Narrative discourse in Grammatical specific language impaired children: a modular language deficit?

1997 ◽  
Vol 24 (1) ◽  
pp. 221-256 ◽  
Author(s):  
HEATHER K. J. VAN DER LELY
Keyword(s):  
Picture Book ◽  
Narrative Discourse ◽  
Central System ◽  
Specific Language ◽  
Language Impaired ◽  
Language System ◽  
Language Deficit ◽  
Structural Relationships ◽  
Referential Expressions ◽  
The Mind

This paper provides a further investigation into the linguistic abilities of a subgroup of 12 Grammatical specific language impaired (SLI) children (aged 10;2 to 13;11). The study investigates the use of referential expressions (e.g. pronouns) in a narrative discourse, and provides insight into the underlying nature of Grammatical SLI, thereby contributing to the modularity debate. Previous investigations indicate that Grammatical SLI children have a deficit with dependent structural relationships, i.e. a Representational Deficit for Dependent Relationships (RDDR). Grammatical SLI children's RDDR appears to be a modular language deficit. To test this claim, linguistic representations of dependent structural relationships which are not part of the modular language system are investigated using a narrative discourse based on the picture book Frog where are you? The SLI children's pattern of referential expressions was compared with 36 language ability controls (aged 6;4 to 9;8). The findings indicated that the Grammatical SLI children have relatively mature linguistic development in the use of referential expressions to produce a cohesive, structured narrative discourse. The view of the organisation of the mind in which a modular language system can be differentially impaired from aspects of language which rely on the central system can most easily account for the data. Thus, the data support the hypothesized modular nature of Grammatical SLI children's underlying linguistic deficit. The implications of the findings for language acquisition are discussed.

Knowledge of binding in normal and SLI children

1996 ◽  
Vol 23 (2) ◽  
pp. 431-464 ◽  
Author(s):  
Steven L. Franks ◽  
Phil J. Connell
Keyword(s):  
Binding Domain ◽  
Long Distance ◽  
Normal Children ◽  
Specific Language ◽  
Language Impaired ◽  
Pass Through ◽  
The Mind

ABSTRACTThe properties of reflexives vary across adult languages with respect to (i) the domain in which a reflexive may be bound and (ii) the syntactic positions an appropriate antecedent may occupy. These two issues have been approached in GB theory in various ways, each with specific implications for acquisition. In this paper we examine these implications by testing normal and Specific Language Impaired (SLI) children for evidence of the binding domain and orientation properties of their grammars. The investigation reveals that, contrary to most previous claims, normal children acquiring English pass through a long-distance binding stage. SLI children, however, do not display this pattern, tending instead to behave like very young normal children in requiring the nearest available NP to be the antecedent. We argue that this constitutes an early binding stage not previously identified. Finally, we interpret our findings in terms of a conception of acquisition dubbed the ‘competing grammars’ model, according to which competing incompatible grammars may coexist in the mind of the learner.

Selection of Children with Specific Language Deficits

1981 ◽  
Vol 46 (2) ◽  
pp. 114-122 ◽  
Author(s):  
Rachel E. Stark ◽  
Paula Tallal
Keyword(s):  
Language Impairment ◽  
Receptive Language ◽  
Behavioral Disorder ◽  
Exclusion Criteria ◽  
Specific Language ◽  
Language Impaired ◽  
Language Deficit ◽  
Definition Of ◽  
Impaired Children ◽  
Selection Of

A standard approach to the selection of children with specific language deficit was devised. The approach was based on a current definition of specific language deficit that depends heavily on exclusion criteria. Children with known language deficit who had hearing impairment, cognitive deficit, neurologic deficit, or emotional or behavioral disorder were excluded. Both the exclusion criteria and the criteria dealing with required extent of language impairment were specified in considerable detail. A total of 132 language-impaired children aged 4–8 1/2 years were assessed. Criteria for selection of a matched group of normal-language children were also specified. The language-impaired children were referred to the project by speech and language clinicians in accordance with a set of broadly defined criteria. Contrary to expectations, less than one third of the children from this group met the more precisely defined criteria employed in the project. In addition, those who were selected did not form a homogeneous group but showed considerable variation in expressive versus receptive language and in articulation skill. The selection approach and its effectiveness for the purposes of clinical research and intervention studies are discussed.

Early Lexical Acquisition in Children with Specific Language Impairment

1982 ◽  
Vol 25 (4) ◽  
pp. 554-564 ◽  
Author(s):  
Laurence B. Leonard ◽  
Richard G. Schwartz ◽  
Kathy Chapman ◽  
Lynne E. Rowan ◽  
Patricia A. Prelock ◽  
...  
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Lexical Acquisition ◽  
Normal Children ◽  
Linguistic Development ◽  
Specific Language ◽  
Language Impaired ◽  
Similar Tendency

This study examined the characteristics of early lexical acquisition in children with specific language impairment. Sixteen unfamiliar words and referents were exposed across 10 sessions to language-impaired and normal children matched for level of linguistic development. Posttesting revealed similar comprehension-production gaps in the two groups of children. In addition, both groups showed greater comprehension and production of words referring to objects than words referring to actions. However, the language-impaired children's object word bias was not as marked as that of the normal children. For both groups, words containing initial consonants within the children's production repertoires were more likely to be acquired in production than words containing consonants absent from the children's phonologies. A similar tendency was not seen for comprehension.

Lexical Imitation and Acquisition in Language-Impaired Children

1985 ◽  
Vol 50 (2) ◽  
pp. 141-149 ◽  
Author(s):  
Richard G. Schwartz ◽  
Laurence B. Leonard
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Lexical Acquisition ◽  
Specific Language ◽  
Language Impaired ◽  
Impaired Children ◽  
Novel Words

This investigation examined the influence of unsolicited lexical imitation on the comprehension and on the production of novel words by language-impaired children. Subjects were 13 children (2:8–3:1) exhibiting specific language impairment who were presented with 16 unfamiliar words referring to unfamiliar objects or actions over 10 experimental sessions. Unsolicited imitations appeared to facilitate subsequent production of these words on a posttest. This effect was greatest when these words were also produced spontaneously prior to the posttest. Words that were produced imitatively and spontaneously also appeared more frequently in spontaneous usage than words that were only produced spontaneously. No relationship between such imitations and comprehension was observed. These findings suggest that unsolicited imitations benefit children's lexical acquisition primarily by providing them with additional opportunities to produce words that are in the process of being established in their expressive lexicons.

Taalvaardigheidsonderzoek bij Taalgestoorde Leerlingen in het Voortgezet Onderwijs

1998 ◽  
Vol 60 ◽  
pp. 29-38
Author(s):  
E.A. Burger ◽  
G. Rijpma
Keyword(s):  
Special Education ◽  
Pilot Study ◽  
Language Development ◽  
Educational System ◽  
Financial Support ◽  
Language Disorder ◽  
Language Skills ◽  
Specific Language ◽  
Language Impaired ◽  
Grammatical Errors

Adolescent speakers of Dutch who have a language disorder cannot as yet be identified by generally acknowledged tests. However, in the future this will become necessary to apply for special education or financial support in the regular educational system. Based on a survey of the literature concerning normal and disordered language development in children up age 10, this article presents a pilot study in which the language skills of 10 specific language-impaired students are compared with those of 10 normally developing peers. Tasks are used both within academic and communicative contexts. Between the groups significant differences appear on two aspects only: the number of grammatical errors made while telling a story, and the length of the sentences used in writing a story. These two aspects therefore appear to be useful in the process of identifying language-disordered adolescents.

Specific Language Impairment as a Clinical Category

1991 ◽  
Vol 22 (2) ◽  
pp. 66-68 ◽  
Author(s):  
Laurence B. Leonard
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Ability ◽  
Central Mechanism ◽  
Alternative View ◽  
Specific Language ◽  
Language Impaired ◽  
Language Measures ◽  
Clinical Category

Many children are diagnosed as "specifically language-impaired" principally on the basis of their low scores relative to the norm on language measures. Yet it is often assumed that such children must suffer from a subtle disruption or defect in some peripheral or central mechanism that is involved in language learning. In this paper, an alternative view is offered: Many of these children may simply be limited in language ability in much the same way that others may be poor in musical, spatial, or bodily kinesthetic abilities.

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