Investigating the effects of syllable complexity in Russian-speaking children with SLI

2011 ◽  
Vol 38 (5) ◽  
pp. 979-998 ◽  
Author(s):  
DARYA KAVITSKAYA ◽  
MARIA BABYONYSHEV ◽  
THEODORE WALLS ◽  
ELENA GRIGORENKO
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Word Length ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Syllable Structure ◽  
Typically Developing ◽  
Specific Language ◽  
Structure Complexity ◽  
Age Range

ABSTRACTThis study examined the effect of number of syllables and syllable structure on repetition of pseudo-words by Russian-speaking children with Specific Language Impairment (SLI) and typically developing (TD) children. One hundred and forty-four pseudo-words, varying in length and syllable complexity, were presented to two groups of children: 15 children with SLI, age range 4 ; 0 to 8 ; 8, and 15 TD children matched in age to the SLI group. The number of errors in the repetition of pseudo-words was analyzed in terms of the number of syllables and syllable complexity. The results demonstrated that children with SLI have deficits in working memory capacity. In addition to the pseudo-word length, the repetition performance was affected by syllable structure complexity.

An Examination of Verbal Working Memory Capacity in Children With Specific Language Impairment

1999 ◽  
Vol 42 (5) ◽  
pp. 1249-1260 ◽  
Author(s):  
Susan Ellis Weismer ◽  
Julia Evans ◽  
Linda J. Hesketh
Keyword(s):  
Working Memory ◽  
Language Processing ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Working Memory Capacity ◽  
Verbal Working Memory ◽  
Memory Capacity ◽  
Word Recall ◽  
School Age Children ◽  
Specific Language

This study investigated verbal working memory capacity in children with specific language impairment (SLI). The task employed in this study was the Competing Language Processing Task (CLPT) developed by Gaulin and Campbell (1994). A total of 40 school-age children participated in this investigation, including 20 with SLI and 20 normal language (NL) age-matched controls. Results indicated that the SLI and NL groups performed similarly in terms of true/false comprehension items, but that the children with SLI evidenced significantly poorer word recall than the NL controls, even when differences in nonverbal cognitive scores were statistically controlled. Distinct patterns of word-recall errors were observed for the SLI and NL groups, as well as different patterns of associations between CLPT word recall and performance on nonverbal cognitive and language measures. The findings are interpreted within the framework of a limited-capacity model of language processing.

scholarly journals Syllable structure development of toddlers with expressive specific language impairment

2000 ◽  
Vol 21 (4) ◽  
pp. 429-449 ◽  
Author(s):  
AIMÉE BAIRD PHARR ◽  
NAN BERNSTEIN RATNER ◽  
LESLIE RESCORLA
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Spontaneous Speech ◽  
Syllable Structure ◽  
Consonant Clusters ◽  
Typically Developing ◽  
Structure Development ◽  
Specific Language

A total of 35 children – 20 with expressive specific language impairment (SLI-E) and 15 typically developing (TD) peers – were compared longitudinally from 24 to 36 months with respect to their production of syllable shapes in 10-minute spontaneous speech samples. SLI-E 24-month-olds predominantly produced earlier developing syllable shapes containing vowels, liquids, and glides. TD 24-month-olds and SLI-E 36-month-olds produced approximately the same proportion of syllable types, with the exception of consonant clusters, where TD 24-month-olds produced more than SLI-E 36-month-olds. TD children at 36 months showed the greatest use of syllable shapes containing two different consonants and consonant clusters. Detailed analyses revealed that SLI-E children produced fewer syllable shapes containing final consonants, more than one consonant type, and consonant clusters. Furthermore, the children with SLI-E were found to vocalize less often than their TD peers. The possible relationships between these findings, SLI-E children's concomitant deficits in morphology and syntax, and the implications for diagnosis and remediation are discussed.

scholarly journals The complexity of narrative interferes in the use of conjunctions in children with specific language impairment

2012 ◽  
Vol 24 (2) ◽  
pp. 152-156 ◽  
Author(s):  
Deborah Oliveira Gonzalez ◽  
Ana Manhani Cáceres ◽  
Ana Carolina Paiva Bento-Gaz ◽  
Debora Maria Befi-Lopes
Keyword(s):  
Language Development ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Specific Language ◽  
Age Range ◽  
Development Methods

PURPOSE: To verify the use of conjunctions in narratives, and to investigate the influence of stimuli's complexity over the type of conjunctions used by children with specific language impairment (SLI) and children with typical language development. METHODS: Participants were 40 children (20 with typical language development and 20 with SLI) with ages between 7 and 10 years, paired by age range. Fifteen stories with increasing of complexity were used to obtain the narratives; stories were classified into mechanical, behavioral and intentional, and each of them was represented by four scenes. Narratives were analyzed according to occurrence and classification of conjunctions. RESULTS: Both groups used more coordinative than subordinate conjunctions, with significant decrease in the use of conjunctions in the discourse of SLI children. The use of conjunctions varied according to the type of narrative: for coordinative conjunctions, both groups differed only between intentional and behavioral narratives, with higher occurrence in behavioral ones; for subordinate conjunctions, typically developing children's performance did not show differences between narratives, while SLI children presented fewer occurrences in intentional narratives, which was different from other narratives. CONCLUSION: Both groups used more coordinative than subordinate conjunctions; however, typically developing children presented more conjunctions than SLI children. The production of children with SLI was influenced by stimulus, since more complex narratives has less use of subordinate conjunctions.

Sensitivity to Verb Phrase Grammatically by Children with Specific Language Impairment

2005 ◽  
Vol 100 (3_suppl) ◽  
pp. 1049-1054 ◽  
Author(s):  
Brenda L. Beverly ◽  
Lori A. Swanson
Keyword(s):  
Sentence Processing ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Significant Interaction ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Specific Language ◽  
Comprehension Task ◽  
Input Cues ◽  
Age Range

8 preschoolers with specific language impairment (age range = 44–58 mo.) and 8 language-matched, typically developing toddlers (22–29 mo.) participated in a verb comprehension task to investigate sensitivity to auxiliary is in four contexts—grammatical ( Who is pushing?), omitted ( Who pushing?), ungrammatical ( Who in pushing?), and nonsense ( Who id pushing?). Analysis yielded a significant interaction: children with specific language impairment had the lowest comprehension in the ungrammatical context and typically developing children had the highest. Perhaps children with specific language impairment, but not younger typically developing children, were sensitive to grammatical co-occurrences. One explanation is that knowledge of morphosyntax exceeded production for children with specific language impairment. Moreover, typically developing children may have ignored morpheme anomalies, perhaps benefitting from other input cues or flexible sentence processing.

scholarly journals Annoying Danish relatives: Comprehension and production of relative clauses by Danish children with and without SLI

2012 ◽  
Vol 41 (1) ◽  
pp. 51-83 ◽  
Author(s):  
KRISTINE JENSEN DE LÓPEZ ◽  
LONE SUNDAHL OLSEN ◽  
VASILIKI CHONDROGIANNI
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Relative Clauses ◽  
Typically Developing ◽  
Production Task ◽  
Thematic Roles ◽  
Specific Language ◽  
Avoidance Strategies ◽  
Reversal Errors ◽  
Object Relative

ABSTRACTThis study examines the comprehension and production of subject and object relative clauses (SRCs, ORCs) by children with Specific Language Impairment (SLI) and their typically developing (TD) peers. The purpose is to investigate whether relative clauses are problematic for Danish children with SLI and to compare errors with those produced by TD children. Eighteen children with SLI, eighteen TD age-matched (AM) and nine TD language-matched (LM) Danish-speaking children participated in a comprehension and in a production task. All children performed better on the comprehension compared with the production task, as well as on SRCs compared to ORCs and produced various avoidance strategies. In the ORC context, children with SLI produced more reversal errors than the AM children, who opted for passive ORCs. These results are discussed within current theories of SLI and indicate a deficiency with the assignment of thematic roles rather than with the structural make-up of RCs.

Gesture and speech during shared book reading with preschoolers with specific language impairment

2015 ◽  
Vol 42 (6) ◽  
pp. 1191-1218 ◽  
Author(s):  
MANUELA LAVELLI ◽  
CHIARA BARACHETTI ◽  
ELENA FLORIT
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Sequential Analysis ◽  
Book Reading ◽  
Shared Book Reading ◽  
Typically Developing ◽  
Specific Language ◽  
Potential Effectiveness ◽  
Maternal Speech ◽  
The Relationship

ABSTRACTThis study examined (a) the relationship between gesture and speech produced by children with specific language impairment (SLI) and typically developing (TD) children, and their mothers, during shared book-reading, and (b) the potential effectiveness of gestures accompanying maternal speech on the conversational responsiveness of children. Fifteen preschoolers with expressive SLI were compared with fifteen age-matched and fifteen language-matched TD children. Child and maternal utterances were coded for modality, gesture type, gesture–speech informational relationship, and communicative function. Relative to TD peers, children with SLI used more bimodal utterances and gestures adding unique information to co-occurring speech. Some differences were mirrored in maternal communication. Sequential analysis revealed that only in the SLI group maternal reading accompanied by gestures was significantly followed by child's initiatives, and when maternal non-informative repairs were accompanied by gestures, they were more likely to elicit adequate answers from children. These findings support the ‘gesture advantage’ hypothesis in children with SLI, and have implications for educational and clinical practice.

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.

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