scholarly journals Perspectives on bilingual children's narratives elicited with the Multilingual Assessment Instrument for Narratives

2015 ◽  
Vol 37 (1) ◽  
pp. 1-9 ◽  
Author(s):  
DIANE PESCO ◽  
ELIZABETH KAY-RAINING BIRD
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Assessment Tool ◽  
Assessment Instrument ◽  
School Age Children ◽  
School Age ◽  
Special Issue ◽  
Specific Language ◽  
Narrative Assessment ◽  
Children's Narratives

This Special Issue is all about the stories of children: preschool- and school-age children; bilingual and monolingual children; children developing typically or identified as having a specific language impairment (SLI); and children speaking and experiencing one or more of the following languages: English, Finnish, German, Greek, Hebrew, Italian, Russian, Slovak, Swedish, and Turkish in minority or majority language contexts. The stories are fictional ones, about baby birds and baby goats, a cat and a dog: a cast of characters the reader will come to know well as they read the Introduction (Gagarina, Klop, Tsimpli, & Walters, 2016) and individual articles. They were collected using a new narrative assessment tool that is common to all the articles within the issue: the Language Impairment Testing in Multilingual Settings—Multilingual Assessment Instrument for Narratives (LITMUS-MAIN; Gagarina et al., 2012, 2015), described at some length by its developers in the Introduction to the Special Issue.

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.

scholarly journals Individualized Narrative Intervention for School-Age Children With Specific Language Impairment

2020 ◽  
Vol 51 (3) ◽  
pp. 687-705
Author(s):  
Alison Hessling ◽  
C. Melanie Schuele
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Personal Narrative ◽  
Single Case ◽  
Functional Relation ◽  
School Age Children ◽  
School Age ◽  
Story Grammar ◽  
Specific Language ◽  
Narrative Intervention

Purpose This study extends the research on narrative intervention by evaluating the effect of a standard treatment protocol, Story Champs ( Petersen & Spencer, 2012 ), on personal narrative generations of school-age children with specific language impairment (SLI). Method Four second-grade, 8- to 9-year-old boys with SLI participated in this multiple baseline across behaviors, single-case design study that was repeated across participants. Each one-on-one intervention session involved eight steps across two intervention segments: story retell and personal story generation. The interventionist provided systematic scaffolding (visual and verbal supports) that was faded within each session. Three individualized story grammar elements per participant were targeted sequentially across the weeks of intervention based on each participant's needs identified in baseline. The dependent variable probe (personal narrative generation) was administered at the beginning of each twice-weekly session, and individualized story grammar elements were scored on a 4-point rubric (dependent variable). Results In this single-case research design study, a functional relation was evaluated for each participant (i.e., replication of an effect across three story grammar elements). A functional relation between Story Champs intervention and the dependent variable was observed for two participants. Conclusion Results provide preliminary evidence for the efficacy of individually administered Story Champs intervention for children with SLI.

scholarly journals Toward Understanding the Lexical–Morphological Networks of Children With Specific Language Impairment: Analysis of Responses on a Morphological Production Task

2019 ◽  
Vol 62 (11) ◽  
pp. 4131-4136
Author(s):  
Hannah Krimm ◽  
Krystal L. Werfel ◽  
C. Melanie Schuele
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Lower Proportion ◽  
School Age Children ◽  
School Age ◽  
Derivational Morphology ◽  
Production Task ◽  
Specific Language ◽  
The Given

Purpose The purpose of this study was to characterize the lexical–morphological networks of children with specific language impairment (SLI) compared to children with typical language by analyzing responses on a morphological derived form production task. Method School-age children with SLI ( n = 32) and peers with typical language ( n = 40) completed an oral cloze derived form production task ( Carlisle, 2000 ). On this task, children were expected to complete verbally presented sentences with a derived form of a provided morphological stem. Responses were coded as correct or incorrect following Carlisle's (2000) stated correct responses. Incorrect responses were coded as scorable or unscorable, and then scorable responses were coded as pseudowords or real words. Real words were further coded according to whether they were repetitions of the given stem. Results There was a statistically significant between-group difference for mean correct responses ( d = 1.43). The scorable incorrect responses of children with SLI included a lower mean proportion of pseudowords than did the incorrect responses of children with typical language ( d = 0.76). Conclusion Because children with SLI produced a lower proportion of pseudowords as scorable incorrect responses than peers with typical language, we conclude that they have less developed lexical–morphological networks and, thus, less derivational morphology knowledge than peers with typical language.

Spoken word recognition in children with and without specific language impairment

1998 ◽  
Vol 19 (2) ◽  
pp. 193-207 ◽  
Author(s):  
Chris Dollaghan
Keyword(s):  
Lexical Access ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Spoken Word Recognition ◽  
Language Impairments ◽  
Spoken Word ◽  
School Age Children ◽  
School Age ◽  
Specific Language ◽  
Specific Language Impairments

AbstractDeficits in lexical access in children with specific language impairments (SLI) have been inferred from word naming, recall, and categorization tasks, but no evidence exists concerning these children's ability to identify words in spoken input. We presented successive auditory time gatings of unfamiliar words; familiar, phonologically related words; and familiar, phonologically unrelated words to school-age children with and without SLI. The groups did not differ significantly in the point at which they recognized familiar words, but the subjects with SLI required significantly more of the acoustic-phonetic signal than did their peers to recognize unfamiliar words. For all word types, the subjects with SLI were significantly less likely to respond with correct initial consonants at the earliest gated interval than were their peers. Our results suggest that both representational and perceptual inefficiencies may contribute to slowed lexical access in children with SLI.

Sign in / Sign up

Export Citation Format

Share Document