8. Typical Language Development and Primary Language Impairment in Monolingual French-Speaking Children

2016 ◽  
pp. 176-208
Author(s):  
Elin Thordardottir
Keyword(s):  
Language Development ◽  
Language Impairment ◽  
Primary Language ◽  
French Speaking ◽  
Primary Language Impairment

Assessing Measurement Invariance for Spanish Sentence Repetition and Morphology Elicitation Tasks

2016 ◽  
Vol 59 (2) ◽  
pp. 254-266 ◽  
Author(s):  
Maria Kapantzoglou ◽  
Marilyn S. Thompson ◽  
Shelley Gray ◽  
M. Adelaida Restrepo
Keyword(s):  
Language Development ◽  
Language Impairment ◽  
Primary Language ◽  
Spanish Speaking ◽  
Factor Analytic Model ◽  
Sentence Repetition ◽  
Factor Analytic ◽  
Confirmatory Factor ◽  
Grammatical Skills ◽  
Primary Language Impairment

PurposeThe purpose of this study was to evaluate evidence supporting the construct validity of two grammatical tasks (sentence repetition, morphology elicitation) included in the Spanish Screener for Language Impairment in Children (Restrepo, Gorin, & Gray, 2013). We evaluated if the tasks measured the targeted grammatical skills in the same way across predominantly Spanish-speaking children with typical language development and those with primary language impairment.MethodA multiple-group, confirmatory factor analytic approach was applied to examine factorial invariance in a sample of 307 predominantly Spanish-speaking children (177 with typical language development; 130 with primary language impairment). The 2 newly developed grammatical tasks were modeled as measures in a unidimensional confirmatory factor analytic model along with 3 well-established grammatical measures from the Clinical Evaluation of Language Fundamentals–Fourth Edition, Spanish (Wiig, Semel, & Secord, 2006).ResultsResults suggest that both new tasks measured the construct of grammatical skills for both language-ability groups in an equivalent manner.ConclusionsThere was no evidence of bias related to children's language status for the Spanish Screener for Language Impairment in Children Sentence Repetition or Morphology Elicitation tasks. Results provide support for the validity of the new tasks as measures of grammatical skills.

scholarly journals Nonword Repetition and Sentence Imitation as Clinical Markers for Primary Language Impairment in bilingual French-English- and English-French-speaking children in Northern Ontario

2017 ◽  
Vol 1 ◽  
pp. 61-69
Author(s):  
Sara Dubreuil-Piché ◽  
Jenna Lachance ◽  
Chantal Mayer-Crittenden
Keyword(s):  
Language Impairment ◽  
Theoretical Background ◽  
Target Language ◽  
Nonword Repetition ◽  
Bilingual Children ◽  
Primary Language ◽  
Clinical Markers ◽  
Language Exposure ◽  
Sentence Imitation ◽  
Primary Language Impairment

Studies indicate that nonword repetition and sentence imitation are useful tools when assessing bilingual children. Bilingual children with primary language impairment (PLI) typically score lower on these two tasks than their typically developing counterparts. Studies show that bilingual children are not disadvantaged during nonword repetition if they have limited language exposure. However, since sentence imitation tasks are constructed with words from the target language, it is expected that it would be more influenced by previous language exposure. The goal of this article will be to review the influence of bilingual exposure on both tasks. This review provides the theoretical background for future studies that will compare the accuracy of both tasks when identifying PLI in bilingual children.

Language Sample Analysis and Elicitation Technique Effects in Bilingual Children With and Without Language Impairment

2017 ◽  
Vol 60 (10) ◽  
pp. 2852-2864 ◽  
Author(s):  
Maria Kapantzoglou ◽  
Gerasimos Fergadiotis ◽  
M. Adelaida Restrepo
Keyword(s):  
Language Impairment ◽  
Classification Accuracy ◽  
Sentence Length ◽  
Primary Language ◽  
Sample Analysis ◽  
Story Retelling ◽  
Language Sample Analysis ◽  
English Speaking ◽  
Primary Language Impairment ◽  
Language Sample

Purpose This study examined whether the language sample elicitation technique (i.e., storytelling and story-retelling tasks with pictorial support) affects lexical diversity (D), grammaticality (grammatical errors per communication unit [GE/CU]), sentence length (mean length of utterance in words [MLUw]), and sentence complexity (subordination index [SI]), which are commonly used indices for diagnosing primary language impairment in Spanish–English-speaking children in the United States. Method Twenty bilingual Spanish–English-speaking children with typical language development and 20 with primary language impairment participated in the study. Four analyses of variance were conducted to evaluate the effect of language elicitation technique and group on D, GE/CU, MLUw, and SI. Also, 2 discriminant analyses were conducted to assess which indices were more effective for story retelling and storytelling and their classification accuracy across elicitation techniques. Results D, MLUw, and SI were influenced by the type of elicitation technique, but GE/CU was not. The classification accuracy of language sample analysis was greater in story retelling than in storytelling, with GE/CU and D being useful indicators of language abilities in story retelling and GE/CU and SI in storytelling. Conclusion Two indices in language sample analysis may be sufficient for diagnosis in 4- to 5-year-old bilingual Spanish–English-speaking children.

Acquisition of verb meaning through syntactic cues: A comparison of children with autism, children with specific language impairment (SLI) and children with typical language development (TLD)

2007 ◽  
Vol 34 (2) ◽  
pp. 411-423 ◽  
Author(s):  
CORY SHULMAN ◽  
AINAT GUBERMAN
Keyword(s):  
Language Development ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Word Meaning ◽  
Children With Autism ◽  
Future Research ◽  
Primary Language ◽  
Specific Language ◽  
Underlying Mechanisms ◽  
Syntactic Cues

The ability to extract meaning through the use of syntactic cues, adapted from Naigles' (1990) paradigm, was investigated in Hebrew-speaking children with autism, those with specific language impairment (SLI) and those with typical language development (TLD), in an attempt to shed light on similarities and differences between the two diagnostic categories, both defined by primary language deficits. Thirteen children with autism and 13 with SLI were matched on chronological age, level of language functioning and gender, and 13 children with TLD were matched to the children in the two clinical groups according to language level, as measured by the CELF-P. Children with autism and children with TLD learned novel words using the syntactical cues in the sentences in which they were presented, whereas children with SLI experienced more difficulty, learning only that which would be expected from chance according to the binomial test. Only 4 of the 13 children with SLI (31%) learned the new words, whereas 11 children with autism and 10 children with TLD learned the novel verb using syntactical cues from the sentence frame. The results are analyzed in terms of possible underlying mechanisms in language acquisition. Children with autism seem to rely on relatively intact syntactic abilities, while children with SLI seem to have marked impairment in using this mechanism in acquiring word meaning. Implications for future research and intervention with preschool children with primary language disorders are discussed.

Beyond morphosyntax in developing bilinguals and “specific” language impairment

2010 ◽  
Vol 31 (2) ◽  
pp. 303-310 ◽  
Author(s):  
Kathryn Kohnert ◽  
Kerry Danahy Ebert
Keyword(s):  
Language Learners ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Dual Language ◽  
Processing Capacity ◽  
Primary Language ◽  
Specific Language ◽  
Behavioral Profile ◽  
Domain Specific ◽  
Primary Language Impairment

In the Keynote Article, “The Interface Between Bilingual Development and Specific Language Impairment,” Johanne Paradis considers issues and evidence at the intersection of children learning two languages and primary or specific language impairment (SLI). The review focuses on morphosyntactic evidence and the fit of this evidence with maturational (domain-specific) and limited processing capacity (LPC; domain-general) theories of language impairment. We agree with Paradis that studies that systematically and simultaneously investigate the behavioral profile of dual-language learners and children with language impairment are of significant theoretical and practical value. In our commentary we aim to broaden the behavioral profile to be considered in these populations, beyond the level of morphosyntax. In line with this aim we use the term primary language impairment (PLI) for the same population referred to as SLI by Paradis.

Crossing borders: Recognition of Spanish words by English-speaking children with and without language impairment

2004 ◽  
Vol 25 (4) ◽  
pp. 543-564 ◽  
Author(s):  
KATHRYN KOHNERT ◽  
JENNIFER WINDSOR ◽  
RUTH MILLER
Keyword(s):  
Language Impairment ◽  
Spoken Word Recognition ◽  
Spoken Word ◽  
Control Group ◽  
Primary Language ◽  
Objective Method ◽  
Only Children ◽  
English Only ◽  
English Speaking ◽  
Primary Language Impairment

We introduce an objective method for classifying phonological overlap between Spanish and English translation equivalents. This method then is exploited to examine spoken word recognition using stimuli with graded levels of phonological overlap. Performance by typical English-only speaking (EO) children and English-only children with primary language impairment (LI) is compared to a control group of bilingual Spanish–English peers (BI). Response time and accuracy separated groups, with the BI group outperforming the EO group, who in turn outperformed the LI group. Children with more severe LI are slower than those with mild LI, and LI severity is significantly correlated with speed. The two groups of monolingual children and the LI subgroups respond in a qualitatively similar way to decreasing phonological overlap.

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