The present study was designed to determine whether 4 measures of children's spontaneous speech and language differed according to the educational level of the children's mothers. Spontaneous language samples from 240 three-year-old children were analyzed to determine mean length of utterance in morphemes (MLUm), number of different words (NDW), total number of words (TNW), and percentage of consonants correct (PCC). A norm-referenced, knowledge-dependent measure of language comprehension, the Peabody Picture Vocabulary Test-Revised (PPVT-R), was also included for purposes of comparison with the spontaneous measures. Three levels of maternal education were compared: less than high school graduate, high school graduate, and college graduate. Trend analyses showed statistically significant linear trends across educational levels for MLUm, NDW, TNW, and PPVT-R; the trend for PCC was not significant. The relationship of maternal education and other sociodemographic variables to measures of children's language should be examined before using such measures to identify children with language disorders.

In a prospective study of child development in relation to early-life otitis media, we administered the MacArthur Communicative Development Inventories (CDI) to a large (N = 2,156), sociodemographically diverse sample of 1- and 2-year-old children. As a prerequisite for interpreting the CDI scores, we studied selected measurement properties of the inventories. Scores on the CDI/Words and Gestures (CDI-WG), designed for children 8 to 16 months old, and on the CDI/Words and Sentences (CDI-WS), designed for children 16 to 30 months old, increased significantly with months of age. On several scales of both CDI-WG and CDI-WS, standard deviations approximated or exceeded mean values, reflecting wide variability in results. Statistically significant differences in mean scores were found according to race, maternal education, and health insurance status as an indirect measure of income, but the directionality of differences was not consistent across inventories or across scales of the CDI-WS. Correlations between CDI-WG and CDI-WS ranged from .18 to .39. Our findings suggest that the CDI reflects the progress of language development within the age range 10 to 27 months. However, researchers and clinicians should exercise caution in using results of the CDI to identify individual children at risk for language deficits, to compare groups of children with different sociodemographic profiles, or to evaluate the effects of interventions.

One hundred 3-year-olds with speech delay of unknown origin and 539 same-age peers were compared with respect to 6 variables linked to speech disorders: male sex, family history of developmental communication disorder, low maternal education, low socioeconomic status (indexed by Medicaid health insurance), African American race, and prolonged otitis media. Abnormal hearing was also examined in a subset of 279 children who had at least 2 hearing evaluations between 6 and 18 months of age. Significant odds ratios were found only for low maternal education, male sex, and positive family history; a child with all 3 factors was 7.71 times as likely to have a speech delay as a child without any of these factors.

Syllable Repetition Task (SRT)Purpose. Conceptual and methodological confounds occur when non(sense) repetition tasks are administered to speakers who do not have the target speech sounds in their phonetic inventories or who habitually misarticulate targeted speech sounds. We describe a nonword repetition task, the Syllable Repetiton Task (SRT) that eliminates this confound and report findings from three validity studies.Method. Ninety-five preschool children with Speech Delay and 63 with Typical Speech, completed an assessment battery that included the Nonword Repetition Task (NRT: Dollaghan & Campbell, 1998) and the SRT. SRT stimuli include only four of the earliest occurring consonants and one early occurring vowel.Results. Study 1 findings indicated that the SRT eliminated the speech confound in nonword testing with speakers who misarticulate. Study 2 findings indicated that the accuracy of the SRT to identify expressive language impairment was comparable to findings for the NRT. Study 3 findings illustrated the SRT's potential to interrogate speech processing constraints underlying poor nonword repetition accuracy. Results supported both memorial and auditory-perceptual encoding constraints underlying nonword repetition errors in children with speech-language impairment.3 Conclusion. The SRT appears to be a psychometrically stable and substantively informative nonword repetition task for emerging genetic and other research with speakers who misarticulate. 4 Nonword Repetition Tasks in Genetic Studies of Verbal Trait DisordersFindings from the genetics literature continue to support Adams and Gathercole's (2000) conclusion that poor non(sense)word repetition is a key feature of heritable specific language impairment (SLI). Bishop and colleagues (Bishop, 2002a(Bishop, , 2002bBishop, Adams, & Norbury, 2004;Bishop, Bishop, Bright, Delaney, & Tallal, 1999;Bishop, North, & Donlan, 1996), and Kovas et al. (2005) have reported high heritability for nonword repetition in twin samples and cohorts of children with concurrent or histories of speech-language disorders. Shriberg et al. (2005) reported that in comparison to control participants with speech sound disorders, participants with speech sound disorders who were at familial risk for a genetically transmitted subtype of speech disorder had significantly lower nonword repetition task performance.Molecular genetic studies using nonword repetition tasks have reported linkage to regions of interest on chromosomes 16 and 19 for children with language impairment (Monaco and the SLI Consortium [SLIC], 2007;SLI Consortium, 2002. The first genetic entries for speech sound disorder in the Online Mendelian Inheritance in Man database were based, in part, on linkage of nonword repetition task performance to regions of interest on chromosome 3 (Stein et al., 2004) and chromosome 6 (Smith, Pennington, Boada, & see Caylak, 2007, andLewis et al., 2006 for literature reviews).One property that appears to underlie the productivity of nonword repetition tasks in genetic and other...

In this study, the fast mapping skills of a group of 11 normal children (ages 4:0-5:6) were compared to those of a group of 11 language-impaired children (ages 4:1-5:4) exhibiting expressive syntactic deficits. Fast mapping is a hypothesized process enabling children to create lexical representations for new words after as little as a single exposure. Subjects encountered a nonsense word and its novel object referent. Subsequent tasks probed the amount and kinds of information about the new word that the subjects had entered into memory. Normal and language-impaired subjects did not differ in their ability to infer a connection between the novel word and referent, to comprehend the novel word after a single exposure, and to recall some nonlinguistic information associated with the referent. However, the language-impaired subjects were less successful than the normal subjects in producing the new word, recalling significantly fewer of its three phonemes.