI. Learners in the English language of learning and teaching (LoLT) - Sepedi additional language (SAL) context obtained similar scores in both languages, a higher score in English than the English LoLT group and a higher score in Sepedi than the Sepedi LoLT - EAL group. The English LoLT group obtained a significantly higher score in English than in Sepedi and a significantly lower score than the other two groups in Sepedi. The Sepedi LoLT group obtained a significantly higher score in Sepedi than in English, their additional language, in which they obtained a significantly lower score than the other two groups. CONCLUSION Sentence repetition tasks are valid screening tools to identify bilingual children with SLI by comparing them to peer groups. The SR tests were sensitive to language practices in different educational contexts. It was observed that a bilingual approach that uses both English and the home language as academic languages leads to better language outcomes.
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Affiliation(s)
- Heila Jordaan
- Speech Pathology and Audiology, Faculty of Humanities, University of the Witwatersrand, Johannesburg.
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Joye N, Dockrell JE, Marshall CR. The Spelling Errors of French and English Children With Developmental Language Disorder at the End of Primary School. Front Psychol 2020; 11:1789. [PMID: 32793078 PMCID: PMC7386207 DOI: 10.3389/fpsyg.2020.01789] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/26/2019] [Accepted: 06/29/2020] [Indexed: 11/13/2022] Open
Abstract
Children with Developmental Language Disorder (DLD) often struggle learning to spell. However, it is still unclear where their spelling difficulties lie, and whether they reflect on-going difficulties with specific linguistic domains. It is also unclear whether the spelling profiles of these children vary in different orthographies. The present study compares the spelling profiles of monolingual children with DLD in France and England at the end of primary school. By contrasting these cohorts, we explored the linguistic constraints that affect spelling, beyond phono-graphemic transparency, in two opaque orthographies. Seventeen French and 17 English children with DLD were compared to typically developing children matched for age or spelling level. Participants wrote a 5 min sample of free writing and spelled 12 controlled dictated words. Spelling errors were analyzed to capture areas of difficulty in each language, in the phonological, morphological, orthographic and semantic domains. Overall, the nature of the errors produced by children with DLD is representative of their spelling level in both languages. However, areas of difficulty vary with the language and task, with more morphological errors in French than in English across both tasks and more orthographic errors in English than in French dictated words. The error types produced by children with DLD also differed in the two languages: segmentation and contraction errors were found in French, whilst morphological ending errors were found in English. It is hypothesized that these differences reflect the phonological salience of the units misspelled in both languages. The present study also provides a detailed breakdown of the spelling errors found in both languages for children with DLD and typical peers aged 5–11.
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Affiliation(s)
- Nelly Joye
- Centre for Language, Literacy and Numeracy: Research and Practice, Department of Psychology and Human Development, UCL Institute of Education, University College London, London, United Kingdom
| | - Julie E Dockrell
- Centre for Language, Literacy and Numeracy: Research and Practice, Department of Psychology and Human Development, UCL Institute of Education, University College London, London, United Kingdom
| | - Chloë R Marshall
- Centre for Language, Literacy and Numeracy: Research and Practice, Department of Psychology and Human Development, UCL Institute of Education, University College London, London, United Kingdom
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Pham G, Ebert KD. Diagnostic Accuracy of Sentence Repetition and Nonword Repetition for Developmental Language Disorder in Vietnamese. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2020; 63:1521-1536. [PMID: 32402221 PMCID: PMC7842123 DOI: 10.1044/2020_jslhr-19-00366] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/27/2019] [Revised: 01/28/2020] [Accepted: 02/14/2020] [Indexed: 06/11/2023]
Abstract
Purpose Sentence repetition and nonword repetition assess different aspects of the linguistic system, but both have been proposed as potential tools to identify children with developmental language disorder (DLD). Cross-linguistic investigation of diagnostic tools for DLD contributes to an understanding of the core features of the disorder. This study evaluated the effectiveness of these tools for the Vietnamese language. Method A total of 104 kindergartners (aged 5;2-6;2 [years;months]) living in Vietnam participated, of which 94 were classified as typically developing and 10 with DLD. Vietnamese sentence repetition and nonword repetition tasks were administered and scored using multiple scoring systems. Sensitivity, specificity, and likelihood ratios were calculated to assess the ability of these tasks to identify DLD. Results All scoring systems on both tasks achieved adequate to excellent sensitivity or specificity, but not both. Binary scoring of sentence repetition achieved a perfect negative likelihood ratio, and binary scoring of nonword repetition approached a highly informative positive likelihood ratio. More detailed scoring systems for both tasks achieved moderately informative values for both negative and positive likelihood ratios. Conclusions Both sentence repetition and nonword repetition are valuable tools for identifying DLD in monolingual speakers of Vietnamese. Scoring systems that consider number of errors and are relatively simple (i.e., error scoring of sentence repetition and syllables scoring of nonword repetition) may be the most efficient and effective for identifying DLD. Further work to develop and refine these tasks can contribute to cross-linguistic knowledge of DLD as well as to clinical practice.
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Affiliation(s)
- Giang Pham
- School of Speech, Language, and Hearing Sciences, San Diego State University, CA
| | - Kerry Danahy Ebert
- Department of Speech-Language-Hearing Sciences, University of Minnesota, Minneapolis
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Behavioral, Emotional and School Adjustment in Adolescents with and without Developmental Language Disorder (DLD) Is Related to Family Involvement. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17061949. [PMID: 32188170 PMCID: PMC7142754 DOI: 10.3390/ijerph17061949] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/12/2020] [Revised: 03/13/2020] [Accepted: 03/15/2020] [Indexed: 02/06/2023]
Abstract
Developmental language disorder (DLD) refers to a language delay in the absence of other underlying causes. Individuals with DLD can also present other problems related to behavioral, scholarly, and emotional aspects of their daily lives because of their language difficulties. Moreover, these difficulties could be influenced by family and socioeconomic characteristics. Twenty-eight bilingual adolescents with and without DLD in typical schools were followed from childhood to adolescence. At age five, language and cognitive variables were assessed. In addition, language, behavior, emotional and school adjustment, and socioeconomic and family aspects were evaluated at age 12. Results reveal that adolescents with DLD show poorer school adjustment and less adaptive skills when evaluated by their tutors, and a larger index of emotional problems when self-assessed. Moreover, family involvement, but not socioeconomic status (SES), emerged as a protective factor since it was related to behavioral, emotional, and school adjustment, a result that was further confirmed by structural equation modeling. Therefore, a more global approach involving individuals, schools and families is needed to provide adolescents with DLD adequate support. It is important to stimulate their social skills and emotional adjustment so they can cope with social difficulties more easily, especially at school.
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Acha J, Agirregoikoa A, Barreto FB, Arranz E. The dynamic interaction between memory and linguistic knowledge in children’s language development: The role of sentence recall. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2020. [DOI: 10.1177/0165025420905356] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
The role of working memory (WM) in language acquisition has been widely reported in the developmental literature, but few studies have explored the role of sentence recall in the way WM and related linguistic abilities evolve. This study seeks to explore the organization and development of the memory architecture underlying language using a longitudinal design. A total of 104 children were assessed on verbal WM, phonological short-term memory (pSTM), vocabulary, and sentence recall skills at age 6 and 1 year later at age 7. Structural equation modeling analyses revealed a robust direct predictive effect of pSTM and vocabulary on sentence recall at Time 1 and of verbal WM on sentence recall at Time 2, supporting Baddeley’s WM architecture. Additionally, pSTM and sentence recall abilities at age 6 predicted verbal WM and vocabulary at 7 years, respectively, regardless of autoregressive effects. These results support the notion of the dynamic nature of the language system and suggest a key role of specific memory abilities underlying sentence recall in language development during childhood.
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Affiliation(s)
- Joana Acha
- Universidad del País Vasco/EHU, Spain
- Biodonostia Health Research Institute, Spain
| | | | - Florencia B. Barreto
- Universidad del País Vasco/EHU, Spain
- Biodonostia Health Research Institute, Spain
| | - Enrique Arranz
- Universidad del País Vasco/EHU, Spain
- Biodonostia Health Research Institute, Spain
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Macchi L, Casalis S, Schelstraete MA. Phonological and orthographic reading routes in French-speaking children with severe developmental language disorder. JOURNAL OF COMMUNICATION DISORDERS 2019; 81:105909. [PMID: 31176997 DOI: 10.1016/j.jcomdis.2019.05.002] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/13/2018] [Revised: 04/28/2019] [Accepted: 05/13/2019] [Indexed: 06/09/2023]
Abstract
PURPOSE This study aims to assess written word recognition in French-speaking children with severe developmental language disorder (DLD), using a task of reading in silence. The objective is to determine if the balance between the phonological reading route and the orthographic route of these children is similar to that of typically developing children, on the basis of the so-called "dual route" model. METHOD A visual lexical decision task was used in 19 children with severe DLD (average age: 11.01 years), 19 control children of the same reading level (RC children, average age: 8.12 years), and 19 children of the same chronological age (AC children, average age: 10.84 years). This task included words and pseudowords associated with these words: pseudohomophones, pseudowords phonologically close but visually distant to the true words, visually close but phonologically distant pseudowords. RESULTS The groups did not process the pseudowords in the same way. Children with severe DLD were more successful than RC children for pseudohomophones. They tended to be less successful for phonologically close and visually distant pseudowords. They were similarly successful for visually close and phonologically distant pseudowords. Children with severe DLD were less successful than AC children with each type of pseudowords. CONCLUSIONS These results suggest that children with severe DLD do not simply present a homogeneous delay in their ability to recognize written words but rather a deviant development compared to RC children, with a stronger reliance on the orthographic reading route compared to the phonological one. It is likely that the phonological difficulties of children with severe DLD have hindered the development of their phonological reading route which, in turn, have hindered the development of their orthographic route.
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Affiliation(s)
- Lucie Macchi
- Lille Catholic Hospitals, Neuropediatric Department, Lille Catholic University, F-59000 Lille, France; Univ. Lille, CNRS, UMR 8163 - STL - Savoirs Textes Langage, F-59000 Lille, France; Univ. Lille, CNRS, CHU Lille, UMR 9193 - SCALab - Sciences Cognitives et Sciences Affectives, F-59000 Lille, France; Université Catholique de Louvain, Psychological Sciences Research Institute, 1348 Louvain-la-Neuve, Belgium.
| | - Séverine Casalis
- Univ. Lille, CNRS, CHU Lille, UMR 9193 - SCALab - Sciences Cognitives et Sciences Affectives, F-59000 Lille, France
| | - Marie-Anne Schelstraete
- Université Catholique de Louvain, Psychological Sciences Research Institute, 1348 Louvain-la-Neuve, Belgium
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Aguilar-Mediavilla E, Buil-Legaz L, López-Penadés R, Sanchez-Azanza VA, Adrover-Roig D. Academic Outcomes in Bilingual Children With Developmental Language Disorder: A Longitudinal Study. Front Psychol 2019; 10:531. [PMID: 30915007 PMCID: PMC6421289 DOI: 10.3389/fpsyg.2019.00531] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/08/2018] [Accepted: 02/22/2019] [Indexed: 01/09/2023] Open
Abstract
Previous studies have shown that most English-speaking children with language difficulties show academic difficulties during their schooling. The present study aimed to describe the academic achievement of children speaking Spanish and Catalan with developmental language disorder (DLD) during their primary education and to predict their academic outcomes using several processing skills assessed at the beginning of their schooling. To this end, we followed 28 children during their schooling (6–12 years of age). Participants were divided into two groups, one with DLD (n = 14) and a control group (n = 14) paired by age, gender, socio-economic status (SES), family language (L1), and classroom. All participants were assessed through different processing skills with the Spanish version of the NEPSY at the beginning of their schooling (age 6): attention (visual attention, auditory attention, and response set), phonological awareness, verbal short-term memory (sentence repetition, and narrative memory), access to language (semantic verbal fluency and rapid naming), and language comprehension (comprehension of verbal commands). At the end of primary education, schools reported the official academic marks at the 1st cycle (6–8 years), 2nd cycle (8–10 years) and 3rd cycle (10–12 years). Direct scores of the processing skills and academic results were used for statistical analyses. Results showed that children with DLD had more frequent grade retention, and their academic marks were significantly lower than those of their peers in all the cycles and for all academic subjects with a high language dependency (all except physical education and mathematics). Those subjects with lower language dependence did not show significant differences (physical education and mathematics). Rapid naming accounted for most of the variance of academic outcomes, followed by phonological awareness, and language comprehension when both groups were taken together. Only rapid naming accounted for academic results in the DLD group and phonological awareness did so for the control group. In sum, children with DLD experienced more academic difficulties during their primary education. Those children (with and without DLD) who experienced difficulties not only with rapid naming but also with phonological awareness and oral language comprehension at the beginning of their schooling showed a higher probability of academic failure.
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Affiliation(s)
- Eva Aguilar-Mediavilla
- Department of Applied Pedagogy and Educational Psychology, University of the Balearic Islands, Palma, Spain
| | - Lucía Buil-Legaz
- Department of Applied Pedagogy and Educational Psychology, University of the Balearic Islands, Palma, Spain
| | - Raül López-Penadés
- Department of Applied Pedagogy and Educational Psychology, University of the Balearic Islands, Palma, Spain
| | - Victor A Sanchez-Azanza
- Department of Applied Pedagogy and Educational Psychology, University of the Balearic Islands, Palma, Spain
| | - Daniel Adrover-Roig
- Department of Applied Pedagogy and Educational Psychology, University of the Balearic Islands, Palma, Spain
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Tchoungui Oyono L, Pascoe M, Singh S. The Prevalence of Speech and Language Disorders in French-Speaking Preschool Children From Yaoundé (Cameroon). JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2018; 61:1238-1250. [PMID: 29710276 DOI: 10.1044/2018_jslhr-l-16-0400] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/13/2016] [Accepted: 01/11/2018] [Indexed: 06/08/2023]
Abstract
PURPOSE The purpose of this study was to determine the prevalence of speech and language disorders in French-speaking preschool-age children in Yaoundé, the capital city of Cameroon. METHOD A total of 460 participants aged 3-5 years were recruited from the 7 communes of Yaoundé using a 2-stage cluster sampling method. Speech and language assessment was undertaken using a standardized speech and language test, the Evaluation du Langage Oral (Khomsi, 2001), which was purposefully renormed on the sample. A predetermined cutoff of 2 SDs below the normative mean was applied to identify articulation, expressive language, and receptive language disorders. Fluency and voice disorders were identified using clinical judgment by a speech-language pathologist. RESULTS Overall prevalence was calculated as follows: speech disorders, 14.7%; language disorders, 4.3%; and speech and language disorders, 17.1%. In terms of disorders, prevalence findings were as follows: articulation disorders, 3.6%; expressive language disorders, 1.3%; receptive language disorders, 3%; fluency disorders, 8.4%; and voice disorders, 3.6%. CONCLUSION Prevalence figures are higher than those reported for other countries and emphasize the urgent need to develop speech and language services for the Cameroonian population.
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Affiliation(s)
- Lilly Tchoungui Oyono
- Division of Communication Sciences and Disorders, Department of Health and Rehabilitation Sciences, University of Cape Town, South Africa
| | - Michelle Pascoe
- Division of Communication Sciences and Disorders, Department of Health and Rehabilitation Sciences, University of Cape Town, South Africa
| | - Shajila Singh
- Division of Communication Sciences and Disorders, Department of Health and Rehabilitation Sciences, University of Cape Town, South Africa
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Theodorou E, Kambanaros M, Grohmann KK. Sentence Repetition as a Tool for Screening Morphosyntactic Abilities of Bilectal Children with SLI. Front Psychol 2017; 8:2104. [PMID: 29270140 PMCID: PMC5723908 DOI: 10.3389/fpsyg.2017.02104] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/27/2017] [Accepted: 11/17/2017] [Indexed: 11/24/2022] Open
Abstract
The clinical significance of sentence repetition tasks (SRTs) for assessing children's language ability is well-recognized. SRT has been identified as a good clinical marker for children with (specific) language impairment as it shows high diagnostic accuracy levels. Furthermore, qualitative analysis of repetition samples can provide information to be used for intervention protocols. Despite the fact that SRT is a familiar task in assessment batteries across several languages, it has not yet been measured and validated in bilectal settings, such as Cypriot Greek, where the need for an accurate screening tool is urgent. The aims of the current study are three-fold. First, the performance of a group of (Cypriot) Greek-speaking children identified with SLI is evaluated using a SRT that elicits complex morphosyntactic structures. Second, the accuracy level of the SRT for the identification of SLI is explored. Third, a broad error analysis is carried out to examine and compare the morphosyntactic abilities of the participating children. A total of 38 children aged 5-9 years participated in this study: a clinical group of children with SLI (n = 16) and a chronological age-matched control group (n = 22). The ability of the children to repeat complex morphosyntactic structures was assessed using a SRT consisting of 24 sentences. The results showed that the SRT yielded significant differences in terms of poorer performance of children with SLI compared to typically developing peers. The diagnostic accuracy of the task was validated, since regression analysis showed that the task is sensitive and specific enough to identify children with SLI. Finally, qualitative differences between children with SLI and those with TLD regarding morphosyntactic abilities were detected. This study showed that a SRT that elicits morphosyntactically complex structures could be a potential clinical indicator for SLI in Cypriot Greek. The task has the potential to be used as a referral criterion in order to identify children whose language needs to be evaluated further. Implications for speech-language therapists and policy-makers are discussed.
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Affiliation(s)
- Elena Theodorou
- Department of Rehabilitation Sciences, Cyprus University of Technology, Limassol, Cyprus
| | - Maria Kambanaros
- Department of Rehabilitation Sciences, Cyprus University of Technology, Limassol, Cyprus
| | - Kleanthes K. Grohmann
- Department of English Studies, University of Cyprus, Nicosia, Cyprus
- Cyprus Acquisition Team, Nicosia, Cyprus
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Oryadi-Zanjani MM, Vahab M, Rahimi Z, Mayahi A. Audiovisual sentence repetition as a clinical criterion for auditory development in Persian-language children with hearing loss. Int J Pediatr Otorhinolaryngol 2017; 93:167-171. [PMID: 28109491 DOI: 10.1016/j.ijporl.2016.12.009] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/16/2016] [Revised: 12/11/2016] [Accepted: 12/12/2016] [Indexed: 11/30/2022]
Abstract
OBJECTIVES It is important for clinician such as speech-language pathologists and audiologists to develop more efficient procedures to assess the development of auditory, speech and language skills in children using hearing aid and/or cochlear implant compared to their peers with normal hearing. So, the aim of study was the comparison of the performance of 5-to-7-year-old Persian-language children with and without hearing loss in visual-only, auditory-only, and audiovisual presentation of sentence repetition task. METHODS The research was administered as a cross-sectional study. The sample size was 92 Persian 5-7 year old children including: 60 with normal hearing and 32 with hearing loss. The children with hearing loss were recruited from Soroush rehabilitation center for Persian-language children with hearing loss in Shiraz, Iran, through consecutive sampling method. All the children had unilateral cochlear implant or bilateral hearing aid. The assessment tool was the Sentence Repetition Test. The study included three computer-based experiments including visual-only, auditory-only, and audiovisual. The scores were compared within and among the three groups through statistical tests in α = 0.05. RESULTS The score of sentence repetition task between V-only, A-only, and AV presentation was significantly different in the three groups; in other words, the highest to lowest scores belonged respectively to audiovisual, auditory-only, and visual-only format in the children with normal hearing (P < 0.01), cochlear implant (P < 0.01), and hearing aid (P < 0.01). In addition, there was no significant correlationship between the visual-only and audiovisual sentence repetition scores in all the 5-to-7-year-old children (r = 0.179, n = 92, P = 0.088), but audiovisual sentence repetition scores were found to be strongly correlated with auditory-only scores in all the 5-to-7-year-old children (r = 0.943, n = 92, P = 0.000). CONCLUSIONS According to the study's findings, audiovisual integration occurs in the 5-to-7-year-old Persian children using hearing aid or cochlear implant during sentence repetition similar to their peers with normal hearing. Therefore, it is recommended that audiovisual sentence repetition should be used as a clinical criterion for auditory development in Persian-language children with hearing loss.
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Affiliation(s)
- Mohammad Majid Oryadi-Zanjani
- Department of Speech Therapy, School of Rehabilitation Sciences, Shiraz University of Medical Sciences, Shiraz, Iran; Rehabilitation Sciences Research Center, Shiraz University of Medical Sciences, Shiraz, Iran.
| | - Maryam Vahab
- Department of Speech Therapy, School of Rehabilitation Sciences, Shiraz University of Medical Sciences, Shiraz, Iran; Rehabilitation Sciences Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Zahra Rahimi
- Department of Speech Therapy, School of Rehabilitation Sciences, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Anis Mayahi
- Department of Speech Therapy, School of Rehabilitation Sciences, Shiraz University of Medical Sciences, Shiraz, Iran
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Armon-Lotem S, Meir N. Diagnostic accuracy of repetition tasks for the identification of specific language impairment (SLI) in bilingual children: evidence from Russian and Hebrew. INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS 2016; 51:715-731. [PMID: 26990037 DOI: 10.1111/1460-6984.12242] [Citation(s) in RCA: 24] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/11/2015] [Accepted: 12/18/2015] [Indexed: 06/05/2023]
Abstract
BACKGROUND Previous research demonstrates that repetition tasks are valuable tools for diagnosing specific language impairment (SLI) in monolingual children in English and a variety of other languages, with non-word repetition (NWR) and sentence repetition (SRep) yielding high levels of sensitivity and specificity. Yet, only a few studies have addressed the diagnostic accuracy of repetition tasks in bilingual children, and most available research focuses on English-Spanish sequential bilinguals. AIMS To evaluate the efficacy of three repetition tasks (forward digit span (FWD), NWR and SRep) in order to distinguish mono- and bilingual children with and without SLI in Russian and Hebrew. METHODS & PROCEDURES A total of 230 mono- and bilingual children aged 5;5-6;8 participated in the study: 144 bilingual Russian-Hebrew-speaking children (27 with SLI); and 52 monolingual Hebrew-speaking children (14 with SLI) and 34 monolingual Russian-speaking children (14 with SLI). Parallel repetition tasks were designed in both Russian and Hebrew. Bilingual children were tested in both languages. OUTCOMES & RESULTS The findings confirmed that NWR and SRep are valuable tools in distinguishing monolingual children with and without SLI in Russian and Hebrew, while the results for FWD were mixed. Yet, testing of bilingual children with the same tools using monolingual cut-off points resulted in inadequate diagnostic accuracy. We demonstrate, however, that the use of bilingual cut-off points yielded acceptable levels of diagnostic accuracy. The combination of SRep tasks in L1/Russian and L2/Hebrew yielded the highest overall accuracy (i.e., 94%), but even SRep alone in L2/Hebrew showed excellent levels of sensitivity (i.e., 100%) and specificity (i.e., 89%), reaching 91% of total diagnostic accuracy. CONCLUSIONS & IMPLICATIONS The results are very promising for identifying SLI in bilingual children and for showing that testing in the majority language with bilingual cut-off points can provide an accurate classification.
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Buil-Legaz L, Aguilar-Mediavilla E, Adrover-Roig D. Longitudinal trajectories of the representation and access to phonological information in bilingual children with specific language impairment. INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2016; 18:473-482. [PMID: 27153201 DOI: 10.3109/17549507.2015.1126638] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
PURPOSE Language development in children with Specific Language Impairment (SLI) is still poorly understood, especially if children with SLI are bilingual. This study describes the longitudinal trajectory of several linguistic abilities in bilingual children with SLI relative to bilingual control children matched by their age and socioeconomic status. METHOD A set of measures of non-word repetition, sentence repetition, phonological awareness, rapid automatic naming and verbal fluency were collected at three time points, from 6-12 years of age using a prospective longitudinal design. RESULT Results revealed that, at all ages, children with SLI obtained lower values in measures of sentence repetition, non-word repetition, phonological fluency and phonological awareness (without visual cues) when compared to typically-developing children. Other measures, such as rapid automatic naming, improved over time, given that differences at 6 years of age did not persist at further moments of testing. Other linguistic measures, such as phonological awareness (with visual cues) and semantic fluency were equivalent between both groups across time. CONCLUSION Children with SLI manifest persistent difficulties in tasks involved in manipulating segments of words and in maintaining verbal units active in phonological working memory, while other abilities, such as the access to underlying phonological representations are unaffected.
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Affiliation(s)
- Lucia Buil-Legaz
- a Universitat de les Illes Balears - Pedagogia Aplicada i , Psicologia de l'Educació , Palma , Illes Balears , Spain
| | - Eva Aguilar-Mediavilla
- a Universitat de les Illes Balears - Pedagogia Aplicada i , Psicologia de l'Educació , Palma , Illes Balears , Spain
| | - Daniel Adrover-Roig
- a Universitat de les Illes Balears - Pedagogia Aplicada i , Psicologia de l'Educació , Palma , Illes Balears , Spain
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Theodorou E, Kambanaros M, Grohmann KK. Diagnosing bilectal children with SLI: Determination of identification accuracy. CLINICAL LINGUISTICS & PHONETICS 2016; 30:925-943. [PMID: 27315368 DOI: 10.1080/02699206.2016.1182591] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
Very little is known about diagnosing specific language impairment (SLI) in children who are exposed daily to a dialect (community language) and a standard variety (school instruction). The research reported here examines the specificity and sensitivity of language tests used so far to evaluate language performance in the context of diglossia (Cyprus). Sixteen children with SLI aged 5-9 years and 22 age-matched typically developing children were examined on a range of language tests modified to include dialectal differences. Properties of each test were evaluated through logistic regression analysis in order to identify children with SLI. The analysis revealed that many of the tests used are sufficiently accurate concerning sensitivity and specificity levels. Furthermore, a combination of tests is proposed as a good tool for diagnostic purposes. Speech and language therapists as well as researchers can now rely on an accurate diagnostic procedure within a practice-based evidence framework.
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Affiliation(s)
- Eleni Theodorou
- a Department of Rehabilitation Sciences , Cyprus University of Technology , Limassol , Cyprus
| | - Maria Kambanaros
- a Department of Rehabilitation Sciences , Cyprus University of Technology , Limassol , Cyprus
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Desmottes L, Maillart C, Meulemans T. Mirror-drawing skill in children with specific language impairment: Improving generalization by incorporating variability into the practice session. Child Neuropsychol 2016; 23:463-482. [PMID: 27093974 DOI: 10.1080/09297049.2016.1170797] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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de Hoog BE, Langereis MC, van Weerdenburg M, Knoors H, Verhoeven L. Lexical access in children with hearing loss or specific language impairment, using the cross-modal picture-word interference paradigm. RESEARCH IN DEVELOPMENTAL DISABILITIES 2015; 37:81-94. [PMID: 25460222 PMCID: PMC4492438 DOI: 10.1016/j.ridd.2014.11.007] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/15/2014] [Revised: 11/07/2014] [Accepted: 11/09/2014] [Indexed: 05/19/2023]
Abstract
In this study we compared lexical access to spoken words in 25 deaf children with cochlear implants (CIs), 13 hard-of-hearing (HoH) children and 20 children with specific language impairment (SLI). Twenty-one age-matched typically developing children served as controls. The children with CIs and the HoH children in the present study had good speech perception abilities. We used a cross-modal picture-word interference paradigm to examine lexical access. Results showed that children with SLI revealed overall slower reaction times and produced more errors than the children with CIs, the HoH children, and the control children. Reaction times of children with CIs and the HoH children did not differ from those of the control children. Thus, problems with spoken language processing, as is the case in children with SLI, seem to affect lexical access more than limitations in auditory perception, as is the fundamental problem in children with hearing loss. We recommend that improvement of lexical access in children with SLI deserves specific attention in therapy and education.
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Affiliation(s)
- Brigitte E de Hoog
- Behavioural Science Institute, Radboud University Nijmegen, P.O. Box 9104, 6500 HE Nijmegen, The Netherlands.
| | - Margreet C Langereis
- Department of Otorhinolaryngology, Head and Neck Surgery, Hearing and Implants, Radboud University Medical Center, Donders Institute for Brain, Cognition and Behaviour, P.O. Box 9101, 6500 HB Nijmegen, The Netherlands
| | - Marjolijn van Weerdenburg
- Behavioural Science Institute, Radboud University Nijmegen, P.O. Box 9104, 6500 HE Nijmegen, The Netherlands
| | - Harry Knoors
- Behavioural Science Institute, Radboud University Nijmegen, P.O. Box 9104, 6500 HE Nijmegen, The Netherlands; Royal Dutch Kentalis, Kentalis Academy, P.O. Box 7, 5270 BA Sint-Michielsgestel, The Netherlands
| | - Ludo Verhoeven
- Behavioural Science Institute, Radboud University Nijmegen, P.O. Box 9104, 6500 HE Nijmegen, The Netherlands
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Prigent G, Parisse C, Leclercq AL, Maillart C. Complexity markers in morphosyntactic productions in French-speaking children with specific language impairment (SLI). CLINICAL LINGUISTICS & PHONETICS 2015; 29:701-718. [PMID: 25774764 DOI: 10.3109/02699206.2015.1020451] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
The usage-based theory considers that the morphosyntactic productions of children with SLI are particularly dependent on input frequency. When producing complex syntax, the language of these children is, therefore, predicted to have a lower variability and to contain fewer infrequent morphosyntactic markers than that of younger children matched on morphosyntactic abilities. Using a spontaneous language task, the current study compared the complexity of the morphological and structural productions of 20 children with SLI and 20 language-matched peers (matched on both morphosyntactic comprehension and mean length of utterance). As expected, results showed that although basic structures were produced in the same way in both groups, several complex forms (i.e. tenses such as Imperfect, Future or Conditional and Conjunctions) were less frequent in the productions of children with SLI. Finally, we attempted to highlight complex linguistic forms that could be good clinical markers for these children.
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Affiliation(s)
- Gaïd Prigent
- a Department of Psychology: Cognition and Behaviour , University of Liege , Liege , Belgium and
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