Mapping theories of developmental language impairment: Premises, predictions and evidence

Piloting building early sentences therapy for pre-school children with low language abilities: An examination of efficacy and the role of sign as an active ingredient

BACKGROUND

Early intervention is recommended for pre-school children with low language. However, few robustly evaluated language interventions for young children exist. Furthermore, in many interventions the theoretical underpinnings are underspecified and the 'active ingredients' of the interventions not tested. This paper presents a quasi-experimental study to test the efficacy and examine the active ingredients of Building Early Sentences Therapy (BEST): an intervention based on usage-based theory designed to support young children to understand and produce two-, three- and four-clause element sentences. BEST manipulates the input children hear to support them to harness the cognitive mechanisms hypothesized in usage-based theories to promote the development of abstract linguistic representations. One such input manipulation is the use of signing alongside verbal input signalling both content and morphology of target sentences.

AIMS

To examine whether (1) BEST is more efficacious than treatment as usual (TAU); and (2) signing of content and morphology is an active ingredient of the intervention.

METHODS & PROCEDURES

A quasi-experimental study recruited children aged 3;5-4;5 years from 13 schools. Schools were assigned to receive either BEST with sign, BEST without sign or TAU. The TAU group received their usual classroom provision. Across arms schools were matched with respect to classroom oral language environment and indices of deprivation. Participants were 48 children (28 boys) with expressive and/or receptive language abilities ≤ 16th centile measured using the New Reynell Developmental Language Scales (NRDLS). Outcomes gathered by researchers blind to treatment arm were NRDLS production and comprehension standard scores and measures of production of targeted sentence structures.

OUTCOMES & RESULTS

Primary outcomes indicate that BEST with sign was significantly more efficacious than TAU with respect to NRDLS production standard score, but not comprehension. The advantage for production was maintained at follow-up. BEST without sign was significantly more efficacious than TAU on measures of targeted vocabulary, sentence structure and morphology. The results from this quasi-experimental study provide evidence for the efficacy of a usage-based intervention on expressive language outcomes for preschool children with low language abilities. There is also evidence to support the inclusion of sign as an active ingredient, and so efforts to train interventionists in its use are worthwhile.

CONCLUSIONS & IMPLICATIONS

Patterns of findings across outcomes suggest signing of content and morphology may support the development of abstract linguistic representations and accelerate language learning. Given these positive results and the scale of this study, a fully powered randomized controlled trial is warranted.

WHAT THIS PAPER ADDS

What is already known on the subject Robust language skills are crucial for positive social, emotional, academic and economic outcomes across the lifespan. There is a paucity of robustly evaluated interventions for preschool children with language difficulties. The development of such interventions is crucial for ameliorating language difficulties and promoting positive educational and psychosocial outcomes. What this study adds to the existing knowledge This paper evaluates BEST, a novel usage-based language intervention targeting children with language difficulties in the early years. Findings indicate that a usage-based intervention is efficacious for treating language difficulties. In particular, BEST benefited expressive language development, bringing benefits to both treated and untreated language structures and improving standard scores. The role of sign as an active ingredient is also supported. Further evaluation is warranted. What are the practical and clinical implications of this work? Findings suggest that BEST may be effective for targeting children who have been identified as having language difficulties. In particular, expressive language may be improved when the intervention is delivered as it was originally manualized, including a signing system to represent content and grammatical morphology. More broadly, these findings also provide preliminary evidence that the use of a signing system does not hinder oral language development in children with language difficulties and may conversely support their expressive language. Future research exploring the role and underpinning mechanisms of sign in language intervention is warranted.

Individual variation in bilingual vocabulary in preschoolers with developmental language disorder

BACKGROUND

It is unclear how speech production, selective attention, and phonological working memory are related to first- (L1) and second-language (L2) vocabularies in bilingual preschoolers with Developmental Language Disorder (DLD).

AIMS

To study individual variation in vocabularies in DLD bilingual preschoolers by (1) comparing them to typically developing (TD) bilingual, and TD and DLD monolingual peers; (2) differentially predicting L2 vocabulary; and (3) identifying and characterizing bilinguals' L1/L2 vocabulary profiles.

METHODS

We measured the selective attention, working memory, and L1 Turkish/Polish (where applicable) and L1/L2 Dutch speech and vocabulary abilities of 31 DLD bilingual, 37 TD bilingual, and 61 DLD and 54 TD Dutch monolingual three-to-five year-olds.

RESULTS

DLD bilinguals scored lower than TD bilinguals and TD/DLD monolinguals on all measures, except L2 vocabulary, where all bilinguals underperformed all monolinguals. Selective attention predicted Dutch vocabulary across groups. Three bilingual vocabulary profiles emerged: DLD bilinguals were less likely to be L1 dominant, TD/DLD bilinguals with better attention more often had a Balanced high L1/L2 profile, while those with poorer selective attention and L1 speech tended to be L2 dominant.

CONCLUSIONS

These findings highlight the roles of L1 speech and selective attention, rather than L2 speech and working memory, in understanding bilingual vocabulary variation among DLD preschoolers.

Morphosyntactic profiles among preschoolers with and without speech sound disorders

The aim of the current study was to identify whether certain morphosyntactic constructs are more difficult for children with speech sound disorder than children with typical speech development. In this post-hoc study, we used chi-square analyses to identify group differences on individual questions on a standardised test of expressive morphosyntax. Participants included 80 preschool-age children, 40 with typical speech and language development (TD), and 40 with speech sound disorder and typical language development (SSD). A chi-square analysis revealed group (TD vs. SSD) differences in usage of subject pronouns, irregular past tense verbs, and yes/no interrogative formation. Ordinal logistic regression revealed that phonological awareness was related to irregular past tense verb use. Children with SSD may present with subclinical morphosyntax difficulties. Speech-language pathologists should consider incorporating morphosyntax assessment into test batteries for children with SSD.

Towards a Characterization of Late Talkers: The Developmental Profile of Children with Late Language Emergence through a Web-Based Communicative-Language Assessment

Children acquire language naturally, but there is variation in language acquisition patterns. Indeed, different internal and external variables play a role in acquiring language. However, there are open research questions about the contribution of different variables to language development. Moreover, with societal changes and due to the pandemic situation, there has been a growing interest in testing digitalization related to indirect language acquisition assessment. In this study, a web-based assessment survey was developed to (1) describe the relation between expressive vocabulary, Socio-Conversational Skills (SCS), gender, parental education, executive functions (EFs), and pretend play; (2) determine whether the survey can detect differences between late talkers (LTs) and children with typical language development; (3) identify children with "overall high" and "overall low" communicative-language scores to test the validity of expressive vocabulary as a main indicator to detect LTs. The parents of 108 Italian children (51 males) aged 24-36 months participated in the study. The results showed that expressive vocabulary correlates with measures of SCS (assertiveness and responsiveness) and is reliable in identifying LTs (d = 2.73). Furthermore, SCS and EFs contribute to better characterizing the developmental profile of children aged 24-36 months.

Can Dynamic Assessment Identify Language Disorder in Multilingual Children? Clinical Applications From a Systematic Review

PURPOSE

Multilingual children are disproportionately represented on speech pathology caseloads, in part due to the limited ability of traditional language assessments to accurately capture multilingual children's language abilities. This systematic review evaluates the evidence for identification of language disorder in multilingual children using dynamic assessment and considers clinical applications of the evidence.

METHOD

A systematic search of the Cumulative Index to Nursing and Allied Health Literature, Education Resources Information Centre, Education Source, Google Scholar, Linguistics, Medline, and PsycINFO databases produced 10 articles that met the inclusion criteria: between-groups comparison studies that used dynamic assessment to identify language disorder in children under 12 years old that spoke a different language at home to the majority society language. Articles were critically appraised using the Quality Assessment of Diagnostic Accuracy Studies (QUADAS-2) protocol.

RESULTS

Nine of the 10 studies reported that their dynamic assessment identified language disorder in multilingual children. However, small sample sizes, limited language pairs, variability in the reference standard, and design deficiencies resulted in poor ratings for all studies on QUADAS-2.

CONCLUSIONS

The studies in this review reflected an emergent area of research. Preliminary guidelines for clinical application indicate that dynamic assessment may be a suitable and time-efficient complementary method of diagnosis of language disorder in multilingual children. Further recommendations about age of use, language of instruction, and relevant scores are included.

Effects of semantic plausibility, syntactic complexity and n-gram frequency on children's sentence repetition

Theories of language processing differ with respect to the role of abstract syntax and semantics vs surface-level lexical co-occurrence (n-gram) frequency. The contribution of each of these factors has been demonstrated in previous studies of children and adults, but none have investigated them jointly. This study evaluated the role of all three factors in a sentence repetition task performed by children aged 4-7 and 11-12 years. It was found that semantic plausibility benefitted performance in both age groups; syntactic complexity disadvantaged the younger group but benefitted the older group; while contrary to previous findings, n-gram frequency did not facilitate, and in a post-hoc analysis even hampered, performance. This new evidence suggests that n-gram frequency effects might be restricted to the highly constrained and frequent n-grams used in previous investigations, and that semantics and morphosyntax play a more powerful role than n-gram frequency, supporting the role of abstract linguistic knowledge in children's sentence processing.

Word learning and verbal working memory in children with developmental language disorder

BACKGROUND AND AIMS

Previous research into word learning in children with developmental language disorder (DLD) indicates that the learning of word forms and meanings, rather than form-referent links, is problematic. This difficulty appears to arise with impaired encoding, while retention of word knowledge remains intact. Evidence also suggests that word learning skills may be related to verbal working memory. We aimed to substantiate these findings in the current study by exploring word learning over a series of days.

METHODS

Fifty children with DLD (mean age 6; 11, 72% male) and 54 age-matched typically developing (TD) children (mean age 6; 10, 56% male) were taught eight novel words across a four-day word learning protocol. Day 1 measured encoding, Days 2 and 3 measured re-encoding, and Day 4 assessed retention. At each day, word learning success was evaluated using Naming, Recognition, Description, and Identification tasks.

RESULTS

Children with DLD showed comparable performance to the TD group on the Identification task, indicating an intact ability to learn the form-referent links. In contrast, children with DLD performed significantly worse for Naming and Recognition (signifying an impaired ability to learn novel word forms), and for Description, indicating problems establishing new word meanings. These deficits for the DLD group were apparent at Days 1, 2, and 3 of testing, indicating impairments with initial encoding and re-encoding; however, the DLD and TD groups demonstrated a similar rate of learning. All children found the retention assessments at Day 4 difficult, and there were no significant group differences. Finally, verbal working memory emerged as a significant moderator of performance on the Naming and Recognition tasks, such that children with DLD and poor verbal working memory had the lowest levels of accuracy.

CONCLUSIONS

This study demonstrates that children with DLD struggle with learning novel word forms and meanings, but are unimpaired in their ability to establish new form-referent links. The findings suggest that the word learning deficit may be attributed to problems with encoding, rather than with retention, of new word knowledge; however, further exploration is required given the poor performance of both groups for retention testing. Furthermore, we found evidence that an impaired ability to learn word forms may only be apparent in children who have DLD and low levels of verbal working memory.

IMPLICATIONS

When working with children with DLD, speech-language pathologists should assess word learning using tasks that evaluate the ability to learn word forms, meanings, and form-referent links to develop a profile of individual word learning strengths and weaknesses. Clinicians should also assess verbal working memory to identify children at particular risk of word learning deficits. Future research should explore the notion of optimal intervention intensity for facilitating word learning in children with poor language and verbal working memory.

Nonword Repetition Skills in Gulf Arabic-Speaking Children With Developmental Language Disorder

Purpose This study examined the performance of Gulf Arabic-speaking children with developmental language disorder (DLD) on a Gulf Arabic nonword repetition (GA-NWR) test and compared it to their age- and language-matched groups. We also investigated the role of syllable length, wordlikeness, and phonological complexity in light of NWR theories. Method A new GA-NWR test was conducted with three groups of Gulf Arabic-speaking children: school-age children with DLD, language-matched controls (LCs), and age-matched controls (ACs). The test consisted of two- and three-syllable words that either had no clusters, medial clusters, final clusters, or medial + final clusters. Results The GA-NWR distinguished between the performance of children with DLD and the LC and AC groups. Results showed significant syllable length, wordlikeness, and phonological complexity effects. Differences between the DLD and typically developing groups were seen in two- and three-syllable nonwords; however, when compared on nonwords with no clusters, children with DLD were not significantly different from the LC group. Conclusions The GA-NWR test differentiated between children with DLD and their ACs and LCs. Findings, therefore, support its clinical utility in this variety of Arabic. Results showed that phonological processing factors, such as phonological complexity, may have stronger effects when compared to syllable length effects. Supplemental Material https://doi.org/10.23641/asha.12996812.

The Dimensionality of Oral Language Ability: Evidence From Young Greek Children

Purpose This study investigated component skills in oral language development utilizing and validating a new assessment battery in a large (N = 800) and representative sample of Greek students 4-7 years of age. Method All participants enrolled in public schools from four geographical regions (Attica, Thessaly, Macedonia, and Crete) that varied demographically (urban, semiurban, and rural). For the individualized language assessments, we utilized mobile devices (tablet PC) to ensure children's interest and joyful participation as well as reliable administration procedures across sites. Results by confirmatory factor analyses specified and validated five different models in each grade to identify the best conceptualization of language dimensionality in the respective age groups. Results Four-dimensional model provided a slightly better discriminant validity in language data of the preschool group. However, in kindergarten and first grades, the five-dimensional model had the best fit to the data to the four-dimensional. Conclusion These findings support the multidimensionality of oral language ability at this phase of development and increase of factor distinctiveness as children grow. Supplemental Material https://doi.org/10.23641/asha.12649214.

The Complex Relation between Executive Functions and Language in Preschoolers with Developmental Language Disorders

Backgrounds: The relationship between linguistic difficulties and cognitive impairments in children with developmental language disorders (DLDs) is receiving growing interest in international research. Executive functions (EF) appear to be weak in these children. The current investigation aims at exploring the relationship between difficulties in two components of EF (i.e., updating and inhibition) and the linguistic and narrative skills of 16 DLD preschoolers matched with 24 typically developing peers. Methods: Updating skills were tested by administering the forward and backward digit recall subtests of the Wechsler Scales, while children's inhibition abilities were assessed by completion of Developmental Neuropsychological Assessment (NEPSY-II) inhibition tasks. Information on the linguistic skills of the participants was collected through a set of subtests included in the Batteria per la Valutazione del Linguaggio in bambini dai 4 ai 12 anni (Batteria per la Valutazione del Linguaggio; BVL_4-12), assessing articulatory and phonological discrimination skills, lexical production/comprehension, grammatical production/comprehension, and narrative production skills. Results: Findings revealed that DLD children performed significantly lower than their peers on both updating and inhibitory tasks. Linguistic difficulties were found in the DLD group on articulatory/phonological skills, grammatical production/comprehension, and lexical informativeness on narrative production. Measures of EF correlated with linguistic and narrative measures. Conclusion: The current study confirms a significant association between DLD's performances on EF and displayed linguistic skills, suggesting the need to include the assessment of executive functions to target early intervention rehabilitation programs for children with DLDs.

Brief Report: Associations Between Preverbal Social Communication Skills, Language and Symptom Severity in Children with Autism: An Investigation Using the Early Sociocognitive Battery

We investigated the early sociocognitive battery (ESB), a novel measure of preverbal social communication skills, in children with autism participating in the Paediatric Autism Communication Trial-Generalised (PACT-G). The associations between ESB scores, language and autism symptoms were assessed in 249 children aged 2-11 years. The results show that ESB subscale scores (social responsiveness, joint attention and symbolic comprehension) were significantly associated with concurrent autism symptoms and receptive and expressive language levels. The pattern of association between the ESB subscale scores differed between the ADOS-2 symptom domains and expressive and receptive language. These findings indicate the potential utility of the ESB as a measure of preverbal social communication in children with autism.

Deficits in Explicit Language Problem Solving Rather Than in Implicit Learning in Specific Language Impairment: Evidence From Learning an Artificial Morphological Rule

Purpose The purpose of this study was to delineate differences between children with specific language impairment (SLI), typical age-matched (TAM) children, and typical younger (TY) children in learning and mastering an undisclosed artificial morphological rule (AMR) through exposure and usage. Method Twenty-six participants (eight 10-year-old children with SLI, 8 TAM children, and ten 8-year-old TY children) were trained to master an AMR across multiple training sessions. The AMR required a phonological transformation of verbs depending on a semantic distinction: whether the preceding noun was animate or inanimate. All participants practiced the application of the AMR to repeated and new (generalization) items, via judgment and production tasks. Results The children with SLI derived significantly less benefit from practice than their peers in learning most aspects of the AMR, even exhibiting smaller gains compared to the TY group in some aspects. Children with SLI benefited less than TAM and even TY children from training to judge and produce repeated items of the AMR. Nevertheless, despite a significant disadvantage in baseline performance, the rate at which they mastered the task-specific phonological regularities was as robust as that of their peers. On the other hand, like 8-year-olds, only half of the SLI group succeeded in uncovering the nature of the AMR and, consequently, in generalizing it to new items. Conclusions Children with SLI were able to learn language aspects that rely on implicit, procedural learning, but experienced difficulties in learning aspects that relied on the explicit uncovering of the semantic principle of the AMR. The results suggest that some of the difficulties experienced by children with SLI when learning a complex language regularity cannot be accounted for by a broad, language-related, procedural memory disability. Rather, a deficit-perhaps a developmental delay in the ability to recruit and solve language problems and establish explicit knowledge regarding a language task-can better explain their difficulties in language learning.

The Early Sociocognitive Battery: a clinical tool for early identification of children at risk for social communication difficulties and ASD?

BACKGROUND

A substantial proportion of preschool children referred to speech and language therapy (SLT) services have social communication difficulties and/or autistic spectrum disorders (SC&/ASD) that are not identified until late childhood. These 'late' diagnosed children miss opportunities to benefit from earlier targeted interventions. Prior evidence from a follow-up clinical sample showed that preschool performance on the Early Sociocognitive Battery (ESB) was a good predictor of children with social communication difficulties 7-8 years later.

AIMS

The aims were three-fold: (1) to determine the impact of child/demographic factors on ESB performance in a community sample of young children; (2) to assess the ESB's concurrent validity and test-retest reliability; and (3) to use cut-offs for 'low' ESB performance derived from the community sample data to evaluate in a clinical sample the predictiveness of the ESB at 2-4 years for outcomes at 9-11 years, including parent-reported SC&/ASD diagnosis.

METHODS & PROCEDURES

A community sample of 205 children aged 2-4 years was assessed on the ESB and a receptive vocabulary test. A subsample (n = 20) was retested on the ESB within 2 weeks. Parents completed a questionnaire providing background child/demographic information. The clinical sample from our previous study comprised 93 children assessed on the ESB at 2;6 to < 4;0 whose parents completed the Social Responsiveness Scale (SRS), our measure of social communication, when the children were 9-11 years. Cut-offs for 'low' ESB performance derived from the community sample were used to determine the predictive validity of 'low' ESB scores for social communication outcomes and parent-reported SC&/ASD diagnosis according to age of ESB assessment.

OUTCOME & RESULTS

Findings from the community sample confirmed the ESB as psychometrically robust, sensitive to age and language delay, and, in contrast to the receptive vocabulary measure, unaffected by bilingualism. While overall associations between ESB performance and later social communication difficulties in the clinical sample were particularly strong for the youngest age group (2;6 to < 3;0; r = .71, p < .001), 'low' ESB performance was equally predictive across age groups and overall identified 89% of children with 'late' SC&/ASD diagnoses (sensitivity), and 75% of those without (specificity).

CONCLUSIONS & IMPLICATIONS

Results indicate that the ESB is a valid preschool assessment suitable for use with children from diverse language backgrounds. It identifies deficits in key sociocognitive skills and is predictive of social communication difficulties in school-age children that had not been identified in preschool clinical assessment, supporting earlier targeted interventions for these children.

The evaluation of word-learning abilities in people with developmental language disorder: a scoping review

BACKGROUND

The ability to learn new words is critical in the development of oral and written language, and significantly impacts engagement in social, academic and vocational situations. Many studies have evaluated the word-learning process in people with developmental language disorder (DLD). However, methodologies for assessment are heterogeneous, creating difficulties in synthesizing findings and identifying gaps in the knowledge base.

AIMS

To scope systematically the literature and identify key methodological parameters considered in evaluations of word learning in people with DLD; and to identify gaps in the literature to guide further research in this area.

METHODS & PROCEDURES

Twelve databases were searched and a total of 70 studies that met eligibility criteria were identified. The studies were evaluated according to key parameters that researchers varied in their word-learning methodologies.

MAIN CONTRIBUTION

Most research has focused on word learning in the oral modality, and specifically in children with DLD. Fewer studies have explored word learning in adults and adolescents with DLD, and in the written modality. Depending on the research question and theoretical perspective driving the investigation, methodologies for assessing word learning considered a range of parameters, including words being learned, learning context and cues to support learning in the tasks.

CONCLUSIONS & IMPLICATIONS

This review aggregates a variety of methods used previously to assess word learning. Findings highlight the need for further research to explore areas such as: the learning of varied word types (e.g., adjectives and adverbs); learning in the written modality; and word learning (both oral and written) in adolescents and adults with DLD.

Fast mapping short and long words: Examining the influence of phonological short-term memory and receptive vocabulary in children with developmental language disorder

PURPOSE

To investigate factors that influence word learning in children with developmental language disorder (DLD).

METHOD

The participants were 23 children with DLD and 26 typically developing (TD) children, aged five. Participants completed a fast mapping task (assessed using a production measure), as well as tests of nonword repetition and receptive vocabulary. We explored the effect of word length on nonword repetition and fast mapping abilities while controlling for receptive vocabulary skills.

RESULTS

The results indicate that children with DLD demonstrate significant difficulties accurately repeating nonwords of all lengths relative to their TD peers. Children with DLD also exhibited significant difficulties with fast mapping, especially when learning longer novel words.

CONCLUSIONS

Our findings indicate that children with DLD demonstrate an impaired capacity to encode phonological information; however, this differentially impacts their nonword repetition and fast mapping abilities. TD children may more effectively take advantage of receptive vocabulary to support performance on these tasks.

LEARNING OUTCOMES

Readers will understand how phonological short-term memory and receptive vocabulary contribute to fast mapping in children with DLD and in TD children.

What Our Hands Tell Us: A Two-Year Follow-Up Investigating Outcomes in Subgroups of Children With Language Delay

Purpose This study followed up children identified with expressive language delay (ELD) or receptive/expressive language delay (R/ELD) at 2 years of age, Time 1 (T1), in order to identify their language profiles at 4-5 years, Time 2 (T2), and explore relationships to T1 language, gesture use, and symbolic comprehension. Method Nineteen of 22 children were seen at follow-up (9 of 10 from R/ELD group, 10 of 12 from ELD group). T1 measures assessed receptive and expressive language, gesture use, and symbolic comprehension. At T2, we assessed receptive and expressive language, sentence repetition, and expressive phonology. Results Outcomes for the R/ELD group were significantly poorer, with all children continuing to have delay in receptive and/or expressive language compared to just 20% of the ELD group. Expressive phonology delay was common in both groups. T1 receptive language showed the most pervasive correlations with T2 language measures, but categorical performance on all three T1 measures correctly predicted language outcomes in 16-17 of the 19 children. Conclusion Findings add to evidence that receptive language is a strong predictor of outcomes. Gesture use and symbolic comprehension are also strong predictors and clinically valuable as part of play-based assessments with implications for theoretical understanding and intervention planning.

Bilingual Speech Sound Development During the Preschool Years: The Role of Language Proficiency and Cross-Linguistic Relatedness

Purpose

The purpose of this study was to investigate typical Spanish-English speech sound development longitudinally in a group of bilingual preschoolers enrolled in a Head Start Program and to examine the extent to which such development is linked to language proficiency. The study also aimed to identify whether speech development is related cross-linguistically and to improve our understanding of error patterns in this population.

Method

Thirty-five bilingual preschool children produced single-word speech samples in Spanish and English both at the beginning of their first and their second year in a Head Start Program. Conversational samples in both languages were also collected at these data points to calculate mean length of utterance in words (MLUw) and thus assess the children's linguistic proficiency. The phonetically transcribed speech samples were compared over time in terms of segmental accuracy measures and error pattern frequencies. Correlation analyses were run to examine the relation between segmental accuracy measures across languages and between speech sound production and MLUw.

Results

One-way within-subject analysis of variance revealed significant improvements in accuracy over time in both languages, but not always for cross-linguistically unshared segments, nor for all consonant manner classes. Overall error rates decreased over time in both languages; although, certain error types showed no change. Cross-linguistic interactions were low in both languages. The results also revealed significant cross-linguistic correlations in segmental accuracy between Spanish and English, as well as between MLUw and speech sound production in both languages on a range of measures, with language-specific differences in Year 2 of the Head Start Program, but not in Year 1.

Conclusions

This study is the first to document developmental changes in the speech patterns of Spanish-English bilingual preschool children over 1 year. Accuracy rates improved significantly in both languages, suggesting that enhanced exposure to the majority language at school may not impede phonological development in the home language. Bootstrapping effects were particularly pronounced on cross-linguistically shared sounds, which suggests that the same underlying skills are utilized in both languages, whereas language-specific singleton consonants and consonant clusters did not appear to benefit from exposure to the other language. The results also suggest an intricate link between phonological skills and morphosyntactic performance at the early stages of development, but a more complex pattern thereafter with differences that may be based on language-specific phonological properties.

Case marking in German-speaking children with specific language impairment and with phonological impairment

Identification of children with specific language impairment (SLI, now known as Developmental Language Disorder) remains challenging. Morphosyntax difficulties have been proposed as potential linguistic 'markers' for SLI across a number of languages. This study investigates the existence of such a clinical marker in German-speaking children with SLI, looking in particular at German case marking, and makes comparisons with matched typically developing groups and a group with isolated phonological impairment (PI). A case-control study was completed with 66 pre-school children in four groups (1) SLI, (2) PI, (3) age-matched typically developing children (TD-A) (4) language-matched typically developing children (TD-L). Errors in nominative, accusative and dative marking were analysed from the production of articles in elicitation tasks and spontaneous language samples. The performance of the SLI group was poorer than the TD-A group across all three grammatical cases investigated, but there was little supportive evidence for this being a diagnostic marker. It is, however, suggested that poor case marking may alert clinicians to the need for further linguistic assessment. No significant differences were found between the SLI and PI groups; rather scores for the PI group suggested they fell on a gradient between the SLI TD-A groups. Findings are discussed in relation to the proposed new diagnostic category of developmental language disorder.

The Role of Phonological Working Memory and Environmental Factors in Lexical Development in Italian-Speaking Late Talkers: A One-Year Follow-Up Study

PURPOSE

This follow-up study assessed (a) the influence of phonological working memory (pWM), home literacy environment, and a family history of linguistic impairments in late talkers (LTs); (b) the diagnostic accuracy of a task of nonword repetition (NWR) in identifying LTs; and (c) the persistence of lexical weaknesses after 10 months.

METHOD

Two hundred ninety-three children were assessed at approximately 32 (t1) and 41 (t2) months. At t1, they were administered the Italian adaptation of the Language Development Survey, an NWR task (used to assess pWM), and questionnaires assessing home literacy environment and family history of language impairments. Thirty-three LTs were identified. The linguistic skills of the participants were evaluated at t2 by administering tasks assessing Articulation, Naming, Semantic Fluency, and Lexical Comprehension.

RESULTS

At t2, LTs performed more poorly as compared with age-matched typically developing peers in articulatory and naming skills, had reduced lexical comprehension abilities, and had limited lexical knowledge. Their performance on the NWR task at t1 correlated with the extension of their vocabularies at t2 (as estimated with a Semantic Fluency task).

CONCLUSIONS

The Language Development Survey recently adapted to Italian is sensitive to LTs. Former LTs still have a mild lexical delay at approximately 40 months. As an indirect measure of pWM, the task of NWR is an early indicator of future lexical deficits.

Error Type and Lexical Frequency Effects: Error Detection in Swedish Children With Language Impairment

PURPOSE

The first aim of this study was to investigate if Swedish-speaking school-age children with language impairment (LI) show specific morphosyntactic vulnerabilities in error detection. The second aim was to investigate the effects of lexical frequency on error detection, an overlooked aspect of previous error detection studies.

METHOD

Error sensitivity for grammatical structures vulnerable in Swedish-speaking preschool children with LI (omission of the indefinite article in a noun phrase with a neuter/common noun, and use of the infinitive instead of past-tense regular and irregular verbs) was compared to a control error (singular noun instead of plural). Target structures involved a high-frequency (HF) or a low-frequency (LF) noun/verb. Grammatical and ungrammatical sentences were presented in headphones, and responses were collected through button presses.

RESULTS

Children with LI had similar sensitivity to the plural control error as peers with typical language development, but lower sensitivity to past-tense errors and noun phrase errors. All children showed lexical frequency effects for errors involving verbs (HF > LF), and noun gender effects for noun phrase errors (common > neuter).

CONCLUSIONS

School-age children with LI may have subtle difficulties with morphosyntactic processing that mirror expressive difficulties in preschool children with LI. Lexical frequency may affect morphosyntactic processing, which has clinical implications for assessment of grammatical knowledge.

Development of Grammatical Accuracy in English-Speaking Children With Cochlear Implants: A Longitudinal Study

PURPOSE

We sought to evaluate the development of grammatical accuracy in English-speaking children with cochlear implants (CIs) over a 3-year span.

METHOD

Ten children who received CIs before age 30 months participated in this study at 3, 4, and 5 years postimplantation. For the purpose of comparison, 10 children each at ages 3, 4, and 5 years with typical hearing were included as well. All children participated in a story-retell task. We computed percent grammatical communication units (PGCU) in the task.

RESULTS

Children with CIs showed significant improvement in PGCU over the 3-year span. However, they produced lower PGCU than children with typical hearing who had matched hearing age at 4 and 5 years postimplantation. At the individual level, some children with CIs were able to produce PGCU comparable to children with typical hearing as early as 3 years after implantation. Better speech-perception skills at earlier time points were associated with higher PGCU at later time points. Moreover, children with and without CIs showed similar rankings in the types of grammatical errors.

CONCLUSION

Despite having auditory-perceptual and information-processing constraints, children who received CIs before age 30 months were able to produce grammatical sentences, albeit with a delayed pattern.

Neurodevelopmental disorders

Recent technological advances allow us to measure how the infant brain functions in ways that were not possible just a decade ago. Although methodological advances are exciting, we must also consider how theories guide research: what we look for and how we explain what we find. Indeed, the ways in which research findings are interpreted affects the design of policies, educational practices, and interventions. Thus, the theoretical approaches adopted by scientists have a real impact on the lives of children with neurodevelopmental disorders (NDDs) and their families, as well as on the wider community. Here, we introduce and compare two theoretical approaches that are used to understand NDDs: the neuropsychological account and neuroconstructivism. We show how the former, adult account, is inadequate for explaining NDDs and illustrate this using the examples of Williams syndrome and specific language impairment. Neuroconstructivism, by contrast, focuses on the developing organism and is helping to change the way in which NDDs are investigated. Whereas neuropsychological static approaches assume that one or more 'modules' (e.g., visuospatial ability in Williams syndrome) are impaired while the rest of the system is spared (e.g., language in Williams syndrome), neuroconstructivism proposes that basic-level deficits have subtle cascading effects on numerous domains over development. Neuroconstructivism leads researchers to embrace complexity by establishing large research consortia to integrate findings at multiple levels (e.g., genetic, neural, cognitive, environmental) across developmental time. WIREs Cogn Sci 2017, 8:e1398. doi: 10.1002/wcs.1398 For further resources related to this article, please visit the WIREs website.

Language profiles and literacy outcomes of children with resolving, emerging, or persisting language impairments

BACKGROUND

Children with language impairment (LI) show heterogeneity in development. We tracked children from pre-school to middle childhood to characterize three developmental trajectories: resolving, persisting and emerging LI.

METHODS

We analyzed data from children identified as having preschool LI, or being at family risk of dyslexia, together with typically developing controls at three time points: t1 (age 3;09), t3 (5;08) and t5 (8;01). Language measures are reported at t1, t3 and t5, and literacy abilities at t3 and t5. A research diagnosis of LI (irrespective of recruitment group) was validated at t1 by a composite language score derived from measures of receptive and expressive grammar and vocabulary; a score falling 1SD below the mean of the typical language group on comparable measures at t3 and t5 was used to determine whether a child had LI at later time points and then to classify LIs as resolving, persisting or emerging.

RESULTS

Persisting preschool LIs were more severe and pervasive than resolving LIs. Language and literacy outcomes were relatively poor for those with persisting LI, and relatively good for those with resolving LI. A significant proportion of children with average language abilities in preschool had LIs that emerged in middle childhood - a high proportion of these children were at family risk of dyslexia. There were more boys in the persisting and resolving LI groups. Children with early LIs which resolved by the start of formal literacy instruction tended to have good literacy outcomes; children with late-emerging difficulties that persisted developed reading difficulties.

CONCLUSIONS

Children with late-emerging LI are relatively common and are hard to detect in the preschool years. Our findings show that children whose LIs persist to the point of formal literacy instruction frequently experience reading difficulties.

A Framework for Crosslinguistic Nonword Repetition Tests: Effects of Bilingualism and Socioeconomic Status on Children's Performance

PURPOSE

As a recognized indicator of language impairment, nonword repetition has unique potential for distinguishing language impairment from difficulties due to limited experience and knowledge of a language. This study focused on a new Crosslinguistic Nonword Repetition framework, comprising 3 tests that vary the phonological characteristics of nonwords, in the quest for an assessment that minimizes effects of language experience and knowledge and thereby maximizes potential for assessing children with diverse linguistic experience.

METHOD

The English version of the new framework was administered, with a test of receptive vocabulary, to 4- to 7-year-old monolingual and bilingual children with typical development (n = 21 per group) from neighborhoods with midhigh and low socioeconomic status (SES).

RESULTS

Receptive vocabulary was affected by both bilingualism and neighborhood SES. In contrast, no effects of bilingualism or neighborhood SES were found on 2 of our nonword repetition tests, whereas the most language-specific test yielded a borderline effect of neighborhood SES but no effect of bilingualism.

CONCLUSIONS

The findings support the potential of the new tests for assessing children regardless of lingual or socioeconomic background. They also highlight the importance of considering the characteristics of nonword targets and investigating the compound influence of bilingualism and SES on different language assessments.

Interrelationships Between Working Memory, Processing Speed, and Language Development in the Age Range 2-4 years

PURPOSE

This study explored associations between working memory and language in children aged 2-4 years.

METHOD

Seventy-seven children aged 24-30 months were assessed on tests measuring language, visual cognition, verbal working memory (VWM), phonological short-term memory (PSTM), and processing speed. A standardized test of receptive and expressive language was used as the outcomes measure 18 months later.

RESULTS

There were moderate-to-strong longitudinal bivariate relationships between the 3 processing measures and language outcomes. Early VWM showed the strongest bivariate relationship with both later expressive (r = .71) and receptive language (r = .72). In a hierarchical multiple regression analysis, adding early VWM, PSTM, and processing speed improved prediction of receptive and expressive language outcomes (12%-13% additional variance) compared with models consisting only of early receptive or expressive language, parent education, and age.

CONCLUSIONS

Unique associations in hierarchical regression analyses were demonstrated between VWM at age two years and receptive and expressive language skills at age four, and between early processing speed and later receptive language. However, early PSTM did not predict unique variance in language outcomes, as it shared variance with other measures.

Theoretical Principles to Guide the Teaching of Adjectives to Children Who Struggle With Word Learning: Synthesis of Experimental and Naturalistic Research With Principles of Learning Theory

PURPOSE

The purpose of this tutorial is to provide clinicians with a theoretically motivated and evidence-based approach to teaching adjectives to children who struggle with word learning.

METHOD

Given that there are almost no treatment studies to guide this topic, we have synthesized findings from experimental and theoretical literature to come up with a principles-based approach to treatment.

RESULTS

We provide a sample lesson plan, incorporating our 3 theoretical principles, and describe the materials chosen and methods used during treatment and assessment.

CONCLUSION

This approach is theoretically motivated, but it needs to be empirically tested.

Identifying phonological processing deficits in Northern Sotho-speaking children: The use of non-word repetition as a language assessment tool in the South African context

Diagnostic testing of speech/language skills in the African languages spoken in South Africa is a challenging task, as standardised language tests in the official languages of South Africa barely exist. Commercially available language tests are in English, and have been standardised in other parts of the world. Such tests are often translated into African languages, a practice that speech language therapists deem linguistically and culturally inappropriate. In response to the need for developing clinical language assessment instruments that could be used in South Africa, this article reports on data collected with a Northern Sotho non-word repetition task (NRT). Non-word repetition measures various aspects of phonological processing, including phonological working memory (PWM), and is used widely by speech language therapists, linguists, and educational psychologists in the Western world. The design of a novel Northern Sotho NRT is described, and it is argued that the task could be used successfully in the South African context to discriminate between children with weak and strong Northern Sotho phonological processing ability, regardless of the language of learning and teaching. The NRT was piloted with 120 third graders, and showed moderate to strong correlations with other measures of PWM, such as digit span and English non-word repetition. Furthermore, the task was positively associated with both word and fluent reading in Northern Sotho, and it reliably predicted reading outcomes in the tested population. Suggestions are made for improving the current version of the Northern Sotho NRT, whereafter it should be suitable to test learners from various age groups.

The relationship between phonological short-term memory, receptive vocabulary, and fast mapping in children with specific language impairment

BACKGROUND

Children with specific language impairment (SLI) often experience word-learning difficulties, which are suggested to originate in the early stage of word learning: fast mapping. Some previous research indicates significantly poorer fast mapping capabilities in children with SLI compared with typically developing (TD) counterparts, with a range of methodological factors impacting on the consistency of this finding. Research has explored key issues that might underlie fast mapping difficulties in children with SLI, with strong theoretical support but little empirical evidence for the role of phonological short-term memory (STM). Additionally, further research is required to explore the influence of receptive vocabulary on fast mapping capabilities. Understanding the factors associated with fast mapping difficulties that are experienced by children with SLI may lead to greater theoretically driven word-learning intervention.

AIMS

To investigate whether children with SLI demonstrate significant difficulties with fast mapping, and to explore the related factors. It was hypothesized that children with SLI would score significantly lower on a fast mapping production task compared with TD children, and that phonological STM and receptive vocabulary would significantly predict fast mapping production scores in both groups of children.

METHODS & PROCEDURES

Twenty-three children with SLI (mean = 64.39 months, SD = 4.10 months) and 26 TD children (mean = 65.92 months, SD = 2.98) were recruited from specialist language and mainstream schools. All participants took part in a unique, interactive fast-mapping task whereby nine novel objects with non-word labels were presented and production accuracy was assessed. A non-word repetition test and the Peabody Picture Vocabulary Test-Fourth Edition (PPVT-IV) were also administered as measures of phonological STM capacity and receptive vocabulary, respectively.

OUTCOMES & RESULTS

Results of the fast-mapping task indicated that children with SLI had significantly poorer fast mapping production scores than TD children. Scores from the non-word repetition task were also significantly lower for the SLI group, revealing reduced phonological STM capacity. Phonological STM capacity and receptive vocabulary emerged as significant predictors of fast mapping performance when the group data were combined in a multiple regression analysis.

CONCLUSIONS & IMPLICATIONS

These results suggest that the word-learning difficulties experienced by children with SLI may originate at the fast mapping stage, and that phonological STM and receptive vocabulary significantly predict fast mapping ability. These findings contribute to the theoretical understanding of word-learning difficulties in children with SLI and may inform lexical learning intervention.

Exploring Expressive Vocabulary Variability in Two-Year-Olds: The Role of Working Memory

PURPOSE

This study explored whether measures of working memory ability contribute to the wide variation in 2-year-olds' expressive vocabulary skills.

METHOD

Seventy-nine children (aged 24-30 months) were assessed by using standardized tests of vocabulary and visual cognition, a processing speed measure, and behavioral measures of verbal working memory and phonological short-term memory.

RESULTS

Strong correlations were observed between phonological short-term memory, verbal working memory, and expressive vocabulary. Speed of spoken word recognition showed a moderate significant correlation with expressive vocabulary. In a multivariate regression model for expressive vocabulary, the most powerful predictor was a measure of phonological short-term memory (accounting for 66% unique variance), followed by verbal working memory (6%), sex (2%), and age (1%). Processing speed did not add significant unique variance.

CONCLUSIONS

These findings confirm previous research positing a strong role for phonological short-term memory in early expressive vocabulary acquisition. They also extend previous research in two ways. First, a unique association between verbal working memory and expressive vocabulary in 2-year-olds was observed. Second, processing speed was not a unique predictor of variance in expressive vocabulary when included alongside measures of working memory.

What Our Hands Say: Exploring Gesture Use in Subgroups of Children With Language Delay

PURPOSE

The aim of this study was to investigate whether children with receptive-expressive language delay (R/ELD) and expressive-only language delay (ELD) differ in their use of gesture; to examine relationships between their use of gesture, symbolic comprehension, and language; to consider implications for assessment and for the nature of problems underlying different profiles of early language delay.

METHOD

Twelve children with ELD (8 boys, 4 girls) and 10 children with R/ELD (8 boys, 2 girls), aged 2-3 years, were assessed on measures of gesture use and symbolic comprehension.

RESULTS

Performance of the R/ELD group was significantly poorer than performance of the ELD group on measures of gesture and symbolic comprehension. Gesture use and symbolic comprehension were significantly associated with receptive language, but associations with expressive language were not significant.

CONCLUSIONS

Findings of this study support previous research pointing to links between gesture and language development, and more specifically, between delays in gesture, symbolic understanding, and receptive rather than expressive language. Given potentially important implications for the nature of problems underlying ELD and R/ELD, and for assessment of children with language delay, this preliminary study invites further investigation comparing the use of different gesture types in samples of children matched on age and nonverbal IQ.

Non-word repetition: the relationship between weak syllables and the omission of grammatical morphemes in children with specific language impairment

Non-word (NW) repetition in children with specific language impairment (SLI) is a skill related to, but genetically separate from, grammatical ability. Prosodic structure of the syllables may bridge the gap between these two abilities. A NW repetition task was compared in a group of 15 preschool Italian children with SLI (ranged in age from 3;11 to 5;8) and 15 younger typically developing children (aged from 2;11 to 3;7) matched for mean length of utterance (TD-MLU). Grammatical ability was tested through a probe for direct-object clitic pronouns which is one of the most useful clinical markers in the Italian language. In NW repetition, children with SLI deleted more syllables than the TD-MLU children. The omission of weak syllables in a pre-stress position was a significant predictor of the omission of clitic pronouns. The present study shows that the link between grammar and NW is due to a prosodic characteristic that is more universally challenging in children with SLI.

Triggering word learning in children with Language Impairment: the effect of phonotactic probability and neighbourhood density

The effect of phonotactic probability (PP) and neighbourhood density (ND) on triggering word learning was examined in children with Language Impairment (3;04-6;09) and compared to Typically Developing children. Nonwords, varying PP and ND orthogonally, were presented in a story context and their learning tested using a referent identification task. Group comparisons with receptive vocabulary as a covariate found no group differences in overall scores or in the influence of PP or ND. Therefore, there was no evidence of atypical lexical or phonological processing. 'Convergent' PP/ND (High PP/High ND; Low PP/Low ND) was optimal for word learning in both groups. This bias interacted with vocabulary knowledge. 'Divergent' PP/ND word scores (High PP/Low ND; Low PP/High ND) were positively correlated with vocabulary so the 'divergence disadvantage' reduced as vocabulary knowledge grew; an interaction hypothesized to represent developmental changes in lexical-phonological processing linked to the emergence of phonological representations.

Developmental pathways of language and social communication problems in 9-11 year olds: unpicking the heterogeneity

This paper addressed relations between language, social communication and behaviour, and their trajectories, in a sample of 9-11-year-olds (n=91) who had been referred to clinical services with concerns about language as pre-schoolers. Children were first assessed at 2½-4 years, and again 18 months later. Results revealed increasing differentiation of profiles across time. By 9-11 years, 11% of the sample had social communication deficits, 27% language impairment, 20% both, and 42% neither. The size of group differences on key language and social communication measures was striking (2-3 standard deviations). Social communication deficits included autistic mannerisms and were associated with social, emotional and behavioural difficulties (SEBDs); in contrast, language impairment was associated with hyperactivity only. Children with both language and social communication problems had the most severe difficulties on all measures. These distinct school-age profiles emerged gradually. Investigation of developmental trajectories revealed that the three impaired groups did not differ significantly on language or SEBD measures when the children were first seen. Only low performance on the Early Sociocognitive Battery, a new measure of social responsiveness, joint attention and symbolic understanding, differentiated the children with and without social communication problems at 9-11 years. These findings suggest that some children who first present with language delay or difficulties have undetected Autism Spectrum Disorders which may or may not be accompanied by language impairment in the longer term. This new evidence of developmental trajectories starting in the preschool years throws further light on the nature of social communication and language problems in school-age children, relations between language impairment and SEBDs, and on the nature of early language development.

Past tense productivity in Dutch children with and without SLI: the role of morphophonology and frequency

This study focuses on morphophonology and frequency in past tense production. It was assessed whether Dutch five- and seven-year-old typically developing (TD) children and eight-year-old children with specific language impairment (SLI) produce the correct allomorph in regular, irregular, and novel past tense formation. Type frequency of the allomorph, token frequency and phonotactic probability (PP) of the novel verb form are considered. The results showed all groups were sensitive to the phonological cue. PP did not contribute to past tense inflection of novel verbs in any of the groups, but type frequency did in all three groups. Only the seven-year-old typically developing children relied on token frequency for inflection of regulars. The findings point to an important role of phonology and frequency in past tense acquisition for both TD children and children with SLI. We discuss how the SLI performance pattern relates to theories on SLI.

Early predictors of language and social communication impairments at ages 9-11 years: a follow-up study of early-referred children

PURPOSE

In this study, the authors aimed to evaluate hypotheses that early sociocognition will predict later social communication and early phonology will predict later morphosyntax in clinically referred preschoolers.

METHOD

Participants were 108 children ages 9-11 years who had been referred to clinical services with concerns about language at age 2½-3½ years. Predictors at Time 1 (T1) were measures of sociocognition, word/nonword repetition, and receptive language. Outcome measures at Time 3 (T3) included a social communication questionnaire completed by parents and tests of nonword repetition, morphosyntax, and receptive language.

RESULTS

Group- and case-level analyses revealed early sociocognition to be the strongest predictor of social communication problems, which by T3 affected almost one third of the sample. At the group level, early phonology, which was a significant problem for the majority of children at T1, was a weak predictor of morphosyntax at T3. However, at the case level the majority of children with poor morphosyntax and nonword repetition at outcome had had very low repetition scores at T1.

CONCLUSIONS

In early language referrals, it is important to identify and address sociocognitive problems, a considerable risk for later social communication and autism spectrum disorders. The majority of early-referred children had phonological problems, often severe, but these require further investigation to determine their longer term significance for language.

Phonological processing skills in specific language impairment

In order to provide effective intervention for children with specific language impairment (SLI), it is crucial that there is an understanding of the underlying deficit in SLI. This study utilized a battery of phonological processing tasks to compare the phonological processing skills of children with SLI to typically-developing peers matched for age or language. The children with SLI had significantly poorer performance than age-matched peers on measures of phonological representations, phonological awareness, rapid automatized naming, phonological short-term memory, and one measure of working memory. Of particular significance, the SLI group also demonstrated significantly weaker performance than language-matched peers on one measure of phonological representations, and one measure of working memory. The findings provide some support for a phonological processing account of SLI and highlight the utility of using tasks that draw on a comprehensive model of speech processing to profile and consider children's phonological processing skills in detail.

Nonverbal imitation skills in children with specific language delay

Research in children with language problems has focussed on verbal deficits, and we have less understanding of children's deficits with nonverbal sociocognitive skills which have been proposed to be important for language acquisition. This study was designed to investigate elicited nonverbal imitation in children with specific language delay (SLD). It is argued that difficulties in nonverbal imitation, which do not involve the processing of structural aspects of language, may be indicative of sociocognitive deficits. Participants were German-speaking typically developing children (n=60) and children with SLD (n=45) aged 2-3 ½ years. A novel battery of tasks measured their ability to imitate a range of nonverbal target acts that to a greater or lesser extent involve sociocognitive skills (body movements, instrumental acts on objects, pretend acts). Significant group differences were found for all body movement and pretend act tasks, but not for the instrumental act tasks. The poorer imitative performance of the SLD sample was not explained by motor or nonverbal cognitive skills. Thus, it appeared that the nature of the task affected children's imitation performance. It is argued that the ability to establish a sense of connectedness with the demonstrator was at the core of children's imitation difficulty in the SLD sample.

Developmental change is key to understanding primary language impairment: the case of phonotactic probability and nonword repetition

PURPOSE

In this study, the authors aimed to explore the relationship between lexical and phonological knowledge in children with primary language impairment (PLI) through the application of a developmental methodology. Specifically, they tested whether there is evidence for an impairment in the process of phonological abstraction in this group of children over and above that which would be predicted by their vocabulary growth.

METHOD

The authors measured developmental change in the abilities of typically developing (TD) children ( n = 38, chronological age [CA] = 3;0-5;6 [years;months]) and those with PLI ( n = 13, CA = 3;0-6;6 and 4;6-8;0) to repeat nonwords with high and low phonotactic probability (PP) to uncover group differences in the process of abstraction of phonological representations.

RESULTS

Cross-sectional developmental trajectories of change in nonword repetition abilities were compared across CA and vocabulary growth. Unlike TD children, the children with PLI did not evince a narrowing gap in the influence of PP across development, and they reached a plateau in their development.

CONCLUSION

These results suggest slowed emergence of phonological representations in PLI, with a plateau in the development of lexical-phonological representations. This plateau may represent entrenchment and "fixing" due to a missed critical period and/or atypical word learning biases in PLI.

Preschool language profiles of children at family risk of dyslexia: continuities with specific language impairment

BACKGROUND

Children at family risk of dyslexia have been reported to show phonological deficits as well as broader language delays in the preschool years.

METHOD

The preschool language skills of 112 children at family risk of dyslexia (FR) at ages 3½ and 4½ were compared with those of children with SLI and typically developing (TD) controls.

RESULTS

Children at FR showed two different profiles: one third of the group resembled the children with SLI and scored poorly across multiple domains of language including phonology. As a group, the remaining children had difficulties on tasks tapping phonological skills at T1 and T2. At the individual level, we confirmed that some FR children had both phonological and broader oral language difficulties (compared with TD controls), some had only phonological difficulties and some appeared to be developing typically.

CONCLUSIONS

We have highlighted the early overlap between family risk of dyslexia and SLI. A family history of dyslexia carries an increased risk for SLI and the two disorders both show an increased incidence of phonological deficits which appear to a proximal risk factor for developing a reading impairment.

The relationship of phonological skills to language skills in Spanish-English-speaking bilingual children

These two studies investigate the relationship between phonological production skills and performance in other domains of language in Spanish-English-speaking bilingual children. We examine the relationship between scores on a single-word phonology test and language measures selected from formal testing and narrative samples in Spanish and English. The first study explores the language and phonology scores of 186 children (mean age = 5 years, 9 months) who represent a range of language ability levels. Phonology scores in both languages were most strongly correlated with performance on the Spanish morphosyntax subtest of the bilingual English-Spanish assessment and grammaticality of utterances in English narratives. The second study focuses on 12 children with low or high phonology skills selected from those who participated in the first study. Children with higher phonological production accuracy in both languages produced grammatical structures of low-phonetic salience with greater accuracy than children with lower phonological skills.

Non-word repetition performance in Slovak-speaking children with and without SLI: novel scoring methods

BACKGROUND

Non-word repetition (NWR) tasks have been found to correlate with language skills and to discriminate between groups of typically developing (TD) children and children with specific language impairment (SLI) across languages.

AIMS

The main aim was to develop an easily-administered NWR screening test that could discriminate between Slovak-speaking TD children and children with SLI. The second aim was to establish if the novel scoring methods for NWR tasks were equally effective at differentiating between the TD versus SLI groups. As Slovak vowels are not reduced in unstressed syllables, it was also sought to establish whether scoring vowels (in addition to the consonants usually assessed in English language tests) would be informative.

METHODS & PROCEDURES

The paper evaluated the performance of a new NWR task for Slovak-speaking children. Study 1 compared the performance of 60 TD children in three age groups: 3-year-olds (N = 20), 4-your-olds (N = 20) and 5-year-olds (N = 20). Five types of scoring methods were examined: whole-item, number of syllables, syllable structure, consonants, and vowels. Study 2 compared performance on the NWR task administered in Study 1 across three groups of child participants: an SLI group (N = 16), a TD age-matched group (N = 16), and a TD language-matched group (N = 14).

OUTCOMES & RESULTS

Study 1 found an age effect in the TD sample for three out of five of the scoring methods tested (number of syllables, syllable structure, and consonants). Study 2 showed that all five of the scoring methods discriminated between: (1) the group of children with SLI and the TD language-matched (TDLM) sample and (2) the group of children with SLI and the TD age-matched (TDAM) group.

CONCLUSIONS & IMPLICATIONS

The novel NWR tool reliably differentiated between children with SLI and TD children. Scoring cut-off points which demonstrated high rates of success at verifying true-positives (93.75%) and true-negatives (100%) are provided. The most informative scoring methods for Slavic languages (whole-item scoring and vowels correct) are identified and discussed.

Effect of phonological training in French children with SLI: perspectives on voicing identification, discrimination and categorical perception

The aim of the present study was to investigate the effect of auditory training on voicing perception in French children with specific language impairment (SLI). We used an adaptive discrimination training that was centred across the French phonological boundary (0 ms voice onset time--VOT). One group of nine children with SLI attended eighteen twenty-minute training sessions with feedback, and a control group of nine children with SLI did not receive any training. Identification, discrimination and categorical perception were evaluated before, during and after training as well as one month following the final session. Phonological awareness and vocabulary were also assessed for both groups. The results showed that children with SLI experienced strong difficulties in the identification, discrimination and categorical perception of the voicing continuum prior to training. However, as early as after the first nine training sessions, their performance in the identification and discrimination tasks increased significantly. Moreover, phonological awareness scores improved during training, whereas vocabulary scores remained stable across sessions.

Non-word repetition in adolescents with specific language impairment (SLI)

BACKGROUND

Non-word repetition (NWR) difficulties are common, but not universal, among children with specific language impairment (SLI). However, older children and adolescents with SLI have rarely been studied. Studies disagree on the relationship between NWR difficulties and difficulties with other areas of language and literacy. There is also no consensus about the underlying reason for the difficulties (some) children with SLI have with NWR. Some scholars argue that difficulties with phonological short-term memory or storage cause NWR and other language difficulties, whereas others argue that difficulties with NWR may be due more to difficulties with phonological representations.

AIMS

To investigate NWR abilities and their relationship to other language and literacy abilities in a group of older children with SLI and typically developing controls. To investigate the relative effects of increasing phonological complexity and the number of syllables on the ability of the participants to repeat non-words.

METHODS & PROCEDURES

An NWR test (The Test of Phonological Structure; TOPhS), which systematically varies phonological complexity, was administered to 15 participants with SLI (aged 11-15 years), 30 language and 15 age controls. Standardized language and literacy tests and a specific test of verb agreement and tense marking (Verb Agreement and Tense Test; VATT) were also administered.

OUTCOMES & RESULTS

The participants with SLI showed a bimodal distribution: half achieved age-appropriate NWR, while half scored significantly below language and age controls (d > 7). The two groups of participants with SLI (high versus low scorers) only differed in NWR (d > 5) and agreement (d > 3) and tense marking (d > 2.5), not on the standardized language and literacy measures administered. NWR was also highly correlated with verb agreement (r= 0.97) and tense marking (r= 0.89) among participants with SLI, but not among controls (r= 0.16 and 0.30 respectively). Phonological complexity was related to NWR accuracy, particularly among participants with SLI. The number of syllables had no independent effect on NWR performance for any group.

CONCLUSIONS & IMPLICATIONS

Some children with SLI (who have good NWR) have language difficulties unrelated to any of the factors underlying NWR. Others have a (probably additional) deficit which affects NWR and also leads to greater difficulties with verb agreement and tense marking. The results indicate that difficulties with this particular NWR test are more likely to be due to a deficit with phonology per se, rather than with phonological short-term memory or storage.