An Error Analysis of Nonword Repetition Performance in Toddlers and Young Children: Theoretical Implications and Clinical Utility

2021 ◽  
pp. 1-11
Author(s):  
Vanessa Harwood ◽  
Dana Arthur
Keyword(s):  
Young Children ◽  
Language Impairment ◽  
Parent Report ◽  
Nonword Repetition ◽  
School Age Children ◽  
Older Children ◽  
Clinical Tool ◽  
Error Type ◽  
Common Error ◽  
Sampling Procedures

Purpose Nonword repetition has been cited as a measure of phonological working memory and continues to gain status as a clinical tool used to identify language impairment in school-age children. Less is known about nonword repetition skills in the toddler population. Method The current study presents a detailed analysis of errors by segmenting nonwords into word, syllable, and phoneme levels. Errors were also analyzed for type (e.g., addition, substitution, deletion). The Test of Early Nonword Repetition was used to measure performance in a sample of 36 typically developing children, aged 24–48 months. Clinical assessments including parent report, language sampling procedures, and standardized assessments were also administered. Results As a group, participants produced significantly more syllable errors compared to word-level errors; however, most errors were made at the phoneme level. Errors of addition were the least common error type, and no differences between substitutions or deletions were present for the entire sample. Toddlers (aged 2 years) produced more syllable-level errors compared to older children (aged 3 years). Substitution errors were positively correlated with performance on clinical measures of language, whereas deletion errors were negatively correlated with performance. Conclusion Nonword repetition performance patterns in young children may be associated with language delay or language impairment and have both clinical and theoretical relevance.

Nonword Repetition and Child Language Impairment

1998 ◽  
Vol 41 (5) ◽  
pp. 1136-1146 ◽  
Author(s):  
Chris Dollaghan ◽  
Thomas F. Campbell
Keyword(s):  
Language Impairment ◽  
Language Intervention ◽  
Nonword Repetition ◽  
School Age Children ◽  
Language Test ◽  
Likelihood Ratios ◽  
Language Tests ◽  
Traditional Language ◽  
High Degree ◽  
Repetition Task

A brief, processing-dependent, nonword repetition task, designed to minimize biases associated with traditional language tests, was investigated. In Study 1, no overlap in nonword repetition performance was found between a group of 20 school-age children enrolled in language intervention (LI) and a group of 20 age-matched peers developing language normally (LN). In Study 2, a comparison of likelihood ratios for the nonword repetition task and for a traditional language test revealed that nonword repetition distinguished between children independently identified as LI and LN with a high degree of accuracy, by contrast with the traditional language test. Nonword repetition may have considerable clinical utility as a screening measure for language impairment in children. Information on the likelihood ratios associated with all diagnostic tests of language is badly needed.

scholarly journals Performance in Nonword Repetition Tasks among Mandarin- English Bilingual Children in Malaysia

2020 ◽  
Vol 28 (4) ◽  
Author(s):  
Chai Ping Woon ◽  
Ngee Thai Yap ◽  
Hui Woan Lim
Keyword(s):  
Language Impairment ◽  
Short Term Memory ◽  
Age Groups ◽  
Nonword Repetition ◽  
Developmental Trend ◽  
Older Children ◽  
Development Delay ◽  
Qualitative Measure ◽  
Larger Sample ◽  
Better Than

The nonword repetition (NWR) task has been used to measure children’s expressive language skills, and it has been argued to have potential as an early language delay/ impairment detection tool as the NWR task can be conducted rather easily and quickly to obtain a quantitative as well as a qualitative measure of children’s attention to lexical and phonological information. This paper reports the performance of two NWR tasks among thirty bilingual Mandarin-English preschoolers between the age of four through six. The study indicated that performance in the NWR tasks showed a developmental trend with older children performing better than younger children. Word length also had a significant effect on performance, possibly an effect from better short-term memory capacity as the child grew older. The children also performed better in the Mandarin NWR task compared to the English NWR task. These findings suggest potential clinical applications for diagnosis of children with language impairment or at risk of language development delay. However, further studies should improve on the tasks to verify its efficacy and to obtain norms for performance with a larger sample of children at various age groups.

Quality of Life in Paediatric Migraine: Characterization of Age-Related Effects Using PedsQL 4.0

Cephalalgia ◽  
2004 ◽  
Vol 24 (2) ◽  
pp. 120-127 ◽  
Author(s):  
SW Powers ◽  
SR Patton ◽  
KA Hommel ◽  
AD Hershey
Keyword(s):  
Quality Of Life ◽  
Young Children ◽  
Parent Report ◽  
Clinic Visit ◽  
Older Children ◽  
Quality Of Life Inventory ◽  
Age Related ◽  
Pedsql 4.0 ◽  
Age Range

The aim of this study was to measure quality of life (QOL) across a broad age range of paediatric migraine patients. Children and adolescents ( n = 686) with migraine completed the Pediatric Quality of Life Inventory, version 4.0 (PedsQL 4.0) and a standardized headache assessment at an initial clinic visit. The sample size for each PedsQL age group was: age 2-4 = 21, age 5-7 = 86, age 8-12 = 298, and age 13-18 = 281. Mean total score was 72.7 ± 14.8, significantly less than healthy norms ( P < 0.01). Teens reported lower School Functioning than older and young children ( P < 0.05) and young children reported lower Social Functioning than older children and teens ( P < 0.001). A moderate relation was found between self and parent report. Age-related effects on QOL have implications for the evaluation and management of migraine in paediatric practice. The self and parent report forms of the PedsQL can be used in a practice setting.

General Language Performance Measures in Spoken and Written Narrative and Expository Discourse of School-Age Children With Language Learning Disabilities

2000 ◽  
Vol 43 (2) ◽  
pp. 324-339 ◽  
Author(s):  
Cheryl M. Scott ◽  
Jennifer Windsor
Keyword(s):  
Learning Disabilities ◽  
Language Learning ◽  
Performance Measures ◽  
Language Impairment ◽  
School Age Children ◽  
School Age ◽  
Older Children ◽  
Language Performance ◽  
Lexical Diversity ◽  
Language Learning Disabilities

Language performance in naturalistic contexts can be characterized by general measures of productivity, fluency, lexical diversity, and grammatical complexity and accuracy. The use of such measures as indices of language impairment in older children is open to questions of method and interpretation. This study evaluated the extent to which 10 general language performance measures (GLPM) differentiated school-age children with language learning disabilities (LLD) from chronological-age (CA) and language-age (LA) peers. Children produced both spoken and written summaries of two educational videotapes that provided models of either narrative or expository (informational) discourse. Productivity measures, including total T-units, total words, and words per minute, were significantly lower for children with LLD than for CA children. Fluency (percent T-units with mazes) and lexical diversity (number of different words) measures were similar for all children. Grammatical complexity as measured by words per T-unit was significantly lower for LLD children. However, there was no difference among groups for clauses per T-unit. The only measure that distinguished children with LLD from both CA and LA peers was the extent of grammatical error. Effects of discourse genre and modality were consistent across groups. Compared to narratives, expository summaries were shorter, less fluent (spoken versions), more complex (words per T-unit), and more error prone. Written summaries were shorter and had more errors than spoken versions. For many LLD and LA children, expository writing was exceedingly difficult. Implications for accounts of language impairment in older children are discussed.

Processing and Linguistic Markers in Young Children With Specific Language Impairment (SLI)

2003 ◽  
Vol 46 (5) ◽  
pp. 1029-1037 ◽  
Author(s):  
Gina Conti-Ramsden
Keyword(s):  
Young Children ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Nonword Repetition ◽  
Past Tense ◽  
Stepwise Discriminant Analysis ◽  
Specific Language ◽  
Linguistic Markers ◽  
The Past ◽  
Digit Recall

Thirty-two 5-year-old children with specific language impairment (SLI) and 32 chronological age (CA) controls completed 4 tasks that were considered potential positive markers for SLI. Children's performance on 2 linguistic tasks (past tense and noun plurals task) and 2 processing tasks (nonword repetition and digit recall) were examined. This approach allowed the examination of more than 1 type of marker simultaneously, facilitating both comparisons between markers and also the evaluation of combinations of markers in relation to identifying SLI. Children with SLI performed significantly worse than CA controls in all 4 marker tasks. Specificity/sensitivity analysis of the 4 marker tasks revealed nonword repetition and the past tense task to have the best overall accuracy at the 25th and 16th percentile. Finally, stepwise discriminant analysis revealed nonword repetition and past tense marking to be the best markers for identifying young children with SLI.

Development of state estimation explains improvements in sensorimotor performance across childhood

2012 ◽  
Vol 107 (11) ◽  
pp. 3040-3049 ◽  
Author(s):  
Bradley R. King ◽  
Marcio A. Oliveira ◽  
Jose L. Contreras-Vidal ◽  
Jane E. Clark
Keyword(s):  
Young Children ◽  
State Estimation ◽  
Dynamic State ◽  
School Age Children ◽  
Older Children ◽  
Behavioral Experiments ◽  
Age Related ◽  
Dynamic State Estimation ◽  
The Central Nervous System ◽  
Sensorimotor Performance

Previous developmental research examining sensorimotor control of the arm in school-age children has demonstrated age-related improvements in movement kinematics. However, the mechanisms that underlie these age-related improvements are still unclear. This study hypothesized that changes in sensorimotor performance across childhood can be attributed, in part, to the development of state estimation, defined as estimates computed by the central nervous system, which specify both current and future hand positions and velocities (i.e., hand “state”). Two behavioral experiments were conducted, in which 6- to 12-year-old children and young adults executed goal-directed arm movements. Results from Experiment 1 revealed that young children (i.e., ∼6–8 years) have less precise proprioceptive feedback for static (i.e., stationary) hand state estimation compared with older children (i.e., ∼10–12 years), resulting in increased variability of target-directed reaching movements. Experiment 2 demonstrated that young children rely on delayed and unreliable state estimates during the execution of goal-directed hand movements (i.e., dynamic state estimation), resulting in both increased movement errors and directional variability. Collectively, these results suggest that improvements in sensorimotor behavior across childhood can be attributed, at least partially, to the development of both static and dynamic state estimation.

Associations Between Key Language-Related Measures in Typically Developing School-Age Children

2008 ◽  
Vol 216 (3) ◽  
pp. 161-171 ◽  
Author(s):  
Lisa M.D. Archibald ◽  
Marc F. Joanisse ◽  
Melany Shepherd
Keyword(s):  
Speech Perception ◽  
Language Impairment ◽  
Cognitive Skills ◽  
Receptive Language ◽  
Nonword Repetition ◽  
School Age Children ◽  
Past Tense ◽  
Unselected Group ◽  
Highly Correlated ◽  
Digit Recall

Three measures have been found to be predictive of developmental language impairment: nonword repetition, the production of English past tense, and categorical speech perception. Despite this, direct comparisons of these tasks have been limited. The present study explored the associations between these measures and other language and cognitive skills in an unselected group of 100 children aged 6 to 11 years. The children completed standardized tests of nonverbal ability, receptive language, and reading, as well as nonword repetition, past tense production, and categorical speech perception tasks. Nonword repetition and past tense were highly correlated. Variance in nonword repetition was explained additionally by digit recall, whereas receptive language, age, and digit recall accounted for significant portions of variance in past tense production. Categorical speech perception was not associated with any of the measures in the study. The extent to which common and distinct factors underlie the key language-related measures is discussed.

Nonword Repetition Performance in School-Age Children With and Without Language Impairment

2000 ◽  
Vol 43 (4) ◽  
pp. 865-878 ◽  
Author(s):  
Susan Ellis Weismer ◽  
J. Bruce Tomblin ◽  
Xuyang Zhang ◽  
Paula Buckwalter ◽  
Jan Gaura Chynoweth ◽  
...  
Keyword(s):  
Language Impairment ◽  
Nonword Repetition ◽  
School Age Children ◽  
School Age

Eliciting Verbs From Children With Specific Language Impairment

1996 ◽  
Vol 5 (4) ◽  
pp. 17-30 ◽  
Author(s):  
Diane Frome Loeb ◽  
Clifton Pye ◽  
Sean Redmond ◽  
Lori Zobel Richardson
Keyword(s):  
Young Children ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Syntactic Complexity ◽  
Specific Language ◽  
Lexical Skills

The focus of assessment and intervention is often aimed at increasing the lexical skills of young children with language impairment. Frequently, the use of nouns is the center of the lexical assessment. As a result, the production of verbs is not fully evaluated or integrated into treatment in a way that accounts for their semantic and syntactic complexity. This paper presents a probe for eliciting verbs from children, describes its effectiveness, and discusses the utility of and problems associated with developing such a probe.

Productivity of Emerging Word Combinations in Toddlers With Specific Expressive Language Impairment

1997 ◽  
Vol 6 (4) ◽  
pp. 34-47 ◽  
Author(s):  
Steven H. Long ◽  
Lesley B. Olswang ◽  
Julianne Brian ◽  
Philip S. Dale
Keyword(s):  
Data Collection ◽  
Young Children ◽  
Language Impairment ◽  
Treatment Approach ◽  
Expressive Language ◽  
Semantic Consistency ◽  
Session Analysis

This study investigated whether young children with specific expressive language impairment (SELI) learn to combine words according to general positional rules or specific, grammatic relation rules. The language of 20 children with SELI (4 females, 16 males, mean age of 33 months, mean MLU of 1.34) was sampled weekly for 9 weeks. Sixteen of these children also received treatment for two-word combinations (agent+action or possessor+possession). Two different metrics were used to determine the productivity of combinatorial utterances. One metric assessed productivity based on positional consistency alone; another assessed productivity based on positional and semantic consistency. Data were analyzed session-by-session as well as cumulatively. The results suggest that these children learned to combine words according to grammatic relation rules. Results of the session-by-session analysis were less informative than those of the cumulative analysis. For children with SELI ready to make the transition to multiword utterances, these findings support a cumulative method of data collection and a treatment approach that targets specific grammatic relation rules rather than general word combinations.

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