Why ask questions? Contextual effects on grammatical structure in the language production of children with specific language impairment

2001 ◽  
Vol 17 (2) ◽  
pp. 89-106 ◽  
Author(s):  
U. Nettelbladt ◽  
K. Hansson ◽  
C. Nilholm
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Production ◽  
Contextual Effects ◽  
Grammatical Structure ◽  
Specific Language

Past-Tense Marking by Children With and Without Specific Language Impairment

1997 ◽  
Vol 40 (1) ◽  
pp. 62-74 ◽  
Author(s):  
Janna B. Oetting ◽  
Janice E. Horohov
Keyword(s):  
Theoretical Model ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Past Tense ◽  
Control Group ◽  
Grammatical Structure ◽  
Specific Language ◽  
Impaired Group ◽  
Irregular Verbs ◽  
Morphological System

This study examined the productivity and representation of past-tense marking in children with and without specific language impairment (SLI). Participants were 11 6-year-olds with SLI, 11 age-matched controls, and 11 MLU-matched controls. Regular and irregular verbs were used to examine the productivity of regular marking. Past-tense representation was examined by asking children to inflect homophonous pairs of denominal and irregular root verbs. All three groups demonstrated productive marking of past tense, although as expected the accuracy of the impaired group was less than that of either control group. Patterns of past-tense marking as a function of a word's phonological composition and inflectional frequency were the same for the SLI- and MLU-matched groups, and all children presented a past-tense system that was sensitive to grammatical structure. The findings replicate previous research of the SLI morphological system and provide additional specification of these children's morphological strengths and weaknesses. Strengths include the children's sensitivity to grammatical and phonological characteristics of the lexicon; weaknesses include limited productivity of regular past-tense marking and a greater sensitivity to frequency manipulations as compared to normally developing children. Results are discussed in terms of the nature of the SLI profile. They also are used to evaluate the theoretical model on which the study was based.

scholarly journals Comprehension and production of relative clauses: a comparison between Swedish impaired and unimpaired children

2000 ◽  
Vol 27 (2) ◽  
pp. 313-333 ◽  
Author(s):  
GISELA HÅKANSSON ◽  
KRISTINA HANSSON
Keyword(s):  
Language Comprehension ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Production ◽  
Relative Clauses ◽  
Sentence Completion ◽  
Target Structure ◽  
Elicited Imitation ◽  
Specific Language ◽  
The Relationship

The aim of the present study is to investigate the relationship between language comprehension and language production in Swedish children. This was done longitudinally with 10 children with specific language impairment (SLI), aged 4;0 to 6;3 at Time I, and 10 children with unimpaired language development, aged 3;1 to 3;7 at Time I. The target structure was subordination, more precisely relative clauses. The children's comprehension was tested with picture pointing, act-out and oral response tests. Their production was tested with elicited imitation and sentence completion tests. Data were collected twice, with an interval of six months. The results from the unimpaired children at Time I showed a difference between comprehension and production. At Time II these children scored higher on production than on comprehension. The children with SLI scored significantly higher on comprehension than on production at Time I. In half of the SLI group there was a clear development between the two data collection sessions, diminishing the dissociation. On neither testing did the children with SLI differ significantly from the unimpaired children in comprehension. At both testings, however, the children with SLI had significantly more responses where they did not insert the complementizer in relative clauses. The results indicate that the relationship between comprehension and production is different at different stages in development. They also show that structures involving dependency relations are particularly difficult to produce for children with SLI.

scholarly journals Interaction of Language Processing and Motor Skill in Children With Specific Language Impairment

2014 ◽  
Vol 57 (1) ◽  
pp. 158-171 ◽  
Author(s):  
Andrea C. DiDonato Brumbach ◽  
Lisa Goffman
Keyword(s):  
Language Processing ◽  
Motor Skill ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Production ◽  
Syntactic Structure ◽  
Fine Motor ◽  
Motor Deficits ◽  
Specific Language ◽  
Speech Motor

Purpose To examine how language production interacts with speech motor and gross and fine motor skill in children with specific language impairment (SLI). Method Eleven children with SLI and 12 age-matched peers (4–6 years) produced structurally primed sentences containing particles and prepositions. Utterances were analyzed for errors and for articulatory duration and variability. Standard measures of motor, language, and articulation skill were also obtained. Results Sentences containing particles, as compared with prepositions, were less likely to be produced in a priming task and were longer in duration, suggesting increased difficulty with this syntactic structure. Children with SLI demonstrated higher articulatory variability and poorer gross and fine motor skills compared with aged-matched controls. Articulatory variability was correlated with generalized gross and fine motor performance. Conclusions Children with SLI show co-occurring speech motor and generalized motor deficits. Current theories do not fully account for the present findings, though the procedural deficit hypothesis provides a framework for interpreting overlap among language and motor domains.

An Invited Article Facilitating linguistic skills in children with specific language impairment

1981 ◽  
Vol 2 (2) ◽  
pp. 89-118 ◽  
Author(s):  
Laurence B. Leonard
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Production ◽  
Normal Development ◽  
Rote Learning ◽  
Testing Situation ◽  
Specific Language ◽  
Target Form ◽  
Close Analysis ◽  
Linguistic System

ABSTRACTThis paper presents a critical review of studies designed to teach language production skills to children with specific language impairment. The evidence reviewed suggests that a number of training approaches are effective, often resulting in gains that exceed the rate seen in normal development. Close analysis of children’s post-treatment usage reveals that these gains go beyond rote learning, and may even result in response classes that are different from those seen in the adult linguistic system. The chief limitations in these training studies are that children seem to make use of the target linguistic form only in untrained utterances that share certain topographical features with the utterances used in training, and that there is little evidence that children’s use of the target form will extend to speaking situations that bear little resemblance to the training/testing situation.

French-English Bilingual Children With SLI

2003 ◽  
Vol 46 (1) ◽  
pp. 113-127 ◽  
Author(s):  
Johanne Paradis ◽  
Martha Crago ◽  
Fred Genesee ◽  
Mabel Rice
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Production ◽  
Spontaneous Speech ◽  
Bilingual Children ◽  
Specific Language ◽  
English Bilingual ◽  
Grammatical Morphology ◽  
Grammatical Morphemes ◽  
French Speaking

The goal of this study was to determine whether bilingual children with specific language impairment (SLI) are similar to monolingual age mates with SLI, in each language. Eight French-English bilingual children with SLI were compared to agematched monolingual children with SLI, both English and French speaking, with respect to their use of morphosyntax in language production. Specifically, using the extended optional infinitive (EOI) framework, the authors examined the children’s use of tense-bearing and non-tense-bearing morphemes in obligatory context in spontaneous speech. Analyses revealed that the patterns predicted by the EOI framework were borne out for both the monolingual and bilingual children with SLI: The bilingual and monolingual children with SLI showed greater accuracy with non-tense than with tense morphemes. Furthermore, the bilingual and monolingual children with SLI had similar mean accuracy scores for tense morphemes, indicating that the bilingual children did not exhibit more profound deficits in the use of these grammatical morphemes than their monolingual peers. In sum, the bilingual children with SLI in this study appeared similar to their monolingual peers for the aspects of grammatical morphology examined in each language. These bilingual-monolingual similarities point to the possibility that SLI may not be an impediment to learning two languages, at least in the domain of grammatical morphology.

Eliciting Verbs From Children With Specific Language Impairment

1996 ◽  
Vol 5 (4) ◽  
pp. 17-30 ◽  
Author(s):  
Diane Frome Loeb ◽  
Clifton Pye ◽  
Sean Redmond ◽  
Lori Zobel Richardson
Keyword(s):  
Young Children ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Syntactic Complexity ◽  
Specific Language ◽  
Lexical Skills

The focus of assessment and intervention is often aimed at increasing the lexical skills of young children with language impairment. Frequently, the use of nouns is the center of the lexical assessment. As a result, the production of verbs is not fully evaluated or integrated into treatment in a way that accounts for their semantic and syntactic complexity. This paper presents a probe for eliciting verbs from children, describes its effectiveness, and discusses the utility of and problems associated with developing such a probe.

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