Deductive, rather than inductive, instruction leads to more rapid initial learning of a novel morpheme by school-age children with language impairment

2009 ◽  
Vol 3 (3) ◽  
pp. 159-164 ◽  
Author(s):  
Amanda J. Owen
Keyword(s):  
Language Impairment ◽  
School Age Children ◽  
School Age ◽  
Initial Learning

Language and Behavior Disorders in School-Age Children: Comorbidity and Communication in the Classroom

2012 ◽  
Vol 13 (4) ◽  
pp. 111-119 ◽  
Author(s):  
Alexandra Hollo
Keyword(s):  
Language Impairment ◽  
Mental Health Problems ◽  
Language Disorder ◽  
School Age Children ◽  
School Age ◽  
Social Emotional ◽  
Behavioral Support ◽  
School Professionals ◽  
Development Characteristic ◽  
And Behavior

Language development is the foundation for competence in social, emotional, behavioral, and academic performance. Although language impairment (LI) is known to co-occur with behavioral and mental health problems, LI is likely to be overlooked in school-age children with emotional and behavioral disorders (EBD; Hollo, Wehby, & Oliver, in press). Because language deficits may contribute to the problem behavior and poor social development characteristic of children with EBD, the consequences of an undiagnosed language disorder can be devastating. Implications include the need to train school professionals to recognize communication deficits. Further, it is critically important that specialists collaborate to provide linguistic and behavioral support for students with EBD and LI.

Error Type and Lexical Frequency Effects: Error Detection in Swedish Children With Language Impairment

2017 ◽  
Vol 60 (10) ◽  
pp. 2924-2934 ◽  
Author(s):  
Anna Eva Hallin ◽  
Christina Reuterskiöld
Keyword(s):  
Preschool Children ◽  
Noun Phrase ◽  
Error Detection ◽  
Language Impairment ◽  
School Age Children ◽  
Past Tense ◽  
School Age ◽  
Lexical Frequency ◽  
Control Error ◽  
Frequency Effects

Purpose The first aim of this study was to investigate if Swedish-speaking school-age children with language impairment (LI) show specific morphosyntactic vulnerabilities in error detection. The second aim was to investigate the effects of lexical frequency on error detection, an overlooked aspect of previous error detection studies. Method Error sensitivity for grammatical structures vulnerable in Swedish-speaking preschool children with LI (omission of the indefinite article in a noun phrase with a neuter/common noun, and use of the infinitive instead of past-tense regular and irregular verbs) was compared to a control error (singular noun instead of plural). Target structures involved a high-frequency (HF) or a low-frequency (LF) noun/verb. Grammatical and ungrammatical sentences were presented in headphones, and responses were collected through button presses. Results Children with LI had similar sensitivity to the plural control error as peers with typical language development, but lower sensitivity to past-tense errors and noun phrase errors. All children showed lexical frequency effects for errors involving verbs (HF > LF), and noun gender effects for noun phrase errors (common > neuter). Conclusions School-age children with LI may have subtle difficulties with morphosyntactic processing that mirror expressive difficulties in preschool children with LI. Lexical frequency may affect morphosyntactic processing, which has clinical implications for assessment of grammatical knowledge.

Using Finiteness as a Clinical Marker to Identify Language Impairment

2014 ◽  
Vol 21 (4) ◽  
pp. 148-158 ◽  
Author(s):  
Andrea C. Ash ◽  
Sean M. Redmond
Keyword(s):  
Language Impairment ◽  
Operational Definition ◽  
Language Impairments ◽  
School Age Children ◽  
School Age ◽  
Clinical Use ◽  
Clinical Marker ◽  
Language Tests ◽  
Definition Of ◽  
Primary Measure

Intervention rates for children with language impairments vary widely across reports. Unfortunately, many language tests focus on areas of language that are not problematic for children with language impairments (LI). Over twenty years of research supports limitations in finiteness as a clinical marker of LI. However, speech language pathologists (SLPs) have been reluctant to include assessments of finiteness in clinical decisions for young school-age children. This article addresses the operational definition of finiteness which may have created a barrier to its clinical use. We recommend that SLPs include the Test of Early Grammatical Impairment as a primary measure of finiteness for identifying language impairment in children between 3 and 8 years of age because of its clinical flexibility and high levels of sensitivity and specificity.

Quick Incidental Learning (QUIL) of Words by School-Age Children With and Without SLI

1995 ◽  
Vol 38 (2) ◽  
pp. 434-445 ◽  
Author(s):  
Janna B. Oetting ◽  
Mabel L. Rice ◽  
Linda K. Swank
Keyword(s):  
Word Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Incidental Learning ◽  
General Pattern ◽  
Affective State ◽  
Learning Ability ◽  
School Age Children ◽  
School Age ◽  
Semantic Classes

This study examined Quick Incidental Learning (QUIL) of novel vocabulary by two groups of school-age children, those who were developing language normally and those who demonstrated a specific language impairment (SLI). The experimental items consisted of 20 words that referred to one of four semantic classes: object, attribute, action, and affective state. Videotaped stories were used to introduce the novel words, and word learning was measured by a picture-pointing task. For the normally developing children, the results documented a robust ability to learn words in the early school years. Comprehension gains were observed for all four word types, with the greatest gain made on the object labels. The children with SLI also demonstrated some word-learning ability, but their gain was significantly less than that of their normally developing peers. Although the general pattern of word effects was similar across the two groups, the children with SLI demonstrated a particularly low gain on words from the action class.

scholarly journals The Development of Language-Specific and Language-Independent Talker Processing

2013 ◽  
Vol 56 (3) ◽  
pp. 913-925 ◽  
Author(s):  
Susannah V. Levi ◽  
Richard G. Schwartz
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Auditory Processing ◽  
Language Skills ◽  
Language Impairments ◽  
Language Ability ◽  
School Age Children ◽  
School Age ◽  
Development Of Language ◽  
Perceptual Abilities

Purpose In this study, the authors aimed to investigate how differences in language ability relate to differences in processing talker information in the native language and an unfamiliar language by comparing performance for different ages and for groups with impaired language. Method Three groups of native English listeners with typical language development (TLD; ages 7–9, ages 10–12, adults) and 2 groups with specific language impairment (SLI; ages 7–9, ages 10–12) participated in the study. Listeners heard pairs of words in both English and German (unfamiliar language) and were asked to determine whether the words were produced by the same or different talkers. Results In English, talker discrimination improved with age. In German, performance improved with age for the school-age children but was worse for adult listeners. No differences were found between TLD and SLI children. Conclusion These results show that as listeners' language skills develop, there is a trade-off between more general perceptual abilities useful for processing talker information in any language and those that are relevant to their everyday language experiences and, thus, tied to the phonology. The lack of differences between the children with and without language impairments suggests that general auditory processing may be intact in at least some children with SLI.

scholarly journals Shared Etiology of Phonological Memory and Vocabulary Deficits in School-Age Children

2013 ◽  
Vol 56 (4) ◽  
pp. 1249-1259 ◽  
Author(s):  
Robin L. Peterson ◽  
Bruce F. Pennington ◽  
Stefan Samuelsson ◽  
Brian Byrne ◽  
Richard K. Olson
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Twin Study ◽  
The United States ◽  
Regression Method ◽  
School Age Children ◽  
School Age ◽  
Phonological Memory ◽  
Overlapping Genes ◽  
Longitudinal Twin Study

Purpose The goal of this study was to investigate the etiologic basis for the association between deficits in phonological memory (PM) and vocabulary in school-age children. Method Children with deficits in PM or vocabulary were identified within the International Longitudinal Twin Study (ILTS; Samuelsson et al., 2005). The ILTS includes 1,045 twin pairs (between the ages of 5 and 8 years) from the United States, Australia, and Scandinavia. The authors applied the DeFries-Fulker (DeFries & Fulker, 1985, 1988) regression method to determine whether problems in PM and vocabulary tend to co-occur because of overlapping genes, overlapping environmental risk factors, or both. Results Among children with isolated PM deficits, the authors found significant bivariate heritability of PM and vocabulary weaknesses both within and across time. However, when probands were selected for a vocabulary deficit, there was no evidence for bivariate heritability. In this case, it appears that the PM–vocabulary relationship is caused by common shared environmental experiences. Conclusions The findings are consistent with previous research on the heritability of specific language impairment and suggest that there are etiologic subgroups of children with low vocabulary for different reasons, 1 being more influenced by genes and another being more influenced by environment.

scholarly journals Syntactic Versus Memory Accounts of the Sentence Comprehension Deficits of Specific Language Impairment: Looking Back, Looking Ahead

2016 ◽  
Vol 59 (6) ◽  
pp. 1491-1504 ◽  
Author(s):  
James W. Montgomery ◽  
Ronald B. Gillam ◽  
Julia L. Evans
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Sentence Comprehension ◽  
School Age Children ◽  
School Age ◽  
Typically Developing ◽  
Specific Language ◽  
Theoretical Perspectives ◽  
English Speaking ◽  
Proper Modification

Purpose Compared with same-age typically developing peers, school-age children with specific language impairment (SLI) exhibit significant deficits in spoken sentence comprehension. They also demonstrate a range of memory limitations. Whether these 2 deficit areas are related is unclear. The present review article aims to (a) review 2 main theoretical accounts of SLI sentence comprehension and various studies supporting each and (b) offer a new, broader, more integrated memory-based framework to guide future SLI research, as we believe the available evidence favors a memory-based perspective of SLI comprehension limitations. Method We reviewed the literature on the sentence comprehension abilities of English-speaking children with SLI from 2 theoretical perspectives. Results The sentence comprehension limitations of children with SLI appear to be more fully captured by a memory-based perspective than by a syntax-specific deficit perspective. Conclusions Although a memory-based view appears to be the better account of SLI sentence comprehension deficits, this view requires refinement and expansion. Current memory-based perspectives of adult sentence comprehension, with proper modification, offer SLI investigators new, more integrated memory frameworks within which to study and better understand the sentence comprehension abilities of children with SLI.

scholarly journals Development of The AR School App for Children with Hearing Impairment Who Begin Learning Ecuadorian Sign Language using Augmented Reality

2020 ◽  
Vol 9 (3) ◽  
pp. 463-466
Keyword(s):  
Augmented Reality ◽  
Sign Language ◽  
Hearing Impairment ◽  
Mobile Application ◽  
School Age Children ◽  
School Age ◽  
Hearing Impairments ◽  
Learning Module ◽  
Initial Learning ◽  
Teachers And Parents

Augmented reality AR has been used for many years in different fields of education. It has provided advantages in learning, However, no applications focused on the initial learning of Ecuadorian sign language for children with hearing impairments in their primary school years have been found. In this paper we present the development of a mobile application based on augmented reality, the Unity tool was used as a platform for mobile devices and the Vuforia SDK complement for augmented reality. With this application, the child can see the gesticulation of words in sign language through the use of printed templates. It also has an option to perform a quiz that will allow it to evaluate the knowledge the children acquired from the learning module. The mobile application called ARSchool based on augmented reality which is designed and adapted for people with hearing impairment, mainly for school-age children, as support for the initial learning of sign language in Ecuador. Once the application was developed, it was tested both at school and at home, in which teachers and parents made children with hearing impairments interact

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