Spoken and Written Language Relationships in Language/Learning-Impaired and Normally Achieving School-Age Children

1992 ◽  
Vol 35 (6) ◽  
pp. 1303-1315 ◽  
Author(s):  
Ronald B. Gillam ◽  
Judith R. Johnston
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Three Dimensional ◽  
Spoken Language ◽  
Written Language ◽  
School Age Children ◽  
Written Narratives ◽  
Normally Achieving ◽  
Analysis System ◽  
Learning Impairment

Students with language/learning impairment (LLI) and three groups of normally achieving children matched for chronological age, spoken language, and reading abilities wrote and told stories that were analyzed according to a three-dimensional language analysis system. Spoken narratives were linguistically superior to written narratives in many respects. The content of written narratives, however, was organized differently than the content of spoken narratives. Spoken narratives contained more local interconnections than global interconnections; the opposite was true for written narratives. LLI and reading-matched children evidenced speaking-writing relationships that differed from those of the age- and language-matched children in the way language form was organized. Further, LLI children produced more grammatically unacceptable complex T-units in their spoken and written stories than students from any of the three matched groups. The discussion focuses on mechanisms underlying the development of speaking-writing differences and ramifications of spoken-language impairment for spoken and written-language relationships.

Morphological Development and Writing Ability in Children and Adults

1991 ◽  
Vol 22 (4) ◽  
pp. 228-235 ◽  
Author(s):  
Hyla Rubin ◽  
Patricia A. Patterson ◽  
Miriam Kantor
Keyword(s):  
Language Learning ◽  
Learning Disabled ◽  
Spoken Language ◽  
Second Graders ◽  
Written Language ◽  
Written Expression ◽  
Morphological Development ◽  
Morphological Knowledge ◽  
Writing Ability ◽  
Normally Achieving

The purpose of this study was to investigate morphological knowledge in spoken language and its relationship to written representation of morphemes by normally achieving second graders, language-learning disabled children, and adults with literacy problems. Research dealing with the written expression of populations with language-learning difficulties has consistently indicated that these populations tend to make morphemic errors when spelling words. If a deficit in morphological knowledge is an underlying factor, then these individuals might also be expected to perform poorly on tasks that require them to apply morphological rules in spoken language (an implicit level of morphological knowledge) or to analyze the morphemic structure of spoken words (an explicit level of morphological knowledge). Analyses found both these levels of morphological knowledge to be highly related to morpheme use in written language samples, and suggest that morphological knowledge does not develop solely as a function of maturation or exposure to language. Implications of these findings for assessment and intervention are addressed.

A Comparison of Visual- and Movement-Based Grammar Interventions for School-Age Children With Language Impairment

2019 ◽  
Vol 4 (5) ◽  
pp. 1085-1096
Author(s):  
Alisha P. Springle ◽  
Peggy P. Hester
Keyword(s):  
Language Impairment ◽  
Spoken Language ◽  
School Age Children ◽  
Single Subject ◽  
School Age ◽  
Multiple Modalities ◽  
School Based ◽  
Grammatical Morphemes ◽  
Shape Coding ◽  
The Impact

Purpose The impact of visual- and movement-specific intervention techniques for developing grammatical morphemes in the spoken language of two 6-year-old female children with language impairment was measured. Method An adapted alternating treatment single-subject study examined the grammar outcomes from the use of Shape Coding (i.e., using shapes, colors, and arrows to teach grammatical rules; Ebbels, van der Lely, & Dockrell, 2007 ) and an equivalent researcher-designed kinesthetic-/movement-based set of cues. Results Interventions were successfully provided by novice clinicians with limited training. Results indicated improvement across both students and were differentiated between students and intervention techniques. Conclusion These positive findings support the use of Shape Coding and movement-based interventions targeting language improvement. School-based clinicians should consider multiple modalities for therapeutic instruction with children with language impairment. Supplemental Material https://doi.org/10.23641/asha.9454127

Referential Communication Abilities of Learning-Disabled, Language-Learning-Disabled, and Normal School-Age Children

1988 ◽  
Vol 66 (1) ◽  
pp. 11-18
Author(s):  
Marie May Watson ◽  
Bonita Renée Greenberg
Keyword(s):  
Language Learning ◽  
Past Research ◽  
Learning Disabled ◽  
Referential Communication ◽  
Receptive Vocabulary ◽  
School Age Children ◽  
Normally Achieving ◽  
Developmental Progression ◽  
The Disabled ◽  
Picture Stimuli

Past research in referential communication has indicated normally developing children show developmental progression in ability to communicate a specific referent to a listener. In one paradigm subjects were given lists of word-pairs in which one member of each pair was designated as the referent. It was shown that communicating about referents found in word-pairs associated in some way was more difficult than communicating about referents in dissimilar word-pairs. The present study extended this methodology to learning-disabled children. Learning-disabled, language-learning-disabled, and normally achieving children were asked to communicate about 30 pictured referents on three different tasks. On Tasks 1 and 2 each subject was asked to give a clue for the referent that would distinguish it from the other picture. Stimuli for Task 1 were 30 pairs of pictures that were related in some way and the stimuli for Task 2 were 30 pairs of unrelated pictures. Task 3 required the subjects to evaluate the adequacy of the examiner's clues for Task 1 stimuli. The disabled subjects were matched to the normally achieving subjects on the basis of receptive vocabulary age. Few differences were noted among the groups' performances on these referential communication tasks. Implications include the importance of vocabulary and concept development to referential communication.

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.

Developmental language learning impairments

2002 ◽  
Vol 14 (3) ◽  
pp. 559-579 ◽  
Author(s):  
PAULA TALLAL ◽  
APRIL A. BENASICH
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Unknown Origin ◽  
Written Language ◽  
Levels Of Analysis ◽  
Future Research ◽  
Social Emotional ◽  
Learning Impairments ◽  
Multiple Levels ◽  
Level Of Analysis

Developmental language learning impairments (LLI) are one of the most prevalent of all developmental disabilities, can occur in children for a wide variety of reasons, and have been shown to co-occur frequently with other developmental social, emotional and behavioral disorders, as well as with academic achievement problems. Research pertaining to developmental LLI of unknown origin, with an emphasis on the continuum between oral and written language impairment, is the focus of this review. Given the complexity of language learning, research has focused on multiple levels of analysis, including linguistic, neuropsychological, genetic, neurobiological, and remediation studies. To date, the vast majority of data on LLI derive from studies focused on a single level of analysis. Although attempts have been made to integrate data across studies and multiple levels of analysis, this has proven to be problematic, given the heterogeneity of the subject populations used to study LLI, as well as the differences in ages, degree of impairment, and types of impairment included in each study. Given that LLI is a complex developmental disability, it is suggested that future research would benefit from taking a multiple levels of analysis approach with the same individuals, incorporating mathematical models designed to analyze dynamically changing complex systems, and studying individual differences in language learning, prospectively and longitudinally, throughout the most dynamic stages of the process.

The story in the mind: the effect of 3D gameplay on the structuring of written L2 narratives

ReCALL ◽  
2014 ◽  
Vol 27 (1) ◽  
pp. 21-37 ◽  
Author(s):  
David O. Neville
Keyword(s):  
Waste Management ◽  
Language Learning ◽  
Three Dimensional ◽  
Management Systems ◽  
Written Narratives ◽  
Making Sense ◽  
Story Maps ◽  
The Mind ◽  
Study Participants ◽  
Experimental Group

AbstractThe article reports on a mixed-methods study evaluating the use of a three-dimensional digital game-based language learning (3D-DGBLL) environment to teach German two-way prepositions and specialized vocabulary within a simulated real-world context of German recycling and waste management systems. The study assumed that goal-directed player activity in this environment would configure digital narratives, which in turn would help study participants in the experimental group to co-configure story maps for ordering and making sense of the problem spaces encountered in the environment. The study further assumed that these participants would subsequently rely on the story maps to help them structure written L2 narratives describing an imagined personal experience closely resembling the gameplay of the 3D-DGBLL environment. The study found that immersion in the 3D-DGBLL environment influenced the manner in which the second language was invoked in these written narratives: Participants in the experimental group produced narratives containing more textual indicators describing the activity associated with the recycling and waste management systems and the spaces in which these systems are located. Increased usage of these indicators suggest that participants in the experimental group did indeed rely on story maps generated during 3D gameplay to structure their narratives, although stylistic and grammatical features of the narratives suggest, however, that changes could be made to the curricular implementation of the 3D-DGBLL environment. The study also puts forward ideas for instructional best practices based on research findings and suggests future areas of development and investigation.

Spoken Language and Language Impairment in Deaf and Hard-of-Hearing Children

2018 ◽  
Author(s):  
Birgitta Sahlén ◽  
Kristina Hansson ◽  
Viveka Lyberg-Åhlander ◽  
Jonas Brännström
Keyword(s):  
Language Learning ◽  
Hard Of Hearing ◽  
Language Impairment ◽  
Cognitive Skills ◽  
Spoken Language ◽  
Deaf Children ◽  
Nonword Repetition ◽  
Communicative Development ◽  
Language Problems ◽  
Hearing Children

Despite medical, technical, and pedagogical advances, the risk for language impairment is still much higher in deaf and hard-of-hearing (DHH) children than in hearing peers. Research on linguistic, cognitive, and communicative development in DHH children has found a range of basic spoken language deficits. Twenty percent to 50% of deaf children still meet criteria for language impairment. Tests of nonword repetition and verb inflection are markers that improve early identification of children at risk for persistent language problems. DHH children are typically mainstreamed today, and poor listening conditions in the classroom severely jeopardize learning in children with weak perceptual and cognitive skills. In this chapter we report on our own and others’ studies exploring the interaction of factors, both external and internal to the child, that influence spoken language and communication. The focus is on intervention projects aiming to improve language learning environments through teacher education.

scholarly journals A Discourse Approach to Spoken and Written Narratives: Pedagogical Implications for EFL Learners

2021 ◽  
Vol 5 (I) ◽  
pp. 42-56
Keyword(s):  
Narrative Analysis ◽  
Spoken Language ◽  
Written Language ◽  
Language Teachers ◽  
Language Competence ◽  
Written Narratives ◽  
Spoken Discourse ◽  
Efl Learners ◽  
Pedagogical Implication ◽  
Similarities And Differences

Recent research on the analysis of spoken discourse (Halliday, 1985, McCarthy, 1998) shows that spoken language also has a consistent structure and in many respects, it does have the language patterns as that of written English. Thus, it proves that both spoken and written language have a describable structure. The aim of this study is to explore some discourse features of both spoken and written English and their pedagogical implication. For this purpose, two texts: a spontaneous speech (recorded and transcribed) and then a short-written poem are analyzed at both micro and macro level of discourse. As both texts have narrative content, Labov’s model of narrative analysis is applied to identify their organizing pattern. Similarities and differences in the discourse features of both texts are also examined. Some pedagogical implications of such an analysis are also suggested to language teachers; so that they can improve students’ language competence skills by adopting discourse-based teaching strategies.

scholarly journals Measuring Syntactic Complexity in Spoken and Written Learner Language: Comparing the Incomparable?

2014 ◽  
Vol 12 (4) ◽  
pp. 377-399 ◽  
Author(s):  
Pekka Lintunen ◽  
Mari Mäkilä
Keyword(s):  
Language Learning ◽  
Second Language Learning ◽  
Language Use ◽  
Spoken Language ◽  
Written Language ◽  
Target Language ◽  
Syntactic Complexity ◽  
Skill Levels ◽  
The Difference ◽  
Learner Language

Spoken and written language are two modes of language. When learners aim at higher skill levels, the expected outcome of successful second language learning is usually to become a fluent speaker and writer who can produce accurate and complex language in the target language. There is an axiomatic difference between speech and writing, but together they form the essential parts of learners’ L2 skills. The two modes have their own characteristics, and there are differences between native and nonnative language use. For instance, hesitations and pauses are not visible in the end result of the writing process, but they are characteristic of nonnative spoken language use. The present study is based on the analysis of L2 English spoken and written productions of 18 L1 Finnish learners with focus on syntactic complexity. As earlier spoken language segmentation units mostly come from fluency studies, we conducted an experiment with a new unit, the U-unit, and examined how using this unit as the basis of spoken language segmentation affects the results. According to the analysis, written language was more complex than spoken language. However, the difference in the level of complexity was greatest when the traditional units, T-units and AS-units, were used in segmenting the data. Using the U-unit revealed that spoken language may, in fact, be closer to written language in its syntactic complexity than earlier studies had suggested. Therefore, further research is needed to discover whether the differences in spoken and written learner language are primarily due to the nature of these modes or, rather, to the units and measures used in the analysis.

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