Grammatical Morphology in Monolingual and Bilingual Children With and Without Language Impairment: The Case of Dutch Plurals and Past Participles

Boerma, Tessel; Wijnen, Frank; Leseman, Paul; Blom, Elma

doi:10.1044/2017_jslhr-l-16-0351

Cited by 16 publications

(28 citation statements)

References 49 publications

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“…Effects of LI on vocabulary and morphology were large and remained stable over time, as expected (Rice, 2012). The effect of bilingualism on morphology also remained stable over time, likely due to a number of irregular items in our morphology task which have a low type frequency and are typically acquired at a late age (see, Boerma et al, 2017), but this effect was considerably smaller in magnitude than the effect of LI. Moreover, the difference in vocabulary size between the monolingual and bilingual children diminished over time, like in Farnia and Geva (2011).…”

Section: Discussionmentioning

confidence: 93%

Language Proficiency and Sustained Attention in Monolingual and Bilingual Children with and without Language Impairment

et al. 2017

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Background: The language profiles of children with language impairment (LI) and bilingual children can show partial, and possibly temporary, overlap. The current study examined the persistence of this overlap over time. Furthermore, we aimed to better understand why the language profiles of these two groups show resemblance, testing the hypothesis that the language difficulties of children with LI reflect a weakened ability to maintain attention to the stream of linguistic information. Consequent incomplete processing of language input may lead to delays that are similar to those originating from reductions in input frequency.Methods: Monolingual and bilingual children with and without LI (N = 128), aged 5–8 years old, participated in this study. Dutch receptive vocabulary and grammatical morphology were assessed at three waves. In addition, auditory and visual sustained attention were tested at wave 1. Mediation analyses were performed to examine relationships between LI, sustained attention, and language skills.Results: Children with LI and bilingual children were outperformed by their typically developing (TD) and monolingual peers, respectively, on vocabulary and morphology at all three waves. The vocabulary difference between monolinguals and bilinguals decreased over time. In addition, children with LI had weaker auditory and visual sustained attention skills relative to TD children, while no differences between monolinguals and bilinguals emerged. Auditory sustained attention mediated the effect of LI on vocabulary and morphology in both the monolingual and bilingual groups of children. Visual sustained attention only acted as a mediator in the bilingual group.Conclusion: The findings from the present study indicate that the overlap between the language profiles of children with LI and bilingual children is particularly large for vocabulary in early (pre)school years and reduces over time. Results furthermore suggest that the overlap may be explained by the weakened ability of children with LI to sustain their attention to auditory stimuli, interfering with how well incoming language is processed.

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Section: Discussionmentioning

confidence: 93%

Language Proficiency and Sustained Attention in Monolingual and Bilingual Children with and without Language Impairment

et al. 2017

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“…, Blom and Paradis ) and plural morphology (Boerma et al . ). In a study on the production of plural nouns and past participles in Dutch‐speaking monolingual and bilingual children with SLI tested when the children were between 4 and 7 years old (wave 1) and one year later (wave 2), Boerma et al .…”

Section: Introductionmentioning

confidence: 97%

“…Studies on children speaking Germanic languages such as English (Oetting and Rice ), Dutch (Boerma et al . ; Kuipers ), and German (Schöler and Kürsten ) have reported that plural formation is less problematic than tense, even though children with SLI have a depressed performance compared with their monolingual typically developing (mo‐TD) age‐matched peers. This contrasts with studies on Icelandic and Hungarian (Thordardottir , , Lukács et al .…”

Section: Introductionmentioning

confidence: 99%

“…In the only study to date on bi‐SLI children by Boerma et al . (), Turkish–Dutch‐speaking bi‐SLI children differed from their bilingual TD (bi‐TD) peers on the production of plural morphology and past participles, when tested between the ages of 4–7 years. Differences between the two groups disappeared for plural nouns but not for past participles, when tested a year later.…”

Section: Introductionmentioning

confidence: 99%

“…Apart from error rates, the diagnostic potential of error patterns between TD children and children with SLI has also been less explored (Christensen and Hansson ), although numerous studies have shown productivity problems in children with SLI for both tense (Rispens and De Bree , Boerma et al . , Marchman et al . , Blom and Paradis ) and plural morphology (Boerma et al .…”

Section: Introductionmentioning

confidence: 99%

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Tense and plural formation in Welsh–English bilingual children with and without language impairment

Chondrogianni

John

2018

Intl J Lang & Comm Disor

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By focusing on aspects of morphosyntactic development which are unique to Welsh, we have increased existing about how verbal and nominal morphology are acquired in Welsh-speaking bi-SLI and bi-TD children. The present results point towards productivity problems for Welsh-speaking bi-SLI children who are adversely influenced by low-frequency structures and fail to over-regularize in the context of verbal and nominal concatenating morphology. From a clinical perspective, targeting synthetic past-tense forms through a prompting task may be a promising assessment and intervention tool that future studies could explore further.

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Verb morphology in German-speaking children with developmental language disorder and phonological impairment

Hasselaar¹,

Letts

McKean

2019

Clinical Linguistics & Phonetics

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Grammatical Morphology in Monolingual and Bilingual Children With and Without Language Impairment: The Case of Dutch Plurals and Past Participles

Abstract: https://doi.org/10.23641/asha.5165689.

Cited by 16 publications

References 49 publications

Language Proficiency and Sustained Attention in Monolingual and Bilingual Children with and without Language Impairment

Language Proficiency and Sustained Attention in Monolingual and Bilingual Children with and without Language Impairment

Tense and plural formation in Welsh–English bilingual children with and without language impairment

Verb morphology in German-speaking children with developmental language disorder and phonological impairment

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