Morphosyntactic Challenges for Swedish-Speaking Children with Developmental Language Disorder in Comparison with L1 and L2 Peers

Reuterskiöld, Christina; Hallin, Anna Eva; Nair, Vishnu K. K.; Hansson, Kristina

doi:10.1093/applin/amaa058

Cited by 3 publications

(2 citation statements)

References 67 publications

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“…Descriptions of poor language comprehension were common (e.g., having difficulties understanding instructions or complex syntax), which is frequently reported in the literature about children with DLD (Bishop 1997;Friedmann and Novogrodsky 2004;Norbury et al 2016). The children were also reported to have poor expressive abilities, for instance having deficits in expressive morphosyntax, which is also a common feature among children with DLD (Paradis et al 2022;Reuterskiöld et al 2021). In conclusion, we found that it was necessary to combine a formal assessment of vocabulary and NWR with a detailed case history and reports from parents, teachers and SLPs about early language development, heredity for language and literacy problems, language exposure, and functional language skills for identifying language difficulties, particularly in those children who performed borderline poor on NWR.…”

Section: Vocabulary and Non-word Repetition In The Dld Samplementioning

confidence: 88%

Non-Word Repetition and Vocabulary in Arabic-Swedish-Speaking 4–7-Year-Olds with and without Developmental Language Disorder

Öberg

Bohnacker

2022

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The Arabic-speaking community in Sweden is large and diverse, yet linguistic reference data are lacking for Arabic-Swedish-speaking children. This study presents reference data from 99 TD children aged 4;0–7;11 on receptive and expressive vocabulary in the minority and the majority language, as well as for three types of non-word repetition (NWR) tasks. Vocabulary scores were investigated in relation to age, language exposure, and socio-economic status (SES). NWR performance was explored in relation to age, type of task, item properties, language exposure, and vocabulary. Eleven children with DLD were compared to the TD group. Age and language exposure were important predictors of vocabulary scores in both languages, but SES did not affect vocabulary scores in any language. Age and vocabulary size had a positive effect on NWR accuracy, whilst increasing item length and presence of clusters had an adverse effect. There was substantial overlap between the TD and DLD children for both vocabulary and NWR performance. Diagnostic accuracy was at best suggestive for NWR; no task or type of item was better at separating the two groups. Reports from parents and teachers on developmental history, language exposure, and functional language skills emerged as important factors for correctly identifying DLD in bilinguals.

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Section: Vocabulary and Non-word Repetition In The Dld Samplementioning

confidence: 88%

Non-Word Repetition and Vocabulary in Arabic-Swedish-Speaking 4–7-Year-Olds with and without Developmental Language Disorder

Öberg

Bohnacker

2022

Languages

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“…Compared to a large amount of research on monolingual DLD (e.g., Leonard, 2014), there is little international research about bi/multilingual children. Sweden stands out in this respect, with more than two decades of research on multilingual children with DLD (e.g., Holmström et al, 2015;Holmström et al, 2016;Håkansson et al, 2003;Salameh et al, 2004; for an overview, see Reuterskiöld et al, 2021). DLD and multilingualism make up a challenging condition for practitioners for untangling the underlying difficulties in the design and practice of interventions.…”

Section: Introductionmentioning

confidence: 99%

Språk i skola, på fritid och i arbetsliv: Aktuella arenor för svensk forskning inom tillämpad språkvetenskap

Waldmann¹,

Straszer²,

Egeland³

2022

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Association suédoise de linguistique appliquée (ASLA) Svenska föreningen för tillämpad språkvetenskapASLA är den svenska avdelningen av den internationella föreningen för tillämpad språkvetenskap, AILA (Association internationale de linguistique appliquée). ASLA har till uppgift att främja forskning om praktiska problem med anknytning till språk, förmedla kontakt mellan språkforskare i Sverige och andra länder, och rekrytera till de forskningsnätverk som AILA organiserar. Tillämpad språkvetenskap ingår i många olika områden, som språkutveckling, språkpedagogik och språkdidaktik, inklusive språkinlärning hos barn och vuxna. Andra områden är språkanvändning inom yrkeslivet, vården och offentlig verksamhet i stort. Lägg därtill översättning, korpus-och datorlingvistik och logopedi m.m. Som medlem i ASLA får du möjlighet att knyta nya kontakter och tillgång till information om ASLA:s och AILA:s aktiviteter. Du stöttar också ASLA:s arbete med att främja tillämpad språkvetenskaplig forskning samt att informera om sådan forskning och bidra till spridning av forskningsresultaten. Detta görs bl.a. genom ett symposium vartannat år och ASLA:s skriftserie. Sedan 2016 arbetar ASLA också aktivt för att stötta den yngre generationen tillämpade språkvetare genom att i samband med symposierna dela ut ett pris för bästa magister-/masteruppsats eller examensarbete på avancerad nivå. Information om medlemskap m.m. finns på ASLA:s hemsida: www.asla.se ASLA har sedan 1980-talet gett ut publikationer inom tillämpad språkvenskap i ASLA:s skriftserie. Förutom volymer från ASLA-symposierna ges även fristående publikationer ut i skriftserien. Skriftserien finns indexerad på den så kallade norska listan (nivå 1), och alla volymer görs tillgängliga via ASLA:s hemsida. Sedan 2022 har skriftserien också en engelsk titel: ASLA Studies in Applied Linguistics.

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Selective Auditory Attention Associated With Language Skills but Not With Executive Functions in Swedish Preschoolers

2021

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Associations between language and executive functions (EFs) are well-established but previous work has often focused more on EFs than on language. To further clarify the language–EF relationship, we assessed several aspects of language and EFs in 431 Swedish children aged 4–6, including selective auditory attention which was measured in an event-related potential paradigm. We also investigated potential associations to age, socioeconomic status (SES), bi-/multilingualism, sex and aspects of preschool attendance and quality. Language and EFs correlated weakly to moderately, indicating that relying on measures of vocabulary alone may overestimate the strength of the language–EF relationship. Contrary to predictions, we found no correlations between selective attention and EFs. There were however correlations between morphosyntactic accuracy and selective auditory attention which is in line with previous work and suggests a specific link between morphosyntax and the ability to suppress irrelevant stimuli. In Sweden, socioeconomic differences are rather small and preschool is universally available, but nevertheless, aspects of parental SES predicted children’s performance on all measures. Bi-/multilingual children performed lower on language also when controlling for SES, highlighting the need for interventions to reduce inequalities in educational outcomes already in preschool. A female advantage was found for both language and EFs, whereas preschool attendance and quality were not significantly related to outcome measures. Future work should include longitudinal studies of language and EF development, include children from diverse SES backgrounds and contribute toward a theoretical framework that further clarifies the language–EF relationship.

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Morphosyntactic Challenges for Swedish-Speaking Children with Developmental Language Disorder in Comparison with L1 and L2 Peers

Cited by 3 publications

References 67 publications

Non-Word Repetition and Vocabulary in Arabic-Swedish-Speaking 4–7-Year-Olds with and without Developmental Language Disorder

Non-Word Repetition and Vocabulary in Arabic-Swedish-Speaking 4–7-Year-Olds with and without Developmental Language Disorder

Språk i skola, på fritid och i arbetsliv: Aktuella arenor för svensk forskning inom tillämpad språkvetenskap

Selective Auditory Attention Associated With Language Skills but Not With Executive Functions in Swedish Preschoolers

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