Gestural abilities of children with specific language impairment

Wray, Charlotte; Norbury, Courtenay; Alcock, Katie

doi:10.1111/1460-6984.12196

Cited by 22 publications

(37 citation statements)

References 28 publications

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“…During meaningful elicited single-word gesture production, we again saw evidence that children with LI demonstrate relative weaknesses in their ability to produce accurate gestures in comparison to TD peers, consistent with previous investigations (Hill, 1998;Wray et al, 2015). Botting et al (2010) did not find less accurate gesture production in children with LI.…”

Section: Discussionsupporting

confidence: 89%

“…In addition, children with LI also have difficulties imitating meaningless gesture sequences, in comparison to TD peers. At first glance, these findings appear to contradict Wray et al (2015), who found no differences between children with LI and age-matched peers on a gesture imitation task. However, crucially Wray et al (2015) only required children to imitate hand positions and not hand sequences.…”

Section: Discussionmentioning

confidence: 56%

“…At first glance, these findings appear to contradict Wray et al (2015), who found no differences between children with LI and age-matched peers on a gesture imitation task. However, crucially Wray et al (2015) only required children to imitate hand positions and not hand sequences. Taken together, these findings indicate that children with LI have difficulties with producing gesture sequences, which are arguably more closely related to naturalistic gesture than imitating hand position only.…”

Section: Discussionmentioning

confidence: 56%

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Gesture Production in Language Impairment: It's Quality, Not Quantity, That Matters

Wray

Saunders

McGuire

et al. 2017

J Speech Lang Hear Res

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Section: Discussionsupporting

confidence: 89%

Section: Discussionmentioning

confidence: 56%

Section: Discussionmentioning

confidence: 56%

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Gesture Production in Language Impairment: It's Quality, Not Quantity, That Matters

Wray

Saunders

McGuire

et al. 2017

J Speech Lang Hear Res

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“…In this line, McNeill (1992) and Kendon (2004) propose that gestures and oral language form an integrated communication system. Findings from studies with children and adults producing utterances with semantic supplementary and reinforcing gesture-wordcombinations (e.g., Eriksson, 2018) as well as results indicating lower performances in gesture tasks in language-impaired populations compared to typically developed speakers (e.g., Botting et al, 2010;Wray et al, 2016) support the assumption of such an integrated communication system. However, based on findings that gestures facilitate word retrieval in language impaired adults, other authors (e.g., Hadar et al, 1998) argue for two separate systems.…”

Section: Introductionmentioning

confidence: 93%

Integrated Communication System: Gesture and Language Acquisition in Typically Developing Children and Children With LD and DLD

et al. 2020

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Gesture and language development are strongly connected to each other. Two types of gestures in particular are analyzed regarding their role for language acquisition: pointing and iconic gestures. With the present longitudinal study, the predictive values of index-finger pointing at 12 months and the comprehension of iconic gestures at 3;0 years for later language skills in typically developing (TD) children and in children with a language delay (LD) or developmental language disorder (DLD) are examined. Forty-two monolingual German children and their primary caregivers participated in the study and were followed longitudinally from 1;0 to 6;0 years. Within a total of 14 observation sessions, the gestural and language abilities of the children were measured using standardized as well as ad hoc tests, parent questionnaires and semi-natural interactions between the child and their caregivers. At the age of 2;0 years, 10 of the 42 children were identified as having a LD. The ability to point with the extended index finger at 1;0 year is predictive for language skills at 5;0 and 6;0 years. This predictive effect is mediated by the language skills of the children at 3;0 years. The comprehension of iconic gestures at 3;0 years correlates with index-finger pointing at 1;0 year and also with earlier and later language skills. It mediates the predictive value of index-finger pointing at 1;0 year for grammar skills at 5;0 and 6;0 years. Children with LD develop the ability to understand the iconicity in gestures later than TD children and score lower in language tests until the age of 6;0 years. The language differences between these two groups of children persist partially until the age of 5;0 years even when the two children with manifested DLD within the group of children with LD are excluded from analyses. Beyond that age, no differences in the language skills between children with and without a history of LD are found when children with a manifest DLD are excluded. The findings support the assumption of an integrated speech-gesture communication system, which functions similarly in TD children and children with LD or DLD, but with a time delay.

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“…Successful use of communicative gestures requires the integration of several developmental skills related to social, cognitive and motor abilities (Wray et al 2016). Research is needed to examine how commonly measured gestures relate to and influence (or are influenced by) other areas of development.…”

Section: Introductionmentioning

confidence: 99%

Modelling gesture use and early language development in autism spectrum disorder

Manwaring

Mead

Swineford

et al. 2017

Intl J Lang & Comm Disor

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Background Nonverbal communication abilities, including gesture use, are impaired in autism spectrum disorder (ASD). However, little is known about how common gestures may influence or be influenced by other areas of development. Aims This study examined relationships among gesture, fine motor, and language in young children with ASD compared to a comparison group using multiple measures and methods in a structural equation modeling framework. Methods & Procedures Participants included 110 children with ASD and a non-ASD comparison group of 87 children (that included children with DD or TD), from 12 to 48 months of age. A construct of gesture use as measured by the Communication and Symbolic Behavior Scales–Developmental Profile Caregiver Questionnaire (CQ) and the Autism Diagnostic Observation Schedule (ADOS), as well fine motor from the Mullen Scales of Early Learning and Vineland Adaptive Behavior Scales-II (VABS-II) was examined using second-order confirmatory factor analysis (CFA). A series of structural equation models then examined concurrent relationships between the aforementioned latent gesture construct and expressive and receptive language. A series of hierarchical regression analyses was run in a subsample of 36 children with ASD with longitudinal data to determine how gesture factor scores predicted later language outcomes. Outcomes & Results Across study groups, the gesture CFA model with indicators of gesture use from both the CQ (parent-reported) and ADOS (direct observation), and measures of fine motor provided good fit with all indicators significantly and strongly loading onto one gesture factor. This model of gesture use, controlling for age, was found to strongly correlate with concurrent expressive and receptive language. The correlations between gestures and concurrent language were similar in magnitude in both the ASD and the non-ASD group. In the longitudinal subsample of children with ASD, gestures at Time 1 predicted later receptive (but not expressive) language outcomes on the VABS-II, after controlling for nonverbal cognition, ASD severity, age, and Time 1 language. Conclusions & Implications This study extends research on the relationship of nonverbal communication and language by supporting the idea of an underlying construct of gesture use that includes fine motor ability and relates to language in young children with ASD. This further supports theories espousing developmental influences of motor and nonverbal communication strategies as important in early language learning.

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Gestural abilities of children with specific language impairment

Abstract: Background: Specific Language impairment (SLI) is diagnosed when language is

Cited by 22 publications

References 28 publications

Gesture Production in Language Impairment: It's Quality, Not Quantity, That Matters

Gesture Production in Language Impairment: It's Quality, Not Quantity, That Matters

Integrated Communication System: Gesture and Language Acquisition in Typically Developing Children and Children With LD and DLD

Modelling gesture use and early language development in autism spectrum disorder

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