Utilização e compreensão de preposições por crianças com distúrbio específico de linguagem

Puglisi, Marina Leite; Befi-Lopes, Débora Maria; Takiuchi, Noemi

doi:10.1590/s0104-56872005000300007

Cited by 19 publications

(25 citation statements)

References 23 publications

(36 reference statements)

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“…The tests used were: expressive vocabulary (18) , phonology (19) , fluency (20) , pragmatics (21) , production and comprehension of prepositions (22) , and mean length utterance (23) . The Raven's Progressive Matrices test (24) , applied by a qualified professional, was used to assess IQ.…”

Section: Methodsmentioning

confidence: 99%

Relação entre a porcentagem de consoantes corretas e a memória operacional fonológica na alteração específica de linguagem

Befi-Lopes

Tanikawa

Cáceres

2012

Rev. soc. bras. fonoaudiol.

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Purpose: To verify whether age influences phonological performance and working memory, and whether there is correlation between phonological working memory and severity of phonological disorders in children with language impairment. Methods: Participants were 30 children diagnosed with language impairment, with ages ranging from 4 to 6 years. Data from the assessment of phonological working memory and phonology (measured by the Percentage of Consonants Correct -Reviewed) were collected and statistically analyzed. Results: Age did not influence phonology and phonological working memory, but there was positive correlation in the comparison between performances on phonological working memory and both phonology tasks. Conclusion: Age does not support the improvement of phonological abilities and phonological working memory. However, there is positive correlation between phonological working memory and the severity of phonological disorders, suggesting that the better the speech production, the better the phonological working memory.

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Section: Methodsmentioning

confidence: 99%

Relação entre a porcentagem de consoantes corretas e a memória operacional fonológica na alteração específica de linguagem

Befi-Lopes

Tanikawa

Cáceres

2012

Rev. soc. bras. fonoaudiol.

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“…During language acquisition, the additive conjunctions are the first to emerge, followed by those that express causal or temporal relations and opposite ideas, which are already used flexibly by three-year-olds (8) . However, in children with specific language impairment (SLI), primary impairment of language acquisition (10,11) , one of the remarkable characteristics is great difficulty in learning and storing closed-class words -words with meanings restricted to phrasal context, such as conjunctions (8,12,13) . Moreover, when compaired to chronological peers with typical language development, SLI children show a more proeminent morphosyntax impairment with discoursive ellaboration damage (1,8,11,14) .…”

Section: Introductionmentioning

confidence: 99%

“…However, in children with specific language impairment (SLI), primary impairment of language acquisition (10,11) , one of the remarkable characteristics is great difficulty in learning and storing closed-class words -words with meanings restricted to phrasal context, such as conjunctions (8,12,13) . Moreover, when compaired to chronological peers with typical language development, SLI children show a more proeminent morphosyntax impairment with discoursive ellaboration damage (1,8,11,14) . It happens because their narratives are characterized by less syntactically complex sentences, restricted use and errors associated to grammatical elements, low number of complete episodes, and cohesion failures (15)(16)(17)(18)(19)(20) .…”

Section: Introductionmentioning

confidence: 99%

The complexity of narrative interferes in the use of conjunctions in children with specific language impairment

Gonzalez

Cáceres

Bento-Gaz

et al. 2012

J. Soc. Bras. Fonoaudiol.

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PURPOSE: To verify the use of conjunctions in narratives, and to investigate the influence of stimuli's complexity over the type of conjunctions used by children with specific language impairment (SLI) and children with typical language development. METHODS: Participants were 40 children (20 with typical language development and 20 with SLI) with ages between 7 and 10 years, paired by age range. Fifteen stories with increasing of complexity were used to obtain the narratives; stories were classified into mechanical, behavioral and intentional, and each of them was represented by four scenes. Narratives were analyzed according to occurrence and classification of conjunctions. RESULTS: Both groups used more coordinative than subordinate conjunctions, with significant decrease in the use of conjunctions in the discourse of SLI children. The use of conjunctions varied according to the type of narrative: for coordinative conjunctions, both groups differed only between intentional and behavioral narratives, with higher occurrence in behavioral ones; for subordinate conjunctions, typically developing children's performance did not show differences between narratives, while SLI children presented fewer occurrences in intentional narratives, which was different from other narratives. CONCLUSION: Both groups used more coordinative than subordinate conjunctions; however, typically developing children presented more conjunctions than SLI children. The production of children with SLI was influenced by stimulus, since more complex narratives has less use of subordinate conjunctions.

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“…As this type of verb demands a complement that may or may not be prepositional, its use requires that the speakers have more comprehensive language skills in grammar structure, which could explain its less frequent use by individuals with LI (26) . In summary, frequent omission of verb complements is observed, which justifies the large number of intransitive verbs (30) ; and that copular verbs, in turn, have only the function to link the predicate to the subject.…”

Section: Discussionmentioning

confidence: 96%

Uso de substantivos e verbos por pré-escolares com alteração específica de linguagem

Verreschi

Cáceres-Assenço

Befi-Lopes

2016

CoDAS

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RESUMO Objetivos Comparar o uso funcional de verbos e substantivos por crianças com alterações específicas de linguagem (AEL) falantes do Português Brasileiro e investigar se o uso destes tipos de palavras difere das crianças em desenvolvimento típico de linguagem (DTL). Além disso, comparar a utilização de cada tipo de verbo entre os grupos. Método Participaram do estudo 80 pré-escolares, 20 com AEL e 60 com DTL. A faixa etária dos sujeitos com AEL variou entre 3 e 6 anos, e do grupo com DTL variou entre 2 e 4 anos. O pareamento dos sujeitos foi baseado na idade linguística expressiva. A amostra de fala foi eliciada por meio de interação lúdica, e dessa amostra foram selecionados os substantivos e verbos produzidos. Resultados Os pré-escolares com AEL utilizaram mais verbos do que substantivos em fala espontânea. O uso de substantivos não diferiu entre os grupos, mas nos verbos o subgrupo de 3 anos com AEL os utilizou com mais frequência que seus pares. Os tipos de verbos mais utilizados por sujeitos com AEL foram de ligação, intransitivo e transitivo direto. A comparação entre os grupos neste aspecto diferiu pontualmente para os verbos transitivo direto, bitransitivo e de ligação; apenas o verbo transitivo circunstancial foi mais utilizado pelos sujeitos em DTL para todas as idades. Conclusão O uso de substantivos e verbos em crianças com AEL respeita o padrão do desenvolvimento típico, mas ocorre de forma mais lenta. O uso de verbos com menos complementos é predominante nesta população.

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Utilização e compreensão de preposições por crianças com distúrbio específico de linguagem

Abstract: The findings corroborate the view that grammatical words constitute a challenge for SLI children, since they presented many errors that suggest difficulties in the domain of prepositions. The results also emphasized, for the SLI group, deficits in the expressive language.

Cited by 19 publications

References 23 publications

Relação entre a porcentagem de consoantes corretas e a memória operacional fonológica na alteração específica de linguagem

Relação entre a porcentagem de consoantes corretas e a memória operacional fonológica na alteração específica de linguagem

The complexity of narrative interferes in the use of conjunctions in children with specific language impairment

Uso de substantivos e verbos por pré-escolares com alteração específica de linguagem

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