Specific language impairment in a morphologically complex agglutinative Indian language—Kannada

Tiwari, Shivani; Karanth, Prathibha; Rajashekar, Bellur

doi:10.1016/j.jcomdis.2017.03.002

Cited by 6 publications

(5 citation statements)

References 48 publications

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“…So, for example, Bortolini et al (1998) have shown that when tested on their use of grammatical morphology, Italian-acquiring children with SLI (age 4;2-6;3) performed significantly better than their English-acquiring counterparts. Similar findings have been reported for a number of other morphological rich languages, such as Hungarian (Lukács et al, 2009), Kannada (Tiwari et al, 2017), and Spanish (Bedore & Leonard, 2005;Freudenthal et al, 2021). Despite the wealth and breadth of research on finiteness marking in SLI crosslinguistically, and although considerable attention has been paid to the investigation of verbal inflectional morphology in TD Russian, to the best of our knowledge, there exists no study directly investigating finiteness marking in monolingual Russian SLI.…”

Section: Finiteness Marking In Slisupporting

confidence: 80%

Finiteness marking in Russian-speaking children with Specific Language Impairment

Levy-Forsythe

Hacohen

2021

First Language

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Much crosslinguistic acquisition research explores finiteness marking in typical development and Specific Language Impairment (SLI). Research into Russian, however, has focused on typical acquisition, not SLI. This article presents a first attempt to investigate finiteness marking in monolingual Russian-speaking children with SLI. We test two competing hypotheses: the Extended Optional Infinitive (EOI) hypothesis and the morphological richness account. The former predicts a large proportion of non-finite forms in the speech of children with SLI crosslinguistically. Due to the rich morphological verbal system of Russian, the latter hypothesis predicts that finiteness marking in Russian SLI will be relatively unimpeded, except for ‘near-miss’ errors. To test these predictions, we analyzed picture-story narrative samples collected from 67 monolingual Russian-acquiring children aged 4;1 to 4;11. All samples are part of the BiSLI corpus created by Tribushinina and colleagues and publicly available through the CHILDES project. We found that, similar to both aged-matched typically developing (TD) controls (N = 24) and younger TD children (N = 23), children with SLI (N = 20) are essentially adultlike in terms of finiteness marking of verbal forms in the matrix clause. The handful of errors observed in the SLI sample involved substitutions in only one inflectional category. These findings provide support for the morphological richness hypothesis over the EOI model of Russian SLI.

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Section: Finiteness Marking In Slisupporting

confidence: 80%

Finiteness marking in Russian-speaking children with Specific Language Impairment

Levy-Forsythe

Hacohen

2021

First Language

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“…The fifth profile revealed global deficits in all domains of language. Further details of the morphosyntactic errors and language profiles in CwLI may be found in Tiwari et al [54].…”

Section: Comparison Of Language Skillsmentioning

confidence: 99%

Literacy Profile of Children with Language Impairment: Evidence from an Alphasyllabary

Tiwari

Karanth²,

Kıran

et al. 2020

Folia Phoniatr Logop

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Background: Most of the evidence explaining the language-literacy link is derived from children learning to read and write alphabetic orthography. Aim: This study investigated the literacy deficits in children learning to read Kannada, a Dravidian language that employs an alphasyllabary. Methods: A group of 15 children with language impairment (CwLI) was compared with two groups of control (age- and language-matched) participants on a range of literacy measures. Results: The results showed that, compared to the age-matched group, the CwLI group performed significantly poorer on reading (words and nonwords) and written spelling tasks. However, the performance on akshara (the written symbol in the alphasyllabary) recognition task was comparable between groups. Similarly, comparison of the CwLI group with the language-matched control group revealed poorer performance in the former group on most literacy measures but not the akshara recognition task. Akshara recognition emerged as the most significant predictor of literacy performance in children learning to read and write the Kannada alphasyllabary. Detailed analyses of the written spelling errors unveiled several unique error types in the language-impaired group. Conclusion: The findings of our study revealed both orthography-independent and orthography-dependent deficits in the literacy skills of CwLI mastering the Kannada alphasyllabary.

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“…Second, such difficulties vary greatly cross‐linguistically; children exhibit more gender agreement errors in Spanish and tense marking errors in English (e.g., Restrepo & Kruth, 2000). English‐speaking children are also likely to have more problems with definite articles than their Swedish peers (e.g., Leonard & Kueser, 2019), and Kannada‐speaking children demonstrate fewer grammatical morphology deficits than English‐speaking children (e.g., Tiwari et al., 2017). With such dramatic differences in the error patterns between languages, it is important to understand how children respond to intervention targeting morphosyntax in both languages.…”

Section: Discussionmentioning

confidence: 99%

Language intervention in bilingual children with developmental language disorder: A systematic review

Nair

Clark

Siyambalapitiya

et al. 2022

Intl J Lang & Comm Disor

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Background: Although there is a growing body of literature on cognitive and language processing in bilingual children with developmental language disorder (DLD), there is a major gap in the evidence for language intervention. Critically, speech-language therapists are often required to make clinical decisions for language intervention on specific domains, such as phonology, vocabulary, morphosyntax and literacy.Aims: To examine evidence for language intervention and cross-language transfer effects in bilingual children with DLD. Specifically, the study aimed to review intervention evidence targeting non-linguistic cognitive skills and six areas of language: phonology, vocabulary, morphosyntax, pragmatics, narrative skills and literacy. Methods & Procedures:We carried out searches in five electronic databases: CINAHL, Scopus, Psychinfo, Proquest and Sciencedirect. Data from selected papers were extracted and organized into the three following categories: study information, participant information and intervention information. Critical appraisal for selected papers was conducted using a quality assessment tool (QAT). Outcomes & Results:We included 14 papers in the review. The majority indicated evidence for vocabulary intervention. There was limited evidence for intervention targeting phonology or morphosyntax. Cross-language generalization effects were evident for vocabulary, but in some instances also reported for morphosyntax and literacy. Conclusions & Implications:The present review indicates that there is a significant gap in the literature regarding language intervention for several key language areas such as morphosyntax, narrative skills and literacy. There are only limited data for the effects of cross-language generalization indicating that more research is needed in this area specifically for skills beyond vocabulary.

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Specific language impairment in a morphologically complex agglutinative Indian language—Kannada

Cited by 6 publications

References 48 publications

Finiteness marking in Russian-speaking children with Specific Language Impairment

Finiteness marking in Russian-speaking children with Specific Language Impairment

Literacy Profile of Children with Language Impairment: Evidence from an Alphasyllabary

Language intervention in bilingual children with developmental language disorder: A systematic review

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