Real‐time comprehension of Spanish prepositions and prepositional locutions in bilingual children with developmental language disorder: A study based on eye‐movement evidence

2020 ◽  
Author(s):  
Spyros Christou ◽  
Monica Sanz‐Torrent ◽  
Carmen J. Coloma ◽  
Ernesto Guerra ◽  
Claudia Araya ◽  
...  
Keyword(s):  
Real Time ◽  
Eye Movement ◽  
Language Disorder ◽  
Bilingual Children ◽  
Developmental Language Disorder

Exploring the Use of Parent and Teacher Questionnaires to Screen for Language Disorders in Bilingual Children

2020 ◽  
pp. 027112142094230
Author(s):  
Amy S. Pratt ◽  
Ashley M. Adams ◽  
Elizabeth D. Peña ◽  
Lisa M. Bedore
Keyword(s):  
Language Disorder ◽  
Bilingual Children ◽  
Second Grade ◽  
Typical Development ◽  
Developmental Language Disorder ◽  
English Bilingual ◽  
Language Knowledge ◽  
Teacher Reports ◽  
Report Measure

We explore the classification accuracy of a parent and teacher report measure, the Inventory to Assess Language Knowledge (ITALK), to screen for developmental language disorder (DLD) in bilingual children. Participants included 120 Spanish English bilingual children with typical development (TD) and 19 bilingual children with DLD, ranging in age from 5 to 8 years old. Parents’ and teachers’ reports correlated moderately with each other and significantly predicted children’s performance on language-specific measures of morphosyntax and semantics. Results yielded sensitivity of .90 and specificity of .63 when using a composite of parent and teacher reports in Spanish and English. Examination of structure loadings in follow-up analyses by grade showed that teachers’ report of English and parents’ report of Spanish were the strongest predictors of impairment in kindergarten. In second grade, the strongest predictors were parent and teacher reports in English. Implications for referral and identification are discussed.

scholarly journals Academic Outcomes in Bilingual Children With Developmental Language Disorder: A Longitudinal Study

2019 ◽  
Vol 10 ◽  
Author(s):  
Eva Aguilar-Mediavilla ◽  
Lucía Buil-Legaz ◽  
Raül López-Penadés ◽  
Victor A. Sanchez-Azanza ◽  
Daniel Adrover-Roig
Keyword(s):  
Longitudinal Study ◽  
Academic Outcomes ◽  
Language Disorder ◽  
Bilingual Children ◽  
Developmental Language Disorder

Which Measures Better Discriminate Language Minority Bilingual Children With and Without Developmental Language Disorder? A Study Testing a Combined Protocol of First and Second Language Assessment

2020 ◽  
Vol 63 (6) ◽  
pp. 1898-1915
Author(s):  
Paola Bonifacci ◽  
Elena Atti ◽  
Martina Casamenti ◽  
Barbara Piani ◽  
Marina Porrelli ◽  
...  
Keyword(s):  
Second Language ◽  
Discriminant Validity ◽  
Language Disorder ◽  
First Language ◽  
Test Group ◽  
Language Minority ◽  
Nonword Repetition ◽  
Bilingual Children ◽  
Developmental Language Disorder ◽  
Single Measure

Purpose This study aimed to assess a protocol for the evaluation of developmental language disorder (DLD) in language minority bilingual children (LMBC). The specific aims were (a) to test group differences, (b) to evaluate the discriminant validity of single measures included in the protocol, and (c) to define which model of combined variables had the best results in terms of efficacy and efficiency. Method Two groups of LMBC were involved, one with typical development ( n = 35) selected from mainstream schools and one with DLD ( n = 20). The study protocol included the collection of demographic information and linguistic history; a battery of standardized tests in their second language (Italian), including nonword repetition, morphosyntactic comprehension and production, and vocabulary and narrative skills; and direct (children's evaluation) and indirect (parents' questionnaire) assessment of linguistic skills in their first language. Results Results showed that the two groups differed in almost all linguistic measures. None of the single measures reached good specificity/sensitivity scores. A combined model that included direct and indirect assessment of first language skills, morphosyntactic comprehension and production, and nonword repetition reached good discriminant validity, with 94.5% of cases correctly classified. Discussion The study defines a complex picture of the linguistic profile in bilingual children with DLD, compared to typically developing bilingual peers. The results reinforce the idea that no single measure can be considered optimal in distinguishing children with DLD from typical peers. The study offers a concrete example of an effective and efficient protocol with which to discriminate LMBC with and without DLD.

Using Nonword Repetition to Identify Developmental Language Disorder in Monolingual and Bilingual Children: A Systematic Review and Meta-Analysis

2021 ◽  
pp. 1-16
Author(s):  
Salomé Schwob ◽  
Laurane Eddé ◽  
Laure Jacquin ◽  
Mégane Leboulanger ◽  
Margot Picard ◽  
...  
Keyword(s):  
Systematic Review ◽  
Effect Size ◽  
Language Disorder ◽  
Meta Analysis ◽  
Diagnostic Value ◽  
Nonword Repetition ◽  
Bilingual Children ◽  
Developmental Language Disorder ◽  
Language Therapy ◽  
Language Background

Purpose A wealth of studies has assessed the diagnostic value of the nonword repetition task (NWRT) for the detection of developmental language disorder (DLD) in the clinical context of speech and language therapy, first in monolingual children and, more recently, in bilingual children. This review article reviews this literature systematically and conducts a meta-analysis on the discriminative power of this type of task in both populations. Method Three databases were used to select articles based on keyword combinations, which were then reviewed for relevance and methodological rigor based on internationally recognized checklists. From an initial pool of 488 studies, 46 studies were selected for inclusion in the systematic review, and 35 of these studies could be included in a meta-analysis. Results Most of the articles report significant discrimination between children with and without DLD in both monolingual and bilingual contexts, and the meta-analysis shows a large mean effect size. Three factors (age of the child, linguistic status, and language specificity of the task) yielded enough quantitative data for further exploration. Subgroups analysis shows variance in effect sizes, but none of the three factors, neither their interactions, were significant in a metaregression. We discuss how other, less explored factors (e.g., nature of the stimuli, scoring methods) could also contribute to differences in results. Sensitivity and specificity analyses reported in 33 studies confirmed that, despite possible effect size differences, the diagnostic accuracy of the NWRT is generally near thresholds considered to be discriminatory. It generally increases when it is combined with other tasks (e.g., parental questionnaire). Conclusions This review indicates that the NWRT is a promising diagnostic tool to identify children with DLD in monolingual and bilingual contexts with a large mean effect size. However, it seems necessary to choose the precise NWRT materials based on the children's language background and to complement the assessment sessions with other tools in order to ensure diagnosis and to obtain complete language profile of the child. Supplemental Material https://doi.org/10.23641/asha.15152370

scholarly journals The Multilingual Assessment Instrument for Narratives: Greek

2020 ◽  
Vol 64 ◽  
pp. 101-106
Author(s):  
Ianthi Maria Tsimpli ◽  
Maria Andreou ◽  
Eleni Peristeri
Keyword(s):  
Language Disorder ◽  
Assessment Instrument ◽  
Bilingual Children ◽  
Developmental Language Disorder ◽  
Greek Language

This paper presents an overview of the adaptation of the Multilingual Assessment Instrument for Narratives in Greek, focusing on its use in Greek academic and diagnostic settings. A summary of the properties of the Greek language and the concomitant challenges these language-specific properties posed to MAIN adaptation are presented along with a summary of published studies with monolingual Greek-speaking children and bilingual children with Greek as L2, with and without Developmental Language Disorder.

scholarly journals Revisiting the Influences of Bilingualism and Developmental Language Disorder on Children's Nonverbal Processing Speed

2021 ◽  
pp. 1-7
Author(s):  
Kerry Danahy Ebert
Keyword(s):  
Processing Speed ◽  
Visual Detection ◽  
Language Disorder ◽  
Bilingual Children ◽  
Typical Development ◽  
Cognitive Effects ◽  
Typically Developing ◽  
Developmental Language Disorder ◽  
English Only ◽  
Hyperactivity Disorder

Purpose This study examined the influences of bilingualism and developmental language disorder (DLD) on nonverbal processing speed. DLD is associated with slower processing speed, but the extent to which slowing extends to bilingual populations is not established. The possible presence of bilingual cognitive effects could also lead to faster processing speed among bilingual children. Method Participants included 108 children of ages 6–8 years, including 56 Spanish–English bilinguals (29 with DLD and 27 with typical development) and 52 English-only monolinguals (25 with DLD and 27 with typical development). Language testing (in both languages for bilingual children) was combined with parent and school report to classify children as having DLD or typical language development. Children with attention-deficit/hyperactivity disorder were excluded from the sample. Reaction time from a choice visual detection task was used to index nonverbal processing speed. Results Children with DLD demonstrated slower processing speed than their typically developing peers, whereas bilingual children demonstrated faster processing speed than monolinguals. The effects of DLD and bilingualism did not interact. Conclusions This study replicates prior findings of slowed processing speed among children with DLD in both monolingual and bilingual children. Evidence of faster processing speed among bilingual children contributes to the complex literature surrounding the circumstances of bilingual cognitive effects. Supplemental Material https://doi.org/10.23641/asha.15138747

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