Cross-linguistic transfer effects after phonologically based cognate therapy in a case of multilingual specific language impairment (SLI)

Kambanaros, Maria; Michaelides, Michalis P.; Grohmann, Kleanthes Κ.

doi:10.1111/1460-6984.12270

Cited by 19 publications

(27 citation statements)

References 32 publications

(75 reference statements)

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“…This is because it implies that linguistic distance is not a monolithic construct but is a gradable one, and that its impact on processing is commensurate with degree of distance. Moreover, these results show that the impact of linguistic distance on processing is quantifiable and may, hence, be reliably measured (Kambanaros, Michaelides, & Grohmann, 2017).…”

Section: Discussionmentioning

confidence: 72%

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Does phonological distance impact quality of phonological representations? Evidence from Arabic diglossia

Saiegh–Haddad

Haj

2018

J. Child Lang.

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The study tested the impact of the phonological distance between Spoken Arabic (SpA) and Standard Arabic (StA) on quality of phonological representations among kindergarten, first-, second-, and sixth-grade Arabic-speaking children (N = 120). A pronunciation accuracy judgment task targeted three types of StA words that varied in extent of phonological distance from their form in SpA: (a) identical words, with an identical lexical-phonological form in StA and SpA; (b) cognate words, with partially overlapping phonological forms; items in this category varied in degree of phonological distance too; and (c) unique words with entirely different lexical-phonological forms. Multilevel Regression analysis showed that phonological distance had a significant impact on quality of phonological representations across all grades. Growth in quality of phonological representations was mainly noted between the three younger groups and the sixth-graders. Implications for the impact of phonological distance on phonological representations and on language and literacy development are discussed.

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Section: Discussionmentioning

confidence: 72%

“…Future research should also test the role of awareness of cognates and of cognate training in bootstrapping vocabulary acquisition. Also, whether cognate training would have the same impact on phonological representations in bilingual contexts (e.g., Kambanaros et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

Does phonological distance impact quality of phonological representations? Evidence from Arabic diglossia

Saiegh–Haddad

Haj

2018

J. Child Lang.

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“…This result may intuitively suggest that such cognate items may be useful for clinical diagnosis and treatment of bilingual children (e.g., Kambanaros et al . ). Unfortunately, with the few cognate items available in the current set, there was no reliable difference between the TLD and DLD groups, both among the monolingual and among the bilingual children, on these items.…”

Section: Discussionmentioning

confidence: 97%

The joint effects of bilingualism, DLD and item frequency on children's lexical‐retrieval performance

Degani

Kreiser

Novogrodsky

2019

Intl J Lang & Comm Disor

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Background Bilingual children and children diagnosed with developmental language disorder (DLD) are characterized by reduced lexical‐retrieval abilities. Few studies examined their joint contribution and the mechanisms underlying these effects in the lexical domain. Aims To explore the joint effects of bilingualism and DLD by adopting a four‐group comparison in which the difference between bi‐ and monolingual children with DLD is directly compared with that of bi‐ and monolingual children with typical language development (TLD). In addition, to examine the mechanisms underlying the effects of bilingualism and DLD on children's lexical‐retrieval abilities, we tested how item's characteristics (frequency of use) modulate the effects of bilingualism and DLD. Methods & Procedures Fifty‐eight children (aged 9–14 years) participated in the current study. They were either Hebrew monolingual or Hebrew–English bilinguals and were either diagnosed with DLD or had TLD. Children completed a Hebrew picture‐naming task and verbal short‐term memory tests. The influence of participants’ characteristics, including bilingualism, DLD and verbal short‐term memory, as well as item's characteristics (frequency of use) were tested. Outcomes & Results Accuracy analysis revealed that bilingual children scored lower than monolingual children and that children with DLD scored lower than children with TLD. Critically, the two factors interacted such that their joint presence resulted in less‐than‐additive effects. Specifically, although bilingual children with DLD performed worse than all other groups, they performed better than expected under an additive model. Interestingly, monolingual children with DLD performed similarly to bilingual children with TLD. Increased verbal short‐term memory was associated with better performance across the four groups. Finally, bilingualism and DLD interacted with item frequency, such that being bilingual, having DLD, or both, resulted in increased sensitivity to item frequency manifested in exceptionally lower performance on low‐frequency items. Conclusions & Implications The findings suggest that the strength of linguistic representations contribute to the effects of bilingualism and DLD. Further, the presence of bilingualism in the context of DLD does not exaggerate the impact of DLD. Clinically, this suggests that differences between bi‐ and monolingual children with DLD must be considered in reference to the gap in lexical‐retrieval performance observed between bi‐ and monolingual children with TLD. Finally, because monolingual children with DLD and bilingual children with TLD performed similarly, sensitive diagnostic tools and intervention programmes should be adopted to allow correct identification and treatment of bilingual children with DLD.

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“…In terms of speechlanguage intervention, exposure to a cognate in one language may increase vocabulary across both languages, which would grant cognates a baseline advantage in treatment. To date, one study has reported the effects of a naming treatment containing only cognates that was administered to a multilingual 8-year-old girl with SLI (Kambanaros, Michaelides, & Grohmann, 2017). At baseline, the child did not demonstrate an advantage for cognate items (Kambanaros et al, 2015).…”

Section: Cognates As Intervention Targetsmentioning

confidence: 99%

Cross-Linguistic Cognate Production in Spanish–English Bilingual Children With and Without Specific Language Impairment

Grasso

Peña

Bedore

et al. 2018

J Speech Lang Hear Res

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Cross-linguistic transfer effects after phonologically based cognate therapy in a case of multilingual specific language impairment (SLI)

Cited by 19 publications

References 32 publications

Does phonological distance impact quality of phonological representations? Evidence from Arabic diglossia

Does phonological distance impact quality of phonological representations? Evidence from Arabic diglossia

The joint effects of bilingualism, DLD and item frequency on children's lexical‐retrieval performance

Cross-Linguistic Cognate Production in Spanish–English Bilingual Children With and Without Specific Language Impairment

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