Nonword repetition in specific language impairment: More than a phonological short-term memory deficit

Archibald, Lisa M. D.; Gathercole, Susan E.

doi:10.3758/bf03194122

Cited by 127 publications

(114 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Similar results were obtained by Yuzawa et al (2011), who also found effects of temporal structuring of non-words on repetition performance, with stimuli containing a short interval in-between morae being easier to repeat than nointerval non-words. The opposite effect of intervals between syllables was described by Archibald and Gathercole (2007), where English-speaking children aged seven to thirteen years repeated non-words more accurately than sequences containing the same syllables with pauses in-between. Using a non-word repetition task controlling for stress, Roy and Chiat (2004) found that two-to four-year-olds, with English as a first language, rarely omitted stressed syllables.…”

Section: Word and Non-word Repetitionmentioning

confidence: 97%

“…Prosodic features have been shown to affect typically developed children's nonword repetition ability in several languages (Archibald and Gathercole, 2007;Sahlén et al, 1999;Santos et al, 2006;Yuzawa and Saito, 2006;Yuzawa, Saito, Gathercole, Yuzawa and Sekiguchi, 2011). Yuzawa and Saito (2006) found that two-syllable nonwords pronounced with a high pitch accent facilitated repetition compared to non-words that were pronounced with a flat pitch accent, in Japanese children three to four, but not five to six, years of age.…”

Section: Word and Non-word Repetitionmentioning

confidence: 99%

See 1 more Smart Citation

Repetition of words and non-words in typically developing children: The role of prosody

2014

View full text Add to dashboard Cite

Repetition of words and non-words in typically developing children: The role of prosody. AbstractIn this study, segmental and prosodic aspects of word repetition and non-word repetition in typically developing children aged four to six years were investigated. Focus was on developmental differences, and on how tonal word accent and word length affect segment production accuracy. Prosodically controlled words and non-words were repeated by 44Swedish-speaking children. Repetition accuracy for both words and non-words increased with age, and was higher for words than non-words. Further, tonal word accents I and II provided different conditions for segment repetition in favor of accent II during both word repetition and non-word repetition for older children, but only during word repetition for younger children. This suggests age-dependent differences regarding how prosody is stored and integrated with segments. The findings have theoretical significance regarding the role of prosody in the perception, processing and production of phonological information. There are also clinical implications concerning the interpretation of repetition tasks and the potential use of prosody in speech and language intervention.

show abstract

Section: Word and Non-word Repetitionmentioning

confidence: 97%

Section: Word and Non-word Repetitionmentioning

confidence: 99%

Repetition of words and non-words in typically developing children: The role of prosody

2014

View full text Add to dashboard Cite

show abstract

“…Given the prevalence of motor coordination difficulties in children with LI (some estimates indicate up to ten times more likely, Hill, 1998;Iverson & Braddock, 2011), oromotor control may contribute even more to the NWR performance of children with language impairment than is the case in typically developing children (also see Archibald & Gathercole, 2007). In designing such assessments, a caveat to bear in mind is that previous studies have shown little to no relationship between language production skills and the ability to synthesize single oral movements, but rather a tighter relationship with the ability to combine and co-ordinate multiple oral movements (Alcock et al, 2000;Alcock & Krawczyk, 2010).…”

Section: Discussionmentioning

confidence: 99%

Articulating Novel Words: Children's Oromotor Skills Predict Nonword Repetition Abilities

Krishnan

Alcock

Mercure³

et al. 2013

J Speech Lang Hear Res

View full text Add to dashboard Cite

Purpose: Pronouncing a novel word for the first time requires the transformation of a newly encoded speech signal into a series of coordinated, exquisitely timed oromotor movements. Individual differences in children's ability to repeat novel nonwords are associated with vocabulary development and later literacy. Nonword repetition (NWR) is often used to test clinical populations. While phonological/auditory memory contributions to learning and pronouncing nonwords have been extensively studied, much less is known about the contribution of children's oromotor skills to this process. Method: Two independent cohorts of children (7-13 years, N = 40, and 6.9-7.7 years, N = 37) were tested on a battery of linguistic and non-linguistic tests, including NWR and oromotor tasks. Results: In both cohorts, individual differences in oromotor control were a significant contributor to NWR abilities; moreover, in an omnibus analysis including experimental and standardized tasks, oromotor control predicted the most unique variance in NWR. Conclusions: Results indicate that nonlinguistic oromotor skills contribute to children's NWR ability, and suggest that important aspects of language learning and consequent language deficits may be rooted in the ability to perform complex sensorimotor transformations.Oromotor skill predicts non-word repetition ability

show abstract

“…These tests evaluate articulatory abilities and phonological short-term memory, which are variables that are considered independent from the environment. This shift has led to evolved diagnostic criteria (i.e., strictly applying language tests should be sufficient to establish a diagnosis) (8)(9)(10) .…”

Section: Introductionmentioning

confidence: 99%

Aspectos da fluência da fala em crianças com distúrbio específico de linguagem

Andrade

Befi-Lopes

Juste

et al. 2014

Audiol., Commun. Res.

View full text Add to dashboard Cite

Purpose: The present study aimed to assess specific aspects of speech fluency in children with specific language impairment (SLI). This included examining the typology of speech disruption and rate (in words and syllables per minute), across different age groups. Methods: A total of 50 children, aged 3 to 7 years old, presenting with nonverbal IQ and hearing thresholds within normal limits (without the presence of stuttering) participated in the study. Children were divided into two groups: G1 (SLI) included 25 children (7 girls and 18 boys) and G2 that children aged 3 to 4 years old in G1 had lower speech rate than their age-matched peers from G2. Within-group analyses revealed no differences in disruption typologies between age groups in G1 participants. In contrast, hesitation was the most frequent typology for 4-to 5-year-old G2 children, whereas hesitation and word repetition typologies were observed in 6-to 7-year-old G2 children. Conclusion: Children with suspected SLI between the ages of 3 to 4 years old showed a reduction in word and syllable production. Hesitation-type speech disruptions were prominently used by typically developing children, regardless of age, and were not observed in SLI children.

show abstract

Nonword repetition in specific language impairment: More than a phonological short-term memory deficit

Cited by 127 publications

References 36 publications

Repetition of words and non-words in typically developing children: The role of prosody

Repetition of words and non-words in typically developing children: The role of prosody

Articulating Novel Words: Children's Oromotor Skills Predict Nonword Repetition Abilities

Aspectos da fluência da fala em crianças com distúrbio específico de linguagem

Contact Info

Product

Resources

About