Investigation of language and motor skills in Serbian speaking children with specific language impairment and in typically developing children

Vuković, Mile; Vuković, Irena; Stojanovik, Vesna

doi:10.1016/j.ridd.2010.04.020

Cited by 46 publications

(44 citation statements)

References 21 publications

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“…Imitation tasks have shown that language impaired children successfully imitate fewer movements than peers (Vukovic et al, 2010), though for one study this was only true for familiar gestures (Hill, 1998). The current study confirmed that language impaired children correctly imitated fewer hand positions, despite the fact that most of these were novel gestures.…”

Section: Imitation and Praxissupporting

confidence: 69%

“…However, given that imitation is a key ingredient in language learning, it is worth considering whether children with LI might also have problems with imitating, even in nonverbal contexts. A study by Vukovic, Vukovic, and Stojanovik (2010) suggested this may be the case. They asked children to imitate simple and complex movements, with fingers, hands, and arms.…”

Section: Imitation and Praxismentioning

confidence: 97%

“…Previous research leads us to hypothesise that, regardless of whether they have additional RD, children with LI will be impaired on tests of speeded motor movements (Bishop, 2002), pegmoving (Bishop & Edmundson, 1987), and motor imitation (Vukovic et al, 2010). Our hypothesis is that previous associations with RD on some of these tasks may be due to inclusion of children with LI, and that deficits should therefore not be seen in children with RD.…”

Section: Current Studymentioning

confidence: 99%

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Fine motor deficits in reading disability and language impairment: same or different?

Bishop

McDonald

et al. 2013

Preprint

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Several studies have found evidence of motor deficits in poor readers. There is no obvious reason for motor and literacy skills to go together, and it has been suggested that both deficits could be indicative of an underlying problem with cerebellar function and/or procedural learning. However, the picture is complicated by the fact that reading problems often co-occur with oral language impairments, which have also been linked with motor deficits. This raises the question of whether motor deficits characterise poor readers when language impairment has been accounted for -and vice versa. We considered these questions by assessing motor deficits associated with reading disability (RD) and language impairment (LI). A large community sample provided a subset of 9-to 10-year-olds, selected to oversample children with reading and/or language difficulties, to give 37 children with comorbid LI+RD, 67 children with RD only, 32 children with LI only, and 117 typicallydeveloping (TD) children with neither type of difficulty. These children were given four motor tasks that taxed speed, sequence, and imitation abilities to differing extents. Different patterns of results were found for the four motor tasks. There was no effect of RD or LI on two speeded fingertip tapping tasks, one of which involved sequencing of movements. LI, but not RD, was associated with problems in imitating hand positions and slowed performance on a speeded peg-moving task that required a precision grip. Fine motor deficits in poor readers may be more a function of language impairment than literacy problems.PeerJ PrePrints | https://peerj.com/preprints/77v1/ | v1 received: 4

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Section: Imitation and Praxissupporting

confidence: 69%

Section: Imitation and Praxismentioning

confidence: 97%

Section: Current Studymentioning

confidence: 99%

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Fine motor deficits in reading disability and language impairment: same or different?

Bishop

McDonald

et al. 2013

Preprint

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“…Other recent studies have focused on understanding the deficits in specific motor areas in children with SLI [35,36]. Vukovic, Vukovic, and Stojanovik [35] assessed coordination and imitation in children with SLI using subtests from the McCarthy's Scales of Children's Abilities [37] and the Test of Imitation of Movements [38], respectively.…”

Section: Fine and Gross Motor Abilitymentioning

confidence: 99%

Motor Issues in Specific Language Impairment: a Window into the Underlying Impairment

Sanjeevan

Rosenbaum

Miller

et al. 2015

Curr Dev Disord Rep

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This paper reviews the findings of recent studies examining the motor abilities of children with specific language impairment (SLI). Standardized measures of motor ability confirm that children with SLI exhibit deficits in fine and gross motor skill, both simple and complex. These difficulties also extend to speech-motor ability, particularly with the control of their articulatory movements. Communicative gesturing, on the other hand, does not appear to be significantly impacted in SLI. Some of the latest studies reviewed in this paper have examined motor processes supported by procedural memory, which is argued to be impaired in SLI. The results of these studies indicate that children with SLI have difficulty with motor sequence learning, but may show deficits in other procedural motor processes as well. Despite significant progress with understanding the motor issues in SLI, future studies are needed to hone in on the nature of this impairment.

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“…In contrast, there has been little exploration of nonverbal imitation skills in children with specific deficits in language. Existing studies have predominantly involved school-age children and focussed on the imitation of body movements (Hill, 1998;Marton, 2009;Vukovic, Vukovic, & Stojanovik, 2010), and no investigation has targeted the ability to imitate actions on objects. To our knowledge, only two studies have elicited nonverbal imitation in preschool-age children with SLD (Dohmen, 2007 [2-3 years]; Thal & Bates, 1988 [18-32 months]).…”

Section: Introductionmentioning

confidence: 99%

Nonverbal imitation skills in children with specific language delay

Dohmen

Chiat

Roy

2013

Research in Developmental Disabilities

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This is the unspecified version of the paper.This version of the publication may differ from the final published version. Permanent repository link AbstractResearch in children with language problems has focussed on verbal deficits, and we have less understanding of children"s deficits with nonverbal sociocognitive skills which have been proposed to be important for language acquisition. This study was designed to investigate elicited nonverbal imitation in children with specific language delay (SLD). It is argued that difficulties in nonverbal imitation, which do not involve the processing of structural aspects of language, may be indicative of sociocognitive deficits. Participants were German-speaking typically developing children (n=60) and children with SLD (n=45) aged 2-3½ years. A novel battery of tasks measured their ability to imitate a range of nonverbal target acts that to a greater or lesser extent involve sociocognitive skills (body movements, instrumental acts on objects, pretend acts). Significant group differences were found for all body movement and pretend act tasks, but not for the instrumental acts tasks. The poorer imitative performance of the SLD sample was not explained by motor or nonverbal cognitive skills. Thus, it appeared that the nature of the task affected children"s imitation performance. It is argued that the ability to establish a sense of connectedness with the demonstrator was at the core of children"s imitation difficulty in the SLD sample.

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Investigation of language and motor skills in Serbian speaking children with specific language impairment and in typically developing children

Cited by 46 publications

References 21 publications

Fine motor deficits in reading disability and language impairment: same or different?

Fine motor deficits in reading disability and language impairment: same or different?

Motor Issues in Specific Language Impairment: a Window into the Underlying Impairment

Nonverbal imitation skills in children with specific language delay

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