scholarly journals Linguistic Skills in Bilingual Children With Developmental Language Disorders: A Pilot Study

2019 ◽  
Vol 10 ◽  
Author(s):  
Andrea Marini ◽  
Paola Sperindè ◽  
Isabella Ruta ◽  
Christian Savegnago ◽  
Francesco Avanzini
Keyword(s):  
Pilot Study ◽  
Language Disorders ◽  
Bilingual Children ◽  
Developmental Language Disorders ◽  
Linguistic Skills

scholarly journals The Complex Relation between Executive Functions and Language in Preschoolers with Developmental Language Disorders

2020 ◽  
Vol 17 (5) ◽  
pp. 1772 ◽  
Author(s):  
Andrea Marini ◽  
Barbara Piccolo ◽  
Livia Taverna ◽  
Moira Berginc ◽  
Martina Ozbič
Keyword(s):  
Executive Functions ◽  
Language Disorders ◽  
Developmental Language Disorders ◽  
Complex Relation ◽  
Narrative Skills ◽  
Rehabilitation Programs ◽  
Narrative Production ◽  
Linguistic Skills ◽  
Digit Recall ◽  
The Relationship

Backgrounds: The relationship between linguistic difficulties and cognitive impairments in children with developmental language disorders (DLDs) is receiving growing interest in international research. Executive functions (EF) appear to be weak in these children. The current investigation aims at exploring the relationship between difficulties in two components of EF (i.e., updating and inhibition) and the linguistic and narrative skills of 16 DLD preschoolers matched with 24 typically developing peers. Methods: Updating skills were tested by administering the forward and backward digit recall subtests of the Wechsler Scales, while children’s inhibition abilities were assessed by completion of Developmental Neuropsychological Assessment (NEPSY-II) inhibition tasks. Information on the linguistic skills of the participants was collected through a set of subtests included in the Batteria per la Valutazione del Linguaggio in bambini dai 4 ai 12 anni (Batteria per la Valutazione del Linguaggio; BVL_4-12), assessing articulatory and phonological discrimination skills, lexical production/comprehension, grammatical production/comprehension, and narrative production skills. Results: Findings revealed that DLD children performed significantly lower than their peers on both updating and inhibitory tasks. Linguistic difficulties were found in the DLD group on articulatory/phonological skills, grammatical production/comprehension, and lexical informativeness on narrative production. Measures of EF correlated with linguistic and narrative measures. Conclusion: The current study confirms a significant association between DLD’s performances on EF and displayed linguistic skills, suggesting the need to include the assessment of executive functions to target early intervention rehabilitation programs for children with DLDs.

scholarly journals Kognitív Kontroll Folyamatok Nyelvfejlődési Zavart Mutató Egynyelvű és Tipikusan Fejlődő Kétnyelvű Gyermekek Körében

2021 ◽  
Vol 75 (4) ◽  
pp. 623-638
Author(s):  
Rohár Alexandra ◽  
Dr. Marton Klára
Keyword(s):  
Cognitive Control ◽  
Language Skills ◽  
Language Disorders ◽  
Bilingual Children ◽  
School Age ◽  
Typically Developing ◽  
Developmental Language Disorders ◽  
Control Functions ◽  
Close Relationship ◽  
Working Memory Updating

CélkitűzésJelen tanulmány célja, hogy bemutassa a kognitív kontrollal kapcsolatos elméleti koncepciókat, kiemelve azokat a fő komponenseket, amelyek szoros összefüggést mutatnak a nyelvi folyamatokkal. Rámutatunk többek között arra, hogy a nyelvi kompetencia és performancia egyes faktorai milyen összefüggést mutatnak a kognitív kontroll funkciókkal.MódszerTanulmányunkban egynyelvű nyelvfejlődési zavart mutató és tipikusan fejlődő kétnyelvű gyermekek kognitív kontroll teljesítményét elemezzük a legújabb kutatási eredmények alapján. Az áttekintésbe bevont tanulmányok kiválasztása során a következő szempontokat vettük fi gyelembe: a célcsoportot iskoláskorú, egynyelvű nyelvfejlődési zavart mutató gyermekek vagy iskoláskorú, tipikus fejlődésű kétnyelvű gyermekek alkossák; a használt vizsgálóeljárások a válaszgátlás, az interferenciával szembeni ellenállás, a munkamemória-frissítés és a kognitív fl exibilitás fejlettségéről nyújtsanak információkat.EredményekÖsszességében elmondható, hogy a két vizsgált csoport heterogenitásának és az eltérő módszertani megközelítéseknek köszönhetően a szakirodalomban számos ellentmondással találkozhatunk. Mégis az általunk vizsgált kognitív kontroll funkciók tekintetében az a tendencia fi gyelhető meg, hogy míg az interferenciával szembeni ellenállás, a munkamemória-frissítés és a kognitív fl exibilitás gyengébb a nyelvfejlődési zavart mutató gyermekeknél egynyelvű, tipikusan fejlődő társaikhoz képest, addig a kétnyelvű gyermekek ezekben a funkciókban többnyire jobb teljesítményt nyújtanak az egynyelvűekhez viszonyítva, kivéve a válaszgátlást.KövetkeztetésekAz eredmények alapján elmondható, hogy az interferenciával szembeni ellenállás és a kognitív fl exibilitás szorosabb összefüggést mutat a nyelvi fejlettséggel, mint a válaszgátlás. Ez az interakció azonban eltérő irányt mutat a fenti két nyelvi csoportban. Míg a nyelvfejlődési zavart mutató gyermekek gyengébb kognitív kontroll teljesítménye hozzájárul az alacsonyabb szintű nyelvi teljesítményeikhez, addig a kétnyelvű gyermekek előnye e kognitív funkciók terén a speciális nyelvhasználati szokásoknak és a két nyelv közötti folyamatos versengésnek köszönhető.PurposeThe goal of this study is to present the theoretical conceptions related to cognitive control, highlighting those main components that show a close relationship with language processing. Further, our goal was to review these functions in two distinct language groups: children with developmental language disorders and typically developing bilingual children. Specifi cally, we were interested in the way certain factors of language competence and performance interact with the cognitive control functions.MethodWe compared the cognitive control functions between monolingual children with developmental language disorders and their typically developing peers, as well as between bilingual children and their monolingual peers. The following aspects were considered for our review: the target population - school-age monolingual children with developmental language disorders or school-age typically developing bilingual children; studies that employed tasks that measure response inhibition, resistance to interference, working memory updating and cognitive fl exibility.ResultsOverall, there are many confl icting results in the literature due to the heterogeneity of the groups and the differences across methodological approaches. Despite these inconsistencies, children’s cognitive control functions are highly associated with their language skills; while the children with developmental language disorders show defi cits in resistance to interference, working memory updating, and cognitive fl exibility compared to their typically developing peers, the bilingual children show superior performance in these functions compared to their monolingual peers. Response inhibition was the only function that did not differ across groups.ConclusionsBased on the above, language development shows a close relationship with a number of cognitive control functions. The interaction between cognitive control and language, however, indicates different directions in the two target groups. Whereas poor cognitive control in children with developmental language disorders may contribute to their lower level of language skills, the cognitive advantage of bilingual children is the result of their bilingual language use and practice across different social contexts.

scholarly journals Morphological Errors in Spanish-Speaking Bilingual Children With and Without Developmental Language Disorders

2021 ◽  
pp. 1-14
Author(s):  
Anny Castilla-Earls ◽  
Ana Teresa Pérez-Leroux ◽  
Katrina Fulcher-Rood ◽  
Christopher Barr
Keyword(s):  
Diagnostic Accuracy ◽  
Group Membership ◽  
Language Disorders ◽  
Bilingual Children ◽  
Verbal Morphology ◽  
Developmental Language Disorders ◽  
Spanish Speaking ◽  
Subjunctive Mood ◽  
English Bilingual ◽  
Good Diagnostic Accuracy

Purpose The purpose of this study was to find morphological markers with good diagnostic accuracy to identify developmental language disorders (DLD) in Spanish–English bilingual children. Method The participants in this study included 66 Spanish–English bilingual children between the ages of 4;0 and 6;11 (years;months) with ( n = 33) and without DLD ( n = 33). We employed a comprehensive production task in Spanish to elicit morphological structures that have been previously found to be problematic for Spanish-speaking children with DLD. These structures included elements of nominal morphology (articles, direct object pronouns, adjectives, and plurals) and verbal morphology (verbs and the subjunctive mood). Logistic regression was used in this study to find a set of grammatical structures that most accurately predicted group membership. Results Spanish–English bilingual children with and without DLD significantly differed from each other in their accurate production of articles, clitics, adjectives, verbs, and the subjunctive mood. Clitics, verbs, and the subjunctive mood in isolation had adequate diagnostic accuracy. A combination of verb and subjective mood accuracy best predicted group membership in this study (sensitivity of 85% and specificity of 91%). Conclusion In addition to clitics, verbs, and the subjunctive mood, both elements of verbal morphology should be considered grammatical markers of DLD in Spanish–English bilingual children. Supplemental Material https://doi.org/10.23641/asha.13641320

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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