A comparative study between mean length of utterance in morphemes (MLUm) and                 mean length of utterance in words (MLUw)

Parker, M.; Brorson, Kent

doi:10.1177/0142723705059114

Cited by 125 publications

(118 citation statements)

References 24 publications

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“…The comparison between MLU-m and MLU-w provided data that, while corroborated by international studies 32,33 , also reinforce findings of national studies with this same population 7,9 . The variables showed compatibility between them, indicating their use as language development measure.…”

Section: Discussionsupporting

confidence: 78%

“…Studies 3,7,12,31,32 have shown the importance to consider MLU as a measure of language development, both for morphemes and words, also for individuals with DS. The comparison between MLU-m and MLU-w provided data that, while corroborated by international studies 32,33 , also reinforce findings of national studies with this same population 7,9 .…”

Section: Discussionmentioning

confidence: 99%

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O uso da comunicação suplementar e/ou alternativa no trabalho com a morfossintaxe em adolescentes com Síndrome de Down

2014

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Clinical Trials registration number: NCT 00952354Conflict of interest: non existent typical development (TD), and literature indicates a relationship between lexicon and grammar. It is reported greater difficulties in functional words, such as articles, pronouns, prepositions and conjunctions, which have greater grammatical load, than in words with semantic content, such as nouns, verbs, and adjectives. In addition, these children have difficulties combining words and dealing with morphosyntactic rules, which have implications in phrasal structure [1][2][3][4][5][6][7][8][9] .The use of Mean Length Utterance -MLU 10 as a measure of language development in children with DS corroborates these difficulties, and indicates frequent omission of grammatical morphemes, particularly of functional words, resulting in ABSTRACT Purpose: to present and to discuss the use of augmentative and alternative communication as a therapeutic tool with the morphosyntax with adolescents with Down syndrome. Methods: this pilot study monitored during 12 months four adolescents chronologically aged between 13 and 15 years and mentally aged between 5 and 6 years. It were analyzed the initial and the final assessments, situations of free interaction between the participant and the caregiver videotaped during 30 minutes. The speech samples were analyzed as MLU values considering morphemes and words, comparing both the two situations. All of the participants were submitted to the same procedures during the therapeutic interventions. Picture Communication Symbols (PCS) has been used and the symbols were organized according to a simple syntactic structure (substantive + verb + complement) with a gradual extension, and the elements were rated at the following order: articles, prepositions, pronouns (personals, possessives and demonstratives), and conjunctions. Each therapeutic session was recorded in specific protocol. It was used the Wilcoxon test and the p value considered was 5%. Results: spites there were no statistical significant differences, increase in number of morphemes and words used between the both assessments was observed. This improve was represented by the worked elements, including prepositions and conjunctions beyond substantives and verbs. For personal pronouns there was tendency to significance (p=0,068). Conclusion: the communication system showed to be a therapeutic tool to improve the use of syntactic elements in statement structures, as articles, prepositions and conjunctions, which use for individuals with Down syndrome are difficult.

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Section: Discussionsupporting

confidence: 78%

Section: Discussionmentioning

confidence: 99%

O uso da comunicação suplementar e/ou alternativa no trabalho com a morfossintaxe em adolescentes com Síndrome de Down

2014

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“…Behavioural engagement was objectively measured using mean sentence length in words as an index of the child's motivation to engage with the learning task. Other measures of behavioural engagement could also be applied, such as the morphemic complexity of sentences produced, but research indicates that these two measures are almost perfectly correlated (e.g., Brown, 1973;Parker, 2005) and therefore we have favoured the simple method in our assessment of task engagement in this study.…”

Section: Methodsmentioning

confidence: 99%

Selfish learning: The impact of self-referential encoding on children's literacy attainment

Turk

Gillespie‐Smith

Krigolson

et al. 2015

Learning and Instruction

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This is the accepted version of the paper.This version of the publication may differ from the final published version. (vocabulary spelling) was tested in two experiments. In Experiment 1, seven-to nineyear-old children (N = 47) were asked to learn the spelling of four nonsense words by copying the vocabulary and generating sentences. Half of the children were asked to include themselves as a subject in each sentence. Results showed that children in this self-referent condition produced longer sentences and increased spelling accuracy by more than 20%, relative to those in an other-referent condition. Experiment 2 (N = 32) replicated this pattern in real-word learning. These findings demonstrate the significant potential advantages of utilizing self-referential encoding in the classroom. Permanent repository link

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“…However, the mean MLUm for the most verbal group, the established talkers, was less than 1.6-that is, even the most advanced children were mainly speaking in one-to two-word messages, at which point a child seldom uses inflectional morphemes (Owens, 2012). Therefore, it may be speculated that, for Hustad et al's toddlers, MLUm and MLUw measures would essentially have been equivalent (Parker & Brorson, 2005).…”

Section: Research Questionmentioning

confidence: 97%

Language Sampling for Preschoolers With Severe Speech Impairments

Binger

Ragsdale

Bustos

2016

Am J Speech Lang Pathol

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Purpose: The purposes of this investigation were to determine if measures such as mean length of utterance (MLU) and percentage of comprehensible words can be derived reliably from language samples of children with severe speech impairments and if such measures correlate with tools that measure constructs assumed to be related. Method: Language samples of 15 preschoolers with severe speech impairments (but receptive language within normal limits) were transcribed independently by 2 transcribers. Nonparametric statistics were used to determine which measures, if any, could be transcribed reliably and to determine if correlations existed between language sample measures and standardized measures of speech, language, and cognition.Results: Reliable measures were extracted from the majority of the language samples, including MLU in words, mean number of syllables per utterance, and percentage of comprehensible words. Language sample comprehensibility measures were correlated with a single word comprehensibility task. Also, language sample MLUs and mean length of the participants' 3 longest sentences from the MacArthur-Bates Communicative Development Inventory (Fenson et al., 2006) were correlated. Conclusion: Language sampling, given certain modifications, may be used for some 3-to 5-year-old children with normal receptive language who have severe speech impairments to provide reliable expressive language and comprehensibility information.

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A comparative study between mean length of utterance in morphemes (MLUm) and mean length of utterance in words (MLUw)

Cited by 125 publications

References 24 publications

O uso da comunicação suplementar e/ou alternativa no trabalho com a morfossintaxe em adolescentes com Síndrome de Down

O uso da comunicação suplementar e/ou alternativa no trabalho com a morfossintaxe em adolescentes com Síndrome de Down

Selfish learning: The impact of self-referential encoding on children's literacy attainment

Language Sampling for Preschoolers With Severe Speech Impairments

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