Plural noun inflection in Kuwaiti Arabic-speaking children with and without Specific Language Impairment

Abdalla, Fauzia; Aljenaie, Khawla; Mahfoudhi, Abdessatar

doi:10.1017/s0305000912000499

Cited by 25 publications

(19 citation statements)

References 46 publications

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“…This study further revealed that the acquisition of the Welsh plural system is particularly problematic for children with SLI, who differed significantly from their TD peers. This is on a par with the findings in languages with equally complex plural systems (Arabic or Hebrew) (Abdalla et al 2013), but differs from the studies in Icelandic (Thordardottir 2008) and Hungarian (Lukács et al 2010), where mo-SLI children were reported to have less pronounced problems with plural morphology, if at all (Thordardottir 2016). The differences may be due to at least two reasons.…”

Section: Plural Formation In Welsh-speaking Childrencontrasting

confidence: 75%

“…This finding is less surprising if one considers that plural formation in Semitic languages is more complex than in Germanic languages, and certain plural formation rules are late acquired even by TD speaking Semitic languages (Schiff et al 2011, Ravid andSchiff 2009). These cross-linguistic studies show that children with SLI are less likely to master fully plural formation rules that involve the application of multiple processes (e.g., suffixation plus internal vowel change) compared with their TD peers, less likely to use the right allomorph in specific contexts or over-regularize and, when they do, they overuse the most frequent suffix (Kauschke et al 2011, Abdalla et al 2013.…”

Section: Introductionmentioning

confidence: 92%

“…In contrast to these studies, research on languages with more complex plural formation systems such as Semitic languages (Arabic and Hebrew), have shown pronounced problems with plural morphology for children with SLI, who lag starkly behind their TD peers (Abdalla et al . ). This finding is less surprising if one considers that plural formation in Semitic languages is more complex than in Germanic languages, and certain plural formation rules are late acquired even by TD speaking Semitic languages (Schiff et al .…”

Section: Introductionmentioning

confidence: 97%

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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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Section: Plural Formation In Welsh-speaking Childrencontrasting

confidence: 75%

Section: Introductionmentioning

confidence: 92%

Section: Introductionmentioning

confidence: 97%

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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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“…Research on SLI in Arabic is rather limited (however, see Abdalla and Crago, 2008 ; Aljenaie, 2010 ; Abdalla et al, 2013 ; Fahim, 2017 ; Mahfoudhi and Abdalla, 2017 ; Qasem and Sircar, 2017 ; Shaalan, 2017 ) and it has not yet addressed the role of diglossia in impaired language development. The current study is one step in this direction.…”

Section: Introductionmentioning

confidence: 99%

Impact of Diglossia on Word and Non-word Repetition among Language Impaired and Typically Developing Arabic Native Speaking Children

Saiegh–Haddad

Ghawi-Dakwar

2017

Front. Psychol.

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The study tested the impact of the phonological and lexical distance between a dialect of Palestinian Arabic spoken in the north of Israel (SpA) and Modern Standard Arabic (StA or MSA) on word and non-word repetition in children with specific language impairment (SLI) and in typically developing (TD) age-matched controls. Fifty kindergarten children (25 SLI, 25 TD; mean age 5;5) and fifty first grade children (25 SLI, 25 TD; mean age 6:11) were tested with a repetition task for 1–4 syllable long real words and pseudo words; Items varied systematically in whether each encoded a novel StA phoneme or not, namely a phoneme that is only used in StA but not in the spoken dialect targeted. Real words also varied in whether they were lexically novel, meaning whether the word is used only in StA, but not in SpA. SLI children were found to significantly underperform TD children on all repetition tasks indicating a general phonological memory deficit. More interesting for the current investigation is the observed strong and consistent effect of phonological novelty on word and non-word repetition in SLI and TD children, with a stronger effect observed in SLI. In contrast with phonological novelty, the effect of lexical novelty on word repetition was limited and it did not interact with group. The results are argued to reflect the role of linguistic distance in phonological memory for novel linguistic units in Arabic SLI and, hence, to support a specific Linguistic Distance Hypothesis of SLI in a diglossic setting. The implications of the findings for assessment, diagnosis and intervention with Arabic speaking children with SLI are discussed.

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“…As BP does not follow linear formation rules, it can only be acquired through lexicalisation and learning. It is therefore expected to be mastered after SP (Abdalla, Aljenaie, & Mahfoudhi, 2012 ).…”

Section: Number In Jordanian Arabicmentioning

confidence: 99%

Grammatical number inflection in Arabic-speaking children and young adults with Down syndrome

Mashaqba

Sa'aleek

Huneety

et al. 2020

South African Journal of Communication Disorders

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Background: Individuals with Down syndrome (DS) have more difficulties with the structural aspects of language, including morphology (concatenation and non-concatenation) and syntax (word order and grammatical/concord rules), than with other language components (e.g. vocabulary, phonetics and pragmatics).Objectives: This study investigates the accuracy of grammatical number inflection produced by Jordanian Arabic-speaking children and young adults with DS. The work also examines the correlation between age and the correct production of singular, dual and plural numbers.Methods: The study involved 60 monolingual Arabic children and young adults with DS, 30 males and 30 females, enrolled at the Nazik Al Hariri Welfare Centre for Special Education, Amman. The participants were divided into three groups: KG2 (7.1–12.5 years old), school (13.10–17.6) and vocational training (18.3–27.3). The participants’ data were collected from a picture elicitation task and free speech, and the answers were recorded using a smartphone. Tokens were classified into correctly used, incorrectly used or not recognised. Proficiency percentage in using the correct number in correlation with age was calculated adopting Jia’s (2003) composite score of proficiency. The one-way analysis of variance was used to trace the impact of age on the correct performance of number. Post hoc comparisons (guided by the Scheffe test) were calculated for the cumulative results of the scale as a whole to examine the difference in the arithmetic mean between the three groups.Results: The singular form was the most used by all age groups (83.3%), followed by the plural (27%); the most delayed was dual (10.3%). Intriguingly, the dual form is the most difficult plural pattern because it was the least frequently used pattern in everyday language. Results were in line with other research on morphological markers in individuals with DS (e.g. Penke, 2018). The cumulative results statistically prove the influence of age on the correct use of grammatical number, in favour of the older two groups (total F = 29.865, at the level of significance P = 0.000), with a higher arithmetic mean of all categories (AM: KG2 = 9.00, school = 15.10, VT = 16.25). Hence, sensitivity to the correct number option increases with age although children and young adults with DS do not reach adult-like performance. The non-recognition cases of the proper number category significantly mark language delay in participants with DS.Conclusion: The study concluded that inflection for grammatical number is evidently delayed in individuals with DS. Linguistic teaching and training of children with DS (involving families, caregivers and educators) should start from childhood and continue to adulthood to improve their use of dual and plural numbers.

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Plural noun inflection in Kuwaiti Arabic-speaking children with and without Specific Language Impairment

Cited by 25 publications

References 46 publications

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

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

Impact of Diglossia on Word and Non-word Repetition among Language Impaired and Typically Developing Arabic Native Speaking Children

Grammatical number inflection in Arabic-speaking children and young adults with Down syndrome

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