scholarly journals Heather van der Lely and developmental language disorders: Introduction to the special issue

2016 ◽  
Vol 36 (3) ◽  
pp. 163-168
Author(s):  
Chloë Marshall
Keyword(s):  
Language Disorders ◽  
Special Issue ◽  
Developmental Language Disorders

Introduction

2005 ◽  
Vol 26 (1) ◽  
pp. 1-1
Author(s):  
Martha Crago
Keyword(s):  
Genetic Structure ◽  
Young Children ◽  
Language Disorders ◽  
Unique Contribution ◽  
Complex Behavior ◽  
Biological Mechanism ◽  
Special Issue ◽  
Developmental Language Disorders ◽  
Practical Consequence ◽  
Essential Questions

This Special Issue of Applied Psycholinguistics contains a set of articles on research related to the genetics of developmental language disorders. The guest editors, Mabel Rice and Steven Warren, have assembled cross-disciplinary perspectives on the topic. In doing so, they highlight essential questions concerning the biological mechanism of innateness, the contributions of environment, the measurement of complex behavior, the nature of genetic structure, and the acquisition of language by various groups of young children. The intersection of these questions, one with another, provides a unique contribution of both theoretical and practical consequence for the field of psycholinguistics.

scholarly journals A new perspective on referentiality in elicited narratives: Introduction to the Special Issue

2021 ◽  
pp. 014272372110623
Author(s):  
Natalia Gagarina ◽  
Ute Bohnacker
Keyword(s):  
Language Disorders ◽  
Comparative Investigation ◽  
Assessment Instrument ◽  
Special Issue ◽  
Story Grammar ◽  
Developmental Language Disorders ◽  
Narrative Skills ◽  
Referential Expressions ◽  
New Perspective ◽  
The Impact

This special issue investigates the use of referential expressions in elicited picture-based narratives by children with and without developmental language disorders, across a range of languages and language combinations. All contributions use the Multilingual Assessment Instrument for Narratives (MAIN, Gagarina et al. 2012, 2019). The studies featured in this issue cover monolingual and bilingual children aged 4–11 years, but focus mainly on age 4–7, a period in a child’s life where great strides are made in the development of narrative skills. This collection of papers offers a new perspective on referentiality for several reasons: all studies use the same stimuli and by and large the same procedure for the elicitation of narratives. The stimuli, four picture-based stories, are controlled for comparability of protagonists, plot and story structure. They were designed as a ‘visual’ representation of a multidimensional model of story grammar. This methodological and theoretical base allows for a comparative investigation of referentiality (including reference introduction, maintenance and reintroduction) in narratives, across languages and populations. This introduction addresses theoretical aspects of referentiality in decontextualised discourse and reviews the literature regarding the impact of language-specific referential systems and the age and path of acquisition in typically developing children and children with developmental language disorders. We also discuss methodological aspects of eliciting referentiality in narratives in detail. This introduction thus seeks explanations for the diverse and sometimes contradictory empirical results regarding children’s mastery of referentiality. Finally, an overview of the contributions in the special issue is given.

Designing measures for profiling and genotype/phenotype studies of individuals with genetic syndromes or developmental language disorders

2005 ◽  
Vol 26 (1) ◽  
pp. 41-64 ◽  
Author(s):  
CAROLYN B. MERVIS ◽  
BYRON F. ROBINSON
Keyword(s):  
Language Disorders ◽  
Target Population ◽  
Cognitive Profiles ◽  
Genetic Syndromes ◽  
Developmental Language Disorders ◽  
Measurement Issues ◽  
Special Measurement ◽  
Ideal Measure ◽  
Infants And Young Children ◽  
The Ideal

Accurate phenotypic description is critical for the success of studies of the genetic basis for developmental language disorders. An important purpose of such a phenotypic description is to differentiate the language and associated cognitive profiles of syndromes or other developmental language disorders with diverse genotypes. In this paper we consider six measurement issues relevant to genotype/phenotype research and profiling: (a) Who is the target population? (b) What is the “ideal” measure of a single component of language? (c) What is the “ideal” measure(s) for quantifying the language (or language and cognitive) profile for a particular syndrome or disorder? (d) What are the special measurement issues for infants and young children? (e) How do we develop a profile? (f) What are the unresolved issues?

Patterns of Language Behavior in Children with Developmental Language Disorders

1975 ◽  
Vol 18 (2) ◽  
pp. 229-241 ◽  
Author(s):  
Dorothy M. Aram ◽  
James E. Nation
Keyword(s):  
Factor Analysis ◽  
Language Disorders ◽  
Older Children ◽  
Language Performance ◽  
Developmental Language Disorders ◽  
Factor I ◽  
Factor Ii ◽  
Language Behavior ◽  
Low Performance ◽  
Comprehension Deficit

Tests to measure comprehension, formulation, and repetition of certain phonologic, syntactic, and semantic aspects of language were administered to 47 children who had developmental language disorders. A factor analysis of the resultant scores indicated that three factors were present in the data. These factors are presented as six patterns of language performance, one for high loadings on the factor and one for low loadings. The six patterns are (1) repetition strength (Factor I, high); (2) nonspecific formulation-repetition deficit (Factor I, low); (3) generalized low performance (Factor II, high); (4) phonologic comprehension-formulation-repetition deficit (Factor II, low); (5) comprehension deficit (Factor III, high); and (6) formulation-repetition deficit (Factor III, low). Possible relations among these patterns and nonlinguistic measures (sex, race, age, nonverbal intelligence, socioeconomic status, and status of the peripheral speech mechanism) were investigated. Two of the patterns of language performance were found to be related significantly to age. On Factor II, the younger children tended to get high loadings (generalized low performance) while the older children tended to get low loadings (phonologic comprehension-formulation-repetition deficit).

scholarly journals Socioeconomic disadvantage is associated with prevalence of developmental language disorders, but not rate of language or literacy growth in children from 4 to 11 years: evidence from the Surrey Communication and Language in Education Study (SCALES)

2021 ◽  
Author(s):  
Courtenay Norbury ◽  
Sarah Louise Griffiths ◽  
George Vamvakas ◽  
Gillian Baird ◽  
Tony Charman ◽  
...  
Keyword(s):  
Language Proficiency ◽  
Primary Schools ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Word Reading ◽  
Language Disorder ◽  
Language Disorders ◽  
Population Based ◽  
Language And Literacy ◽  
Developmental Language Disorders

Objectives. The purpose of this study was to determine the changing prevalence of developmental language disorders at different quintiles of the Income Deprivation Affecting Children Index (IDACI), a measure of neighbourhood deprivation. In addition, this study investigated the long term association of IDACI rank with growth in language and literacy skills for children with and without language disorder over a six year period.Design. Prospective, population-based, longitudinal cohort study.Setting. State-maintained primary schools in Surrey, England.Participants and procedure. Teachers rated the language skills of 7267 children starting a state-maintained school in 2011 (aged 4;9-5;10, 59% of all eligible children). Comprehensive language and literacy assessment was conducted with a monolingual sub-sample in Year 1 (n = 529, age 5-6), Year 3 (n = 499, age 7-8), and Year 6 (n = 384, age 10-11).Analytic methods. Logistic regression determined the association of IDACI scores and teacher-rated language proficiency. Structural Equation Models using auxiliary variables estimated the association of IDACI and prevalence of developmental Language Disorder (LD) in Year 1, and IDACI and language and literacy growth from Years 1 – 6.Results. Predicted probability of language disorder was 2.5 times greater at the 10th centile of IDACI rank (.19 [.11, .27]) versus the 90th centile (.07 [.04, .09]). IDACI rank did not associate with growth in raw scores on measures of vocabulary, grammar, or word reading. Socioeconomic gaps in vocabulary and grammar were ameliorated when language status at school entry was accounted for, but persisted for word reading. Conclusions. The association of neighbourhood disadvantage with language and literacy primarily reflects higher rates of language disorder in areas of socio-economic deprivation. Interventions that alleviate deprivation and enhance the language and literacy experiences of disadvantaged children could reduce socioeconomic attainment gaps. However, the persistence of language disorder suggests on-going support is required to attenuate personal and societal cost.

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