Real‐word repetition as a predictor of grammatical competence in Italian children with typical language development

2009 ◽  
Vol 44 (6) ◽  
pp. 941-961
Author(s):  
Marco Dispaldro ◽  
Beatrice Benelli ◽  
Stefania Marcolini ◽  
Giacomo Stella
Keyword(s):  
Language Development ◽  
Real Word ◽  
Grammatical Competence ◽  
Word Repetition ◽  
Italian Children

scholarly journals A lexical advantage in four-year-old children's word repetition

2020 ◽  
pp. 1-24
Author(s):  
Margaret CYCHOSZ ◽  
Michelle ERSKINE ◽  
Benjamin MUNSON ◽  
Jan EDWARDS
Keyword(s):  
Language Development ◽  
Speech Production ◽  
Initial Position ◽  
Nonword Repetition ◽  
Real Word ◽  
Vocabulary Size ◽  
Word Repetition ◽  
Early Speech ◽  
Repetition Task

Abstract This study examined a potential lexicality advantage in young children's early speech production: do children produce sound sequences less accurately in nonwords than real words? Children aged 3;3-4;4 completed two tasks: a real word repetition task and a corresponding nonword repetition task. Each of the 23 real words had a paired consonant-vowel sequence in the nonword in word-initial position (e.g., ‘su’ in [ˈsutkes] ‘suitcase’ and [ˈsudrɑs]). The word-initial consonant-vowel sequences were kept constant between the paired words. Previous work on this topic compared different sequences of paired sounds, making it hard to determine if those results were due to a lexical or phonetic effect. Our results show that children reliably produced consonant-vowel sequences in real words more accurately than nonwords. The effect was most pronounced in children with smaller receptive vocabularies. Together, these results reinforce theories arguing for interactions between vocabulary size and phonology in language development.

Gesture–speech combinations and early verbal abilities

2017 ◽  
Vol 18 (1) ◽  
pp. 55-76 ◽  
Author(s):  
Micaela Capobianco ◽  
Elena Antinoro Pizzuto ◽  
Antonella Devescovi
Keyword(s):  
Language Development ◽  
Early Language ◽  
Content Type ◽  
Verbal Abilities ◽  
Developmental Trends ◽  
Verbal Skills ◽  
Spontaneous Production ◽  
Second Year ◽  
Italian Children

This study provides new longitudinal evidence on two major types of gesture–speech combination that play different roles in children’s early language. We analysed the spontaneous production of 10 Italian children observed monthly from 10–12 to 23–25 months of age. We evaluated the extent to which the developmental trends observed in children’s early gesture–word and word–word productions can predict subsequent verbal abilities. The results indicate that “complementary” and “supplementary” gesture–speech combinations predict subsequent language development in a different manner: While the onset of “supplementary” combinations predicts the onset of two-word combinations, the use of “complementary” combinations at 12 and 18 months predicts the vocabulary and the ability to produce more words utterances at 2 years of age. Moreover, the results suggest that both “complementary” and “supplementary” crossmodal combinations are good predictive indexes of early verbal skills during the second year of age.

Pragmatic language development in 18- to 47-month-old Italian children: A study with the Language Use Inventory

2017 ◽  
Vol 37 (3) ◽  
pp. 252-266 ◽  
Author(s):  
Emiddia Longobardi ◽  
Antonia Lonigro ◽  
Fiorenzo Laghi ◽  
Daniela K. O’Neill
Keyword(s):  
Language Development ◽  
Language Use ◽  
Pragmatic Language ◽  
Italian Children

Non-word repetition assesses phonological memory and is related to vocabulary development in 20- to 24-month-olds

2008 ◽  
Vol 35 (4) ◽  
pp. 903-916 ◽  
Author(s):  
ERIKA HOFF ◽  
CYNTHIA CORE ◽  
KELLY BRIDGES
Keyword(s):  
Individual Differences ◽  
Vocabulary Development ◽  
Phonological Memory ◽  
Real Word ◽  
Substantial Portion ◽  
Valid Measure ◽  
Word Repetition ◽  
Very Young Children ◽  
Repetition Task

ABSTRACTTwo studies test the hypotheses that individual differences in phonological memory among children younger than two years can be assessed using a non-word repetition task (NWR) and that these differences are related to the children's rates of vocabulary development. NWR accuracy, real word repetition accuracy and productive vocabulary were assessed in 15 children between 1 ; 9 and 2 ; 0 in Study 1 and in 21 children between 1 ; 8 and 2 ; 0 in Study 2. In both studies, NWR accuracy was significantly related to vocabulary percentile and, furthermore, uniquely accounted for a substantial portion of the variance in vocabulary when real word repetition accuracy was held constant. The findings establish NWR as a valid measure of phonological memory in very young children, and they open the door for further studies of the role of phonological memory in early word learning.

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