Grammatical Morphology Deficits in Spanish-Speaking Children With Specific Language Impairment

Bedore, Lisa M.; Leonard, Laurence B.

doi:10.1044/1092-4388(2001/072)

Cited by 273 publications

(309 citation statements)

References 25 publications

Supporting

Mentioning

245

Contrasting

Unclassified

Order By: Relevance

“…Therefore, the comprehension of utterances with more elaborate sentence structure requires mastery of this ability associated with enough working memory resources (26) . It is interesting to note that according to some recent researches seeking to understand SLI grammatical impairment by probabilistic knowledge, memory and comprehension impairments in SLI may favor these children to have restricted access to more elaborate linguistic stimuli, considerably reducing their chances to learn language (27,28) .…”

Section: Discussionmentioning

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.

View full text Add to dashboard Cite

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.

show abstract

Section: Discussionmentioning

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.

View full text Add to dashboard Cite

show abstract

Section: Introductionunclassified

“…Por ello, no es posible extrapolar de un idioma a otro las características del problema gramatical. En el caso de los hablantes del español, la alteración morfosintáctica se advierte en los pronombres clíticos, en la concordancia de número (Bedore & Leonard, 2001), en los artículos definidos (Bedore & Leonard, 2005) y en los verbos (Sanz-Torrent, 2002).También puede estar afectada en estos niños la capacidad de narrar, lo que no es sorprendente, porque implica integrar habilidades lingüísticas, cognitivas y sociales (Aguado, Maggiolo, Coloma, Pavez & Pemjean, 2006). El presentar dificultades en la Abstract Narrative production in children with Specific Language Impairment (SLI) may be poor, and that deficit could impact their school performance.…”

unclassified

Discurso narrativo en escolares de 1° básico con Trastorno Específico del Lenguaje (TEL)

Coloma

2014

Rev. signos

View full text Add to dashboard Cite

ResumenLas narraciones de los niños con Trastorno Específico del Lenguaje (TEL) pueden estar alteradas y es posible que dichas alteraciones impacten en su desempeño académico. La información con que se cuenta sobre las características del problema narrativo en niños hispanohablantes con TEL es escasa. Por ello, el objetivo del presente trabajo es conocer la estructura y las relaciones semánticas (causales y temporales) de los relatos orales producidos por escolares con TEL de 1º básico. Se trabajó con un grupo de estudio constituido por 20 alumnos con TEL y un grupo control conformado por 19 escolares sin problemas de lenguaje. El promedio de edad de ambos grupos fue 6 años, 7 meses. La elicitación de las narraciones se realizó mediante el recontado de tres cuentos. En los relatos obtenidos se identificaron las categorías estructurales y relaciones semánticas (causales y temporales). Los resultados indicaron que los estudiantes con TEL, al compararlos con el grupo control, presentaban desempeños significativamente inferiores en la estructuración de sus relatos. Además, se encontró un porcentaje relevante de niños con TEL que evidencian déficit en la estructuración de sus narraciones. También se advirtió que utilizaban menos relaciones causales que los niños sin problemas de lenguaje. Sin embargo, la cantidad de relaciones temporales producidas por ambos grupos es similar. Finalmente, se estableció que existía correlación entre los aspectos estructurales y del contenido del discurso narrativo. INTRODUCCIÓNEl Trastorno Específico del Lenguaje (TEL) se define como un déficit en el desarrollo lingüístico en ausencia de factores que puedan causarlo (Leonard, 1998). Debido a lo anterior, se efectúa un diagnóstico por exclusión para asegurar que los niños no presenten dificultades auditivas, neurológicas, cognitivas o ambientales que expliquen su trastorno (Fresneda & Mendoza, 2005). Dicho diagnóstico se realiza generalmente en la etapa preescolar, sin embargo, las dificultades pueden mantenerse incluso en la adolescencia (Conti-Ramsden & Durkin, 2008). Los niños con TEL evidencian déficits en los componentes fonológico, morfosintáctico, léxico y pragmático (Wetherell, Botting & Conti-Ramsden, 2007). El problema morfosintáctico destaca por ser un área de dificultad específica por lo que puede funcionar como un marcador clínico para la identificación del TEL (ContiRamsden, 2003). La dificultad morfosintáctica de estos niños se manifiesta de manera diferente en cada lengua (Leonard, 2009). Por ello, no es posible extrapolar de un idioma a otro las características del problema gramatical. En el caso de los hablantes del español, la alteración morfosintáctica se advierte en los pronombres clíticos, en la concordancia de número (Bedore & Leonard, 2001), en los artículos definidos (Bedore & Leonard, 2005) y en los verbos (Sanz-Torrent, 2002).También puede estar afectada en estos niños la capacidad de narrar, lo que no es sorprendente, porque implica integrar habilidades lingüísticas, cognitivas y sociales (Aguado, Maggiolo,...

show abstract

“…For example, in Spanish, a child with LI might produce a third person singular past form or a third person plural present form in contexts requiring a third person plural past form (Bedore-Leonard 2001).…”

Section: áGnes Lukács -Laurence B Leonard -Bence Kasmentioning

confidence: 99%

“The dog chase the cat”: Grammaticality judgments by Hungarian-speaking children with language impairment

Lukács¹,

Leonard²,

Kas³

2011

Acta Linguistica Hungarica

View full text Add to dashboard Cite

In a previous study of language production, a group of Hungarian-speaking children with language impairment (LI) committed a larger number of errors than typically developing peers on verb inflections that mark person, number, tense, and definiteness (Lukács et al. 2009b). However, the error forms produced often differed from the correct form by only a single dimension (e.g., person, number, tense, or definiteness) with no single dimension proving consistently problematic. In the present study, we sought to determine whether a similar pattern applied to the children's understanding of verb inflections, as reflected in a grammaticality judgment task. We compared the performance of 17 Hungarian-speaking children with language impairment (LI) between ages 8;0 and 11;9 with typically developing children between 6;10 and 11;1 years individually matched on receptive vocabulary raw scores (VC) and also to a control group of children matched on chronological age (AC; between 8;1-12;1). We obtained grammaticality judgments for 68 sentences, including 56 ill-formed sentences that contained a single error of person, number, tense, definiteness, or morphophonology. As the AC group performed at ceiling, the analysis focused on comparisons between the LI and VC groups. Besides comparing accuracy scores in the two groups, we tested how well performance could be predicted by a test of grammatical comprehension (TROG) and a measure of * This research was supported by research grant R01 DC00458 from the National Institute on Deafness and Other Communication Disorders, National Institutes of Health (USA) to Laurence B. Leonard and by OTKA TS 049840 from the Hungarian National Science Foundation to Csaba Pléh. Ágnes Lukács was a grantee of the Bolyai János Research Scholarship of the Hungarian Academy of Science. The authors are grateful to the children in the Dr Nagy László Institute of Special Education in Kőszeg for their participation. We also thank the speech therapists in both institutions for their help with screening and organization and Miklós Győri for his helpful comments on the manuscript. 1216-8076/$ 20.00 © 2011 Akadémiai Kiadó, Budapest GRAMMATICALITY JUDGMENTS AND LANGUAGE IMPAIRMENT 25nonword repetition ability obtained prior to the administration of the grammaticality judgment task. There were no significant group differences in the accuracy of grammaticality judgments. Both groups recognized well-formed sentences, and agreement errors of number, person or definiteness, significantly more accurately than tense or morphophonological errors. Although there was no difference between performance levels of the LI and the VC groups, we found differences between the two groups in the types of measures that were most closely tied to performance on the grammaticality judgment task. Performance in the LI group was strongly associated with nonword repetition span, while in the VC group, TROG performance was associated with grammaticality judgment performance. These results suggest that the same level and pattern of...

show abstract

Grammatical Morphology Deficits in Spanish-Speaking Children With Specific Language Impairment

Cited by 273 publications

References 25 publications

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

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

Discurso narrativo en escolares de 1° básico con Trastorno Específico del Lenguaje (TEL)

“The dog chase the cat”: Grammaticality judgments by Hungarian-speaking children with language impairment

Contact Info

Product

Resources

About