scholarly journals Capturing the Nature of the Spelling Errors in Developmental Language Disorder: A Scoping Review

2021 ◽  
pp. 1-14
Author(s):  
Lucie Broc ◽  
Nelly Joye ◽  
Julie E. Dockrell ◽  
Thierry Olive
Keyword(s):  
Scoping Review ◽  
Language Disorder ◽  
Meta Analysis ◽  
Research Question ◽  
Qualitative Description ◽  
School Age Children ◽  
Developmental Language Disorder ◽  
Spelling Errors ◽  
Spelling Performance ◽  
Orthographic Depth

Purpose This scoping review aims to identify and analyze the nature of the spelling errors produced by children with developmental language disorder (DLD) across different orthographies. Building on a previous meta-analysis identifying the extent of the spelling difficulties of children with DLD, the review extends our understanding of the nature of the spelling errors produced by children with DLD. Three questions are addressed: Do spelling difficulties in children with DLD stem from weak phonological, orthographic, or morphological representations? What are the patterns of spelling performance in DLD depending on orthographic depth? Do comorbid difficulties with DLD impact spelling? Method The scoping review followed the five phases outlined by Arksey and O'Malley (2005) and extended by Levac et al. (2010) : (a) specifying the research question; (b) identifying relevant studies; (c) selecting studies; (d) charting the data; and (e) collating, summarizing, and reporting the results. Results Eighteen studies that provided a qualitative description of the nature of spelling errors produced by children and adolescents with DLD were identified. Spelling performance was examined in relation to control groups that were matched on age, on language features (language, spelling, or reading age), or on co-occurring difficulties. Conclusions This review article highlights the key elements that need to be considered when practitioners examine spelling difficulties and provides benchmarks for assessment in a range of alphabetic languages for school-age children. The qualitative analyses indicated that when practitioners evaluate spelling performance in children or adolescents with DLD, three factors should be considered: phonological representations, morphological awareness, and reading skills.

Nonword Repetition Skills in Gulf Arabic–Speaking Children With Developmental Language Disorder

2020 ◽  
Vol 63 (11) ◽  
pp. 3700-3713
Author(s):  
Saleh Shaalan
Keyword(s):  
Phonological Processing ◽  
Language Disorder ◽  
Nonword Repetition ◽  
School Age Children ◽  
Typically Developing ◽  
Developmental Language Disorder ◽  
Gulf Arabic ◽  
Arabic Speaking ◽  
Phonological Complexity

Purpose This study examined the performance of Gulf Arabic–speaking children with developmental language disorder (DLD) on a Gulf Arabic nonword repetition (GA-NWR) test and compared it to their age- and language-matched groups. We also investigated the role of syllable length, wordlikeness, and phonological complexity in light of NWR theories. Method A new GA-NWR test was conducted with three groups of Gulf Arabic–speaking children: school-age children with DLD, language-matched controls (LCs), and age-matched controls (ACs). The test consisted of two- and three-syllable words that either had no clusters, medial clusters, final clusters, or medial + final clusters. Results The GA-NWR distinguished between the performance of children with DLD and the LC and AC groups. Results showed significant syllable length, wordlikeness, and phonological complexity effects. Differences between the DLD and typically developing groups were seen in two- and three-syllable nonwords; however, when compared on nonwords with no clusters, children with DLD were not significantly different from the LC group. Conclusions The GA-NWR test differentiated between children with DLD and their ACs and LCs. Findings, therefore, support its clinical utility in this variety of Arabic. Results showed that phonological processing factors, such as phonological complexity, may have stronger effects when compared to syllable length effects. Supplemental Material https://doi.org/10.23641/asha.12996812

scholarly journals The Efficacy of an Explicit Intervention Approach to Improve Past Tense Marking for Early School-Age Children With Developmental Language Disorder

2020 ◽  
pp. 1-14
Author(s):  
Samuel D. Calder ◽  
Mary Claessen ◽  
Susan Ebbels ◽  
Suze Leitão
Keyword(s):  
Language Disorder ◽  
Control Measures ◽  
School Age Children ◽  
Past Tense ◽  
School Age ◽  
Developmental Language Disorder ◽  
Post Intervention ◽  
Standardized Measures ◽  
Early School ◽  
Early School Age

Purpose The aim of the study was to evaluate the efficacy of a theoretically motivated explicit intervention approach to improve regular past tense marking for early school-age children with developmental language disorder (DLD). Method Twenty-one children with DLD (ages 5;9–6;9 [years;months]) were included in a crossover randomized controlled trial (intervention, n = 10; waiting control, n = 11). Intervention included once-weekly sessions over 10 weeks using the SHAPE CODING system, in combination with a systematic cueing hierarchy to teach past tense marking. Once the first group completed intervention, the waiting control group crossed over to the intervention condition. The primary outcome was criterion-referenced measures of past tense marking with standardized measures of expressive and receptive grammar as the secondary outcome. Ancillary analyses on extension and behavioral control measures of morphosyntax were also conducted. Results There was a significant Time × Group interaction ( p < .001) with a significant difference in pre–post intervention improvement in favor of the intervention group ( p < .001, d = 3.03). Further analysis once both groups had received the intervention revealed no improvement for either group on past tense production during the 5-week pre-intervention period, significant improvement pre–post intervention ( p < . 001, d = 1.22), with gains maintained for 5 weeks postintervention. No significant differences were found on pre- to postintervention standardized measures of grammar, or on extension or control measures. Conclusions The efficacy of the theoretically motivated explicit grammar intervention was demonstrated. Results contribute to the evidence base supporting this intervention to improve past tense production in early school-age children with DLD, suggesting it is a viable option for clinicians to select when treating morphosyntactic difficulties for this population. Supplemental Material https://doi.org/10.23641/asha.13345202

scholarly journals Identifying common baseline clinical features of COVID-19: a scoping review

BMJ Open ◽  
2020 ◽  
Vol 10 (9) ◽  
pp. e041079 ◽  
Author(s):  
Daniela Ferreira-Santos ◽  
Priscila Maranhão ◽  
Matilde Monteiro-Soares
Keyword(s):  
Clinical Features ◽  
Scoping Review ◽  
Clinical Characteristics ◽  
Meta Analysis ◽  
Research Question ◽  
Adult Patients ◽  
Shortness Of Breath ◽  
The Moment ◽  
Different Characteristics ◽  
Diagnosis Of Infection

ObjectivesOur research question was: what are the most frequent baseline clinical characteristics in adult patients with COVID-19? Our major aim was to identify common baseline clinical features that could help recognise adult patients at high risk of having COVID-19.DesignWe conducted a scoping review of all the evidence available at LitCovid, until 23 March 2020.SettingStudies conducted in any setting and any country were included.ParticipantsStudies had to report the prevalence of sociodemographic characteristics, symptoms and comorbidities specifically in adults with a diagnosis of infection by SARS-CoV-2.ResultsIn total, 1572 publications were published on LitCovid. We have included 56 articles in our analysis, with 89% conducted in China and 75% containing inpatients. Three studies were conducted in North America and one in Europe. Participants’ age ranged from 28 to 70 years, with balanced gender distribution. The proportion of asymptomatic cases were from 2% to 79%. The most common reported symptoms were fever (4%–99%), cough (4%–92%), dyspnoea/shortness of breath (1%–90%), fatigue (4%–89%), myalgia (3%–65%) and pharyngalgia (2%–61%), while regarding comorbidities, we found cardiovascular disease (1%–40%), hypertension (0%–40%) and cerebrovascular disease (1%–40%). Such heterogeneity impaired the conduction of meta-analysis.ConclusionsThe infection by COVID-19 seems to affect people in a very diverse manner and with different characteristics. With the available data, it is not possible to clearly identify those at higher risk of being infected with this condition. Furthermore, the evidence from countries other than China is, at the moment, too scarce.

scholarly journals Sensorimotor performance in school-age children with autism, developmental language disorder, or low IQ

2005 ◽  
Vol 48 (01) ◽  
pp. 33 ◽  
Author(s):  
David E Mandelbaum ◽  
Michael Stevens ◽  
Eric Rosenberg ◽  
Max Wiznitzer ◽  
Mitchell Steinschneider ◽  
...  
Keyword(s):  
Language Disorder ◽  
Children With Autism ◽  
School Age Children ◽  
School Age ◽  
Developmental Language Disorder ◽  
Low Iq ◽  
Sensorimotor Performance

scholarly journals Understanding the factors that influence the quality of paid disability support for adults with acquired neurological disability and complex needs: a scoping review protocol

BMJ Open ◽  
2019 ◽  
Vol 9 (12) ◽  
pp. e034654
Author(s):  
Megan Topping ◽  
Jacinta Douglas ◽  
Di Winkler
Keyword(s):  
Lived Experience ◽  
Scoping Review ◽  
Meta Analysis ◽  
Research Question ◽  
Neurological Disability ◽  
Complex Needs ◽  
Scoping Reviews ◽  
Disability Support ◽  
Ethical Approval

IntroductionAdults with disability as the result of an acquired neurological disorder often have varying and complex support needs. Consequently, adults with complex needs often require paid support to enable them to exercise choice and control and participate fully and effectively in society. Given support is so critical for this population, this scoping review aims to further understand the factors that influence the quality of paid disability support for adults with acquired neurological disability and complex needs.Methods and analysisThe methodology proposed by Arksey and O’Malley, with the modifications recommended by Levac and O’Brien and the Preferred Reporting Items for Systematic Reviews and Meta-Analysis: extension for Scoping Reviews will be used. Systematic and comprehensive electronic database searches will be conducted in MEDLINE, CINAHL, PsycINFO, Scopus and Embase. The review will follow a six-stage framework including (1) identifying the research question/s, (2) identifying the relevant studies, with (3) study selection and (4) charting of data by two independent coders, (5) collating, summarising and reporting data and (6) expert consultation which will be sought from people with lived experience, as well as clinical and academic experts. Work on this scoping review began in June 2019 and will be completed by June 2020.Ethics and disseminationEthical approval will not be required to conduct the scoping review. However, the consultation with people with lived experience will be conducted via codesign workshops. The codesign workshops have received ethical approval from La Trobe University Ethics Committee (reference number: HEC19232). It is intended that review findings will be made available to relevant stakeholders through a peer-reviewed publication, conference presentations and workshops.

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