The influence of language disorder on fluency

Lees, Roberta; Anderson, Hazel; Martin, Peter

doi:10.1016/s0094-730x(99)00015-7

Cited by 11 publications

(3 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Structural priming studies have used a paradigm similar to the one employed by Lees et al (1999) in order to examine how different linguistic stimuli affect the sentence productions of children (for example, Miller and Deevy 2006, and Savage et al 2006). Structural priming refers to the increased likelihood of using a particular syntactic structure if that structure had been used in preceding sentences.…”

Section: Introductionmentioning

confidence: 99%

“…There does not appear to be much recent literature that examines speech disruptions on tasks that require single sentences. Lees et al (1999) used two tasks to examine the incidence of disruptions in the single-sentence production of a small sample of children (around 5 years of age) with and without language impairments. In one task, the children simply imitated sentences produced by the examiner.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Speech disruptions in the sentence formulation of school‐age children with specific language impairment

Finneran

Leonard

Miller

2009

Intl J Lang & Comm Disor

View full text Add to dashboard Cite

Background Many school-age children with specific language impairment (SLI)produce sentences that appear to conform to the adult grammar. It may be premature to conclude from this, however, that their language formulation ability is age appropriate. Aims In this study, we sought to determine whether a more subtle measure of language use, speech disruptions during sentence formulation, might serve to distinguish children with SLI from their typically-developing (TD) peers at an age when grammatical accuracy was high. We analyzed the rate of speech disruptions in simple sentence production in school-age children with SLI and TD age-matched peers. We predicted that (1) the SLI group would exhibit more speech disruptions than the TD group as a result of reduced language proficiency even when grammatical accuracy was high and, (2) the SLI group would demonstrate greater reductions in disruption frequency as compared to the TD group when given sentences that model the target syntactic structures. Methods & Procedures Twenty-eight children (17 SLI, 11 TD, M = 8;10 years) with no history of stuttering were presented with a series of picture pairs. The examiner described the first picture using a simple sentence and asked the child to repeat the sentence; the child then described the second picture. There were two priming conditions: Matching Syntax condition (paired pictures requiring the same syntactic structure) and Different Syntax condition (paired pictures requiring different syntactic structures). All testing was audio-recorded and speech disruptions (repetitions, revisions, fillers, long silent pauses) were transcribed and tabulated for each target response. The data were analyzed in an analysis of variance (ANOVA). Outcomes & Results T he SLI group demonstrated a significantly greater number of speech disruptions when compared to the TD group. There was no effect for priming. Conclusions & Implications School-age children with SLI appear to have difficulty with sentence formulation when compared to TD peers even when grammatical accuracy is high. We concluded that school-age children with SLI may demonstrate subtle but persistent language formulation difficulties.

show abstract

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Speech disruptions in the sentence formulation of school‐age children with specific language impairment

Finneran

Leonard

Miller

2009

Intl J Lang & Comm Disor

View full text Add to dashboard Cite

show abstract

“…Thus, we will preface our study with a discussion of what is generally known about language formulation and fluency in children. During typical language development, children undergo a period of normal disfluency between ages 2 and 3, which may be related to increased language formulation demands (Colburn & Mysak, 1982a, 1982b; DeJoy & Gregory, 1985; Hall, Yamashita, & Aram, 1993; Lees, Anderson, & Martin, 1999; Yaruss et al, 1999). At this time, children experience an exponential growth in their language abilities as their lexicon expands and their ability to understand and use more complex syntax improves.…”

Section: 0 Introductionmentioning

confidence: 99%

Fluency patterns in narratives from children with localization related epilepsy

Steinberg

Ratner

Gaillard

et al. 2013

Journal of Fluency Disorders

View full text Add to dashboard Cite

This study assessed the relationship between fluency and language demand in children with epilepsy, a group known to demonstrate depressed language skills. Disfluency type and frequencies were analyzed in elicited narratives from 52 children. Half of these children had localization-related epilepsy (CWE), while the others were age- and gender-matched typically developing (TD) peers. CWE were found to be significantly more disfluent overall than their matched TD peers during narrative productions, and demonstrated a higher proportion of stutter-like disfluencies, particularly prolongations. The current study adds to an emerging literature that has found depressed language skills and listener perceptions of verbal ability in children with chronic seizure activity, and contributes to the small but growing literature that suggests that disfluency during spoken language tasks may be a subtle marker of expressive language impairment.

show abstract

Childhood stuttering and speech disfluencies in relation to children’s mean length of utterance: a preliminary study

Zackheim

Conture

2003

Journal of Fluency Disorders

View full text Add to dashboard Cite

The influence of language disorder on fluency

Cited by 11 publications

References 17 publications

Speech disruptions in the sentence formulation of school‐age children with specific language impairment

Speech disruptions in the sentence formulation of school‐age children with specific language impairment

Fluency patterns in narratives from children with localization related epilepsy

Childhood stuttering and speech disfluencies in relation to children’s mean length of utterance: a preliminary study

Contact Info

Product

Resources

About