Évaluation du manque du mot chez l’enfant : données développementales récoltées auprès d’enfants francophones de sept à 12 ans

Bragard, Anne; Schelstraete, Marie‐Anne; Collette, Emilie; Grégoire, Jacques

doi:10.1016/j.erap.2009.11.003

Cited by 6 publications

(10 citation statements)

References 32 publications

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“…Emma' profile changed, with semantic substitutions and indeterminate responses decreasing and circumlocutions increasing. The changes in her profile contrasted with those of Charlie's and Alex's, as their semantic substitutions and circumlocutions increased and indeterminate responses decreased, which was a similar pattern to their typically developing, same-aged peers (Bragard, et al, 2010). By contrast, Bastien's profile showed the least change, with the only change being circumlocution decreasing.…”

Section: Table 5 About Herementioning

confidence: 71%

“…The first outcome measure was a picture-naming and pointing test (Bragard, Schelstraete, Collette, & Grégoire, 2010). The test contained 80 color photographs that were divided into four subsets of 20 words according to previously determined age of acquisition data (Chalard, Bonin, Meot, Boyer, & Fayol, 2003) 4 .…”

Section: Table 1 About Herementioning

confidence: 99%

“…The words were selected to control for two factors affecting picture naming; phonological complexity and word length (Cycowicz, Friedman, Rothstein, & Snodgrass, 1997). Normative data were developed from around 140 children, 20 for each year-of-age within the age range of 7 to 13 years (Bragard, et al, 2010).…”

Section: Table 1 About Herementioning

confidence: 99%

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Word-Finding Intervention for Children With Specific Language Impairment: A Multiple Single-Case Study

Bragard¹,

Schelstraete²,

Snyers³

et al. 2012

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Section: Table 5 About Herementioning

confidence: 71%

Section: Table 1 About Herementioning

confidence: 99%

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Word-Finding Intervention for Children With Specific Language Impairment: A Multiple Single-Case Study

Bragard¹,

Schelstraete²,

Snyers³

et al. 2012

LSHSS

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“…Current research encourages the use of multiple contexts to assess WF difficulties, such as caregiver questionnaires, single-word naming and discourse tasks (Bragard et al 2010;German 2009;Paul et al 2018). Discourse tasks are important because they are more representative of a child's language abilities in an everyday setting and discourse skills are needed for socialization and academic success (Gillam et al 2018).…”

Section: Assessing Wf Difficultiesmentioning

confidence: 99%

“…Current research encourages the use of multiple contexts to assess WF difficulties, such as caregiver questionnaires, single‐word naming and discourse tasks (Bragard et al. 2010; German 2009; Paul et al. 2018).…”

Section: Introductionmentioning

confidence: 99%

Word‐finding behaviours in narration for typically developing French speakers of school age

Bédard

MacLeod

Trudeau

2022

Intl J Lang & Comm Disor

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Background: Research in word-finding difficulties is sparse, especially in languages other than English. As a result, the factors associated with the frequency of word-finding behaviours are poorly understood, particularly in discourse.Aims: This exploratory study is the first to collect data relative to the expected frequency of word-finding behaviours in narration for French speakers aged 7-12 years old with typical development; and (2) to identify the factors associated with the frequency of word-finding behaviours in narration. We hypothesized that sociodemographic characteristics, language abilities and characteristics of the spoken productions could be linked to word-finding behaviours. Methods & Procedures:The participants consisted of 61 French-speaking children aged 7-12 years old (M = 9;09 years, SD = 1;06 years) with typical development. Children were asked to complete a receptive vocabulary task, a non-word-repetition task and two narrative tasks. The children's narrative samples were coded using a discourse analysis of word-finding behaviours, as described by Diane J. German.Outcomes & Results: Participants produced 39% of T-units with least one wordfinding behaviour, which included relatively frequent use of repetitions and word reformulations. Regression analyses revealed that the participants' gender was the only significant variable associated with the frequency of word-finding behaviours in narration. Boys produced a higher percentage of T-units with at least one word-finding behaviour. Post-hoc analyses suggested that gender differences reflected differences in repetitions and word reformulations. Boys and girls did not differ on any other language measures collected.Conclusions & Implications: Speech-language pathologists may want to take into account a child's gender when assessing word-finding difficulties in narration. Additional studies are needed to understand whether this finding extends to other word-finding tasks and to children with word-finding difficulties.

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Traitements Du Langage Oral Chez l'Enfant

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Évaluation du manque du mot chez l’enfant : données développementales récoltées auprès d’enfants francophones de sept à 12 ans

Cited by 6 publications

References 32 publications

Word-Finding Intervention for Children With Specific Language Impairment: A Multiple Single-Case Study

Word-Finding Intervention for Children With Specific Language Impairment: A Multiple Single-Case Study

Word‐finding behaviours in narration for typically developing French speakers of school age

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