Narrative Skills of Monolingual and Bilingual Pre-School and Primary School Children with Developmental Language Disorder (DLD):  A Systematic Review

Ανδρέου, Γεωργία; Lemoni, Garyfallia

doi:10.4236/ojml.2020.105026

Cited by 19 publications

(11 citation statements)

References 52 publications

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“…In fact, in these two children, it was possible to observe omissions of nouns and verbs, article and prepositions substitutions, atypical verb conjugations, and extremely simple (even telegraphic) sentences, which are all markers of DLD (e.g., [ 30 , 31 , 45 ]). A small MLU also appears to be an important marker of DLD [ 46 ]. Most children with DLD show a language production, measured as MLU, significantly below the age level [ 47 , 48 ].…”

Section: Discussionmentioning

confidence: 99%

Morpho-Syntactic Deficit in Children with Cochlear Implant: Consequence of Hearing Loss or Concomitant Impairment to the Language System?

Benassi

Boria²,

Berghenti

et al. 2021

IJERPH

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Background: Among implanted children with similar duration of auditory deprivation and clinical history, the morpho-syntactic skills remain highly variable, suggesting that other fundamental factors may determine the linguistic outcomes of these children, beyond their auditory recovery. The present study analyzed the morpho-syntactic discrepancies among three children with cochlear implant (CI), with the aim of understanding if morpho-syntactic deficits may be characterized as a domain-specific language disorder. Method: The three children (mean age = 7.2; SD = 0.4) received their CI at 2.7, 3.7, and 5.9 years of age. Their morpho-syntactic skills were evaluated in both comprehension and production and compared with 15 age-matched normal-hearing children (mean age = 6.6; SD = 0.3). Results: Cases 1 and 2 displayed a marked impairment across morphology and syntax, whereas Case 3, the late-implanted child, showed a morpho-syntactic profile well within the normal boundaries. A qualitative analysis showed, in Cases 1 and 2, language deficits similar to those of normal hearing children with Developmental Language Disorder (DLD). Conclusions: We suggest that a severe grammatical deficit may be, in some implanted children, the final outcome of a concomitant impairment to the language system. Clinical implications for assessment and intervention are discussed.

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Section: Discussionmentioning

confidence: 99%

Morpho-Syntactic Deficit in Children with Cochlear Implant: Consequence of Hearing Loss or Concomitant Impairment to the Language System?

Benassi

Boria²,

Berghenti

et al. 2021

IJERPH

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“…In Greek language, children with DLD exhibit difficulties in acquiring the definite article and the weak types of personal pronoun (Tsimpli & Stavrakaki, 1999). Moreover, deficits in reading comprehension and in understanding complex and large sentences are observed (van der Lely & Battell, 2003;Talli, Sprenger-Charolles, & Stavrakaki, 2016), while children with DLD produce short sentences and face difficulties in narrative (Andreou & Lemoni, 2020). Semantic and pragmatic levels of language are also defective domains (Leonard, 2014).…”

Section: 2 Developmental Language Disordermentioning

confidence: 99%

Reading and Children With Developmental Language Disorder: A Case of Greek Students

Ανδρέου¹,

Aslanoglou²,

Lymperopoulou³

2022

Proceedings of INTCESS 2022- 9th International Conference on Education &Amp; Education of Social Sciences

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Fluent reading is essential for the comprehension of a text, as well as for the pleasure that a person feels while reading. However, it is a complex process that requires linguistic, cognitive and perceptual abilities. Children with a diagnosis of Developmental Language Disorder exhibit deficits in language development that have an impact on their reading skills. The present study investigated the reading performance of children with Developmental Language Disorder (DLD) and compared it to that of a group of typically developing (TD) children matched for gender and chronological age. The study took part in Greece and the participants of the study were 62 children, 31 with DLD (M= 91.84 months) and 31 TD (M=92.55 months). In the first task the participants were asked to read aloud a set of fifty pseudowords in a minute and in the second task they were asked to read forty-two sentences and complete them with the word missing, choosing from a set of words within forty minutes (only one of the given words was the right one). The first task assessed the total number of pseudowords the children read (correctly or not) and, also, the total number of the pseudowords they read correctly in one minute. The second task assessed the total number of the correctly completed sentences. The findings of the study showed that the outputs of the DLD group were poorer in all measurements compared to those of their TD peers. Specifically, in the first task the DLD group tended to read less pseudowords in total and less pseudowords correctly than their TD peers. Moreover, in the second task the DLD group completed correctly less sentences than the TD group of participants. All the above indicate the difficulties the DLD group faces in reading tasks and implicate the need for further research.

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“…Yet, the lack of assessment tools normed for bilingual populations, paired with the partially overlapping linguistic profiles of bilingual children and monolingual children with developmental language disorder (DLD), make it very difficult to disentangle genuine language impairment from low language proficiency as a result of insufficient exposure to the language of assessment. Since all children are expected to partake in standardized assessment procedures, much caution should be taken in the case of bilinguals, particularly when interpreting the results of refugee populations since their language deficits might arise from input factors rather than from DLD (Andreou and Garyfallia 2020). Given the crucial role of early identification and intervention for ameliorating the long-term outcomes of DLD, there is an urgent need for effective assessment tools that do not involve waiting until the child has had sufficient exposure to the L2, especially in the case of late-L2 bilinguals.…”

Section: Attempting Solutions To the Assessment Challengesmentioning

confidence: 99%

Special Needs Assessment in Bilingual School-Age Children in Germany

2021

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Educational and (psycho-)linguistic research on L1 and L2 acquisition in bilingual children sketches them as a group of language learners varying in many aspects. However, most studies to date have based evaluations of language proficiency or new assessment tools on data from heritage children, while studies on the appropriateness of assessment tools for school-age refugee children remain a notable exception. This study focuses on the standardized assessment tool BUEGA for primary school children, which is, among others, a widespread tool for the assessment of pedagogical support or special needs (SN) in Germany. We compare the performance of 12 typically developing monolinguals (Mo-TD: 7;3–12;1), 14 heritage-bilinguals (BiTD: 7;1–13;4, L1 Turkish and Arabic), 12 refugee- students (BiTD: 8;7–13;1, L1 Arabic), and 7 children with developmental language disorders (DLD: 7;7–13;9) on the subtests of grammar, word-reading, and spelling. Overall results show that refugee-BiTDs perform in the (monolingual) pathology range. No significant differences emerged between students with DLD and typically developing (TD) refugee students. Considering the assessment of school-related language performance, bilingual refugees are at risk of misdiagnosis, along with the well-known effects of educational disadvantage. This particularly applies to children with low socioeconomic status (SES). Looking beyond oral language competencies and using test combinations can help exclude language disorders in school-age children with limited L2 proficiency.

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Narrative Skills of Monolingual and Bilingual Pre-School and Primary School Children with Developmental Language Disorder (DLD): A Systematic Review

Cited by 19 publications

References 52 publications

Morpho-Syntactic Deficit in Children with Cochlear Implant: Consequence of Hearing Loss or Concomitant Impairment to the Language System?

Morpho-Syntactic Deficit in Children with Cochlear Implant: Consequence of Hearing Loss or Concomitant Impairment to the Language System?

Reading and Children With Developmental Language Disorder: A Case of Greek Students

Special Needs Assessment in Bilingual School-Age Children in Germany

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