scholarly journals Evaluating maturational parallels in second language children and children with specific language impairment

2010 ◽  
Vol 31 (2) ◽  
pp. 320-327 ◽  
Author(s):  
Mabel L. Rice
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Chronological Age ◽  
Growth Trajectories ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Specific Language ◽  
English Speaking

In her Keynote Article in this issue, Paradis explores the nature of bilingual language acquisition by examining the question of possible similarities between children learning a second language (L2) and children with specific language impairment (SLI) who are monolingual or bilingual. She evaluates the maturation model of Rice (2004), the extended optional infinitive (EOI) model, that focuses on children's acquisition of finiteness marking during the early childhood period. Paradis alludes to the issue of how to deal with the nonparallels between chronological age and acquisition in the comparison of L2 and SLI language acquisition within maturational models. I explore that issue further in this Commentary, using the available growth templates drawn from the work on English-speaking typically developing children and children with SLI for projected possible growth trajectories for bilingual and L2 children, with and without SLI.

scholarly journals Διερευνώντας τη σχέση μεταξύ της Ειδικής Γλωσσικής Διαταραχής και της Δυσλεξίας: θεωρητικές και κλινικές προεκτάσεις

2020 ◽  
Vol 20 (3) ◽  
pp. 358
Author(s):  
Ασημίνα Μ. Ράλλη ◽  
Ολυμπία Παληκαρά
Keyword(s):  
Language Development ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Delay ◽  
Chronological Age ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Specific Language ◽  
Comparison Groups

In this study, we tested the predictions of two opposing perspectives on the nature of the deficit in Specific Language Impairment (SLI): the language delay approach, and the view that the language development of SLI children is qualitatively different from typically developing children populations. Data consisted of the elicited production of pronominal object clitics from monolingual and bilingual SLI children with various language pairs (Greek always being the children’s second language); younger, typically developing, bilingual language peers, and monolingual Greek-speaking comparison groups. We analyzed the children’s accurate responses and error-types in clitic production. Both SLI groups had more difficulty with clitics in comparison to typically-developing, chronological age-matched peers, while SLI children performed similarly with their younger, unaffected monolingual and bilingual peers. We argue that these findings provide support to the language delay approach and present challenges to the role of bilingualism in SLI.

scholarly journals Μελέτη της παραγωγής κλιτικών αντωνυμιών σε μονόγλωσσα και δίγλωσσα παιδιά με Ειδική Γλωσσική Διαταραχή

2020 ◽  
Vol 20 (3) ◽  
pp. 302
Author(s):  
Ιάνθη - Μαρία Τσιμπλή ◽  
Ελένη Περιστέρη ◽  
Μαρία Ανδρέου
Keyword(s):  
Language Development ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Delay ◽  
Chronological Age ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Specific Language ◽  
Comparison Groups

In this study, we tested the predictions of two opposing perspectives on the nature of the deficit in Specific Language Impairment (SLI): the language delay approach, and the view that the language development of SLI children is qualitatively different from typically developing children populations. Data consisted of the elicited production of pronominal object clitics from monolingual and bilingual SLI children with various language pairs (Greek always being the children’s second language); younger, typically developing, bilingual language peers, and monolingual Greek-speaking comparison groups. We analyzed the children’s accurate responses and error-types in clitic production. Both SLI groups had more difficulty with clitics in comparison to typically-developing, chronological age-matched peers, while SLI children performed similarly with their younger, unaffected monolingual and bilingual peers. We argue that these findings provide support to the language delay approach and present challenges to the role of bilingualism in SLI.

The use of grammatical morphemes reflecting aspect and modality by children with specific language impairment

2003 ◽  
Vol 30 (4) ◽  
pp. 769-795 ◽  
Author(s):  
LAURENCE B. LEONARD ◽  
PATRICIA DEEVY ◽  
CAROL A. MILLER ◽  
MONIQUE CHAREST ◽  
ROBERT KURTZ ◽  
...  
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Specific Language ◽  
Grammatical Morphemes ◽  
Action Context ◽  
Third Person ◽  
English Speaking

Children with specific language impairment (SLI) have well-documented problems in the use of tense-related grammatical morphemes. However, in English, tense often overlaps with aspect and modality. In this study, 15 children with SLI (mean age 5;2) and two groups of 15 typically developing children (mean ages 3;6 and 5;3) were compared in terms of their use of previously studied morphemes in contexts that more clearly assessed the role of aspect. The children's use of less frequently studied morphemes tied to modality or tense was also examined. The children with SLI were found to use -ing to mark progressive aspect in past as well as present contexts, even though they were relatively poor in using the tense morphemes (auxiliary was, were) that should accompany the progressive inflection. These children were inconsistent in their use of third person singular -s to describe habitual actions that were not occurring during the time of their utterance. However, the pattern of the children's use suggested that the source of the problem was the formal tense feature of the inflection, not the habitual action context. The children's use of modal can was comparable to that of the typically developing children, raising the possibility that the modality function of possibility had been learned without necessarily acquiring the tense feature of this morpheme. These children's proficiency with can suggests that their bare verb stem productions should probably not be re-interpreted as cases of missing modals. Together these findings suggest that the more serious tense-related problems seen in English-speaking children with SLI co-occur with a less impaired ability to express temporal relations through aspect and modality.

Grammatical Morphology Deficits in Spanish-Speaking Children With Specific Language Impairment

2001 ◽  
Vol 44 (4) ◽  
pp. 905-924 ◽  
Author(s):  
Lisa M. Bedore ◽  
Laurence B. Leonard
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Typically Developing ◽  
Clinical Markers ◽  
Typically Developing Children ◽  
Specific Language ◽  
Spanish Speaking ◽  
Grammatical Morphology ◽  
Grammatical Morphemes ◽  
Third Person

The focus of this study was the use of grammatical morphology by Spanish-speaking preschoolers with specific language impairment (SLI). Relative to both same-age peers and younger typically developing children with similar mean lengths of utterance (MLUs), the children with SLI showed more limited use of several different grammatical morphemes. These limitations were most marked for noun-related morphemes such as adjective-agreement inflections and direct object clitics. Most errors on the part of children in all groups consisted of substitutions of a form that shared most but not all of the target’s grammatical features (e.g., correct tense and number but incorrect person). Number errors usually involved singular forms used in plural contexts; person errors usually involved third person forms used in first person contexts. The pattern of limitations of the children with SLI suggests that, for languages such as Spanish, additional factors might have to be considered in the search for clinical markers for this disorder. Implications for evaluation and treatment of language disorders in Spanish-speaking children are also discussed.

scholarly journals Lipreading Ability and Its Cognitive Correlates in Typically Developing Children and Children With Specific Language Impairment

2017 ◽  
Vol 60 (3) ◽  
pp. 485-493 ◽  
Author(s):  
Jenni Heikkilä ◽  
Eila Lonka ◽  
Sanna Ahola ◽  
Auli Meronen ◽  
Kaisa Tiippana
Keyword(s):  
Language Development ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Short Term Memory ◽  
Visual Speech ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Phonological Skills ◽  
Specific Language ◽  
Cognitive Correlates

PurposeLipreading and its cognitive correlates were studied in school-age children with typical language development and delayed language development due to specific language impairment (SLI).MethodForty-two children with typical language development and 20 children with SLI were tested by using a word-level lipreading test and an extensive battery of standardized cognitive and linguistic tests.ResultsChildren with SLI were poorer lipreaders than their typically developing peers. Good phonological skills were associated with skilled lipreading in both typically developing children and in children with SLI. Lipreading was also found to correlate with several cognitive skills, for example, short-term memory capacity and verbal motor skills.ConclusionsSpeech processing deficits in SLI extend also to the perception of visual speech. Lipreading performance was associated with phonological skills. Poor lipreading in children with SLI may be, thus, related to problems in phonological processing.

scholarly journals Sentence Comprehension in Specific Language Impairment: A Task Designed to Distinguish Between Cognitive Capacity and Syntactic Complexity

2013 ◽  
Vol 56 (2) ◽  
pp. 577-589 ◽  
Author(s):  
Laurence B. Leonard ◽  
Patricia Deevy ◽  
Marc E. Fey ◽  
Shelley L. Bredin-Oja
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Sentence Comprehension ◽  
Syntactic Structure ◽  
Target Sentence ◽  
Cognitive Capacity ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Specific Language ◽  
Item Types

Purpose This study examined sentence comprehension in children with specific language impairment (SLI) in a manner designed to separate the contribution of cognitive capacity from the effects of syntactic structure. Method Nineteen children with SLI, 19 typically developing children matched for age (TD-A), and 19 younger typically developing children (TD-Y) matched according to sentence comprehension test scores responded to sentence comprehension items that varied in either length or their demands on cognitive capacity, based on the nature of the foils competing with the target picture. Results The TD-A children were accurate across all item types. The SLI and TD-Y groups were less accurate than the TD-A group on items with greater length and, especially, on items with the greatest demands on cognitive capacity. The types of errors were consistent with failure to retain details of the sentence apart from syntactic structure. Conclusions The difficulty in the more demanding conditions seemed attributable to interference. Specifically, the children with SLI and the TD-Y children appeared to have difficulty retaining details of the target sentence when the information reflected in the foils closely resembled the information in the target sentence.

scholarly journals Number dissimilarities facilitate the comprehension of relative clauses in children with (Grammatical) Specific Language Impairment

2013 ◽  
Vol 41 (4) ◽  
pp. 811-841 ◽  
Author(s):  
FLAVIA ADANI ◽  
MATTEO FORGIARINI ◽  
MARIA TERESA GUASTI ◽  
HEATHER K. J. VAN DER LELY
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Relative Clauses ◽  
Sentence Comprehension ◽  
Head Noun ◽  
Receptive Vocabulary ◽  
Typically Developing ◽  
Specific Language ◽  
Subject And Object ◽  
English Speaking

ABSTRACTThis study investigates whether number dissimilarities on subject and object DPs facilitate the comprehension of subject- and object-extracted centre-embedded relative clauses in children with Grammatical Specific Language Impairment (G-SLI). We compared the performance of a group of English-speaking children with G-SLI (mean age: 12;11) with that of two groups of younger typically developing (TD) children, matched on grammar and receptive vocabulary, respectively. All groups were more accurate on subject-extracted relative clauses than object-extracted ones and, crucially, they all showed greater accuracy for sentences with dissimilar number features (i.e., one singular, one plural) on the head noun and the embedded DP. These findings are interpreted in the light of current psycholinguistic models of sentence comprehension in TD children and provide further insight into the linguistic nature of G-SLI.

scholarly journals Syntactic Versus Memory Accounts of the Sentence Comprehension Deficits of Specific Language Impairment: Looking Back, Looking Ahead

2016 ◽  
Vol 59 (6) ◽  
pp. 1491-1504 ◽  
Author(s):  
James W. Montgomery ◽  
Ronald B. Gillam ◽  
Julia L. Evans
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Sentence Comprehension ◽  
School Age Children ◽  
School Age ◽  
Typically Developing ◽  
Specific Language ◽  
Theoretical Perspectives ◽  
English Speaking ◽  
Proper Modification

Purpose Compared with same-age typically developing peers, school-age children with specific language impairment (SLI) exhibit significant deficits in spoken sentence comprehension. They also demonstrate a range of memory limitations. Whether these 2 deficit areas are related is unclear. The present review article aims to (a) review 2 main theoretical accounts of SLI sentence comprehension and various studies supporting each and (b) offer a new, broader, more integrated memory-based framework to guide future SLI research, as we believe the available evidence favors a memory-based perspective of SLI comprehension limitations. Method We reviewed the literature on the sentence comprehension abilities of English-speaking children with SLI from 2 theoretical perspectives. Results The sentence comprehension limitations of children with SLI appear to be more fully captured by a memory-based perspective than by a syntax-specific deficit perspective. Conclusions Although a memory-based view appears to be the better account of SLI sentence comprehension deficits, this view requires refinement and expansion. Current memory-based perspectives of adult sentence comprehension, with proper modification, offer SLI investigators new, more integrated memory frameworks within which to study and better understand the sentence comprehension abilities of children with SLI.

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