A Nonword Repetition Task to Assess Bilingual Children’s Phonology

Santos, Christophe dos; Ferré, Sandrine

doi:10.1080/10489223.2016.1243692

Cited by 82 publications

(93 citation statements)

References 28 publications

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“…, Ferré et al . , dos Santos and Ferré ). Building on these results, new NWR tasks have been constructed in order to tap more directly into phonological competence (Chiat , dos Santos and Ferré , Grimm and Hübner in press).…”

Section: Methodsmentioning

confidence: 95%

“…, dos Santos and Ferré ). Building on these results, new NWR tasks have been constructed in order to tap more directly into phonological competence (Chiat , dos Santos and Ferré , Grimm and Hübner in press). At the same time, these tasks were constructed to avoid phonological properties of the L2 that could pose problems in bilingual contexts by using non‐words which rely on phonological properties that are largely universal.…”

Section: Methodsmentioning

confidence: 95%

“…The LITMUS‐NWR tasks for French and German were designed according to these principles (dos Santos and Ferré , Grimm and Hübner in press). They contain the same language independent (LI) non‐words, as well as language dependent (LD) non‐words for French and for German respectively.…”

Section: Methodsmentioning

confidence: 99%

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Identifying language impairment in bilingual children in France and in Germany

Tuller

Hamann

Chilla

et al. 2018

Intl J Lang & Comm Disor

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Section: Methodsmentioning

confidence: 95%

Section: Methodsmentioning

confidence: 95%

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Identifying language impairment in bilingual children in France and in Germany

Tuller

Hamann

Chilla

et al. 2018

Intl J Lang & Comm Disor

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“…Recent results indicate that SRTs incorporating structures involving these operations can be successfully applied in bilingual settings for identifying SLI, see Marinis and Armon-Lotem (2015), Tuller et al (2015), and Fleckstein et al (2016). As to non-word repetition and phonological complexity, recent studies show that syllables containing branching onsets or a coda are particularly difficult for children with SLI, but are mastered by typical bilinguals (Marshall and van der Lely, 2009;Ferré et al, 2012;dos Santos and Ferré, 2016;Grimm and Hübner, in press). NWRTs can be constructed to incorporate quasi-universal non-words or non-words conforming to phonotactic and/or morphophonological constraints of a specific language.…”

Section: The Language Impairment Testing In Multilingual Settings (Limentioning

confidence: 99%

“…Since sC# and #Cs sequences are not unique to German but violate the Sonority Sequencing Principle, they are difficult for 8 We particularly thank Angela Grimm for sharing the task with us. children with SLI (dos Santos and Ferré, 2016) but should not be problematic for typically developing children.…”

Section: The New German Litmus Repetition Tasksmentioning

confidence: 99%

Methods for Identifying Specific Language Impairment in Bilingual Populations in Germany

Hamann

Ibrahim

2017

Front. Commun.

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This study investigates the performance of 22 monolingual and 54 bilingual children with and without specific language impairment (SLI), in a non-word repetition task (NWRT) and a sentence repetition task (SRT). Both tasks were constructed according to the principles for LITMUS tools (Language Impairment Testing in Multilingual Settings) developed within COST Action IS0804 and incorporated phonological or syntactic structures that are lin guistically complex and have been shown to be difficult for children with SLI across languages. For phonology these are in particular (non)words containing consonant clusters. In morphosyntax, complexity has been attributed to factors such as embedding and/or syntactic movement. Tasks focusing on such structures are expected to identify SLI in bilinguals across language combinations. This is notoriously difficult because structures that are problematic for typically developing bilinguals (BiTDs) and monolingual children with SLI (MoSLI) often overlap. We show that the NWRT and the SRT are reliable tools for identification of SLI in bilingual contexts. However, interpretation of the performance of bilingual children depends on background information as provided by parental questionnaires. To evaluate the accuracy of our tasks, we recruited children in ordinary kindergartens or schools and in speech language therapy centers and verified their status with a battery of standardized language tests, assessing bilingual children in both their languages. We consider a bilingual child language impaired if she shows impairments in two language domains in both her languages. For assessment, we used tests normed for monolinguals (with one exception) and adjusted the norms for bilingualism and for language dominance. This procedure established the following groups: 10 typical monolinguals (MoTD), 12 MoSLI, 46 BiTD, and 8 bilingual children with SLI (BiSLI). Our results show that both tasks target relevant structures: monolingual children are classified with 100% accuracy. Crucially, both our tasks distinguish BiTDs from MoSLIs and BiTDs from BiSLIs. The NWRT shows high accuracy and only minimal influence of language dominance. The SRT can be scored as "identical repetition" or as "target structure," the latter aiming for scoring the mastery of a syntactic structure, ignoring lexical and specific case or gender errors. Focusing on the latter measure, we examine individual cases of BiTDs with unexpected, low scores. We identify first-language dominance as a factor influencing performance but crucially find that testing in the home language in a heritage context might lead to unreliable classifications and that our procedure for determining the clinical group of bilinguals missed cases of selective impairments such as syntactic SLI.

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Identifying Language and Cognitive Profiles in Children With ASD via a Cluster Analysis Exploration: Implications for the New ICD‐11

et al. 2020

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The new version of the International Classification of Diseases (ICD‐11) mentions the existence of four different profiles in the verbal part of the Autism Spectrum Disorder (ASD), describing them as combinations of either spared or impaired functional language and intellectual abilities. The aim of the present study was to put ASD heterogeneity to the forefront by exploring whether clear profiles related to language and intellectual abilities emerge when investigation is extended to the entire spectrum, focusing on verbal children. Our study proposed a systematic investigation of both language (specifically, structural language abilities) and intellectual abilities (specifically, nonverbal cognitive abilities) in 51 6‐ to 12‐year‐old verbal children with ASD based on explicitly motivated measures. For structural language abilities, sentence repetition and nonword repetition tasks were selected; for nonverbal cognitive abilities, we chose Raven's Progressive Matrices, as well as Matrix Reasoning and Block Design from the Wechsler Scales. An integrative approach based on cluster analyses revealed five distinct profiles. Among these five profiles, all four logically possible combinations of structural language and nonverbal abilities mentioned in the ICD‐11 were detected. Three profiles emerged among children with normal language abilities and two emerged among language‐impaired children. Crucially, the existence of discrepant profiles of abilities suggests that children with ASD can display impaired language in presence of spared nonverbal intelligence or spared language in the presence of impaired nonverbal intelligence, reinforcing the hypothesis of the existence of a separate language module in the brain. Autism Res 2020, 13: 1155‐1167. © 2020 International Society for Autism Research, Wiley Periodicals, Inc.Lay SummaryThe present work put Autism Spectrum Disorder heterogeneity to the forefront by exploring whether clear profiles related to language and cognitive abilities emerge when investigation is extended to the entire spectrum (focusing on verbal children). The use of explicitly motivated measures of both language and cognitive abilities and of an unsupervised machine learning approach, the cluster analysis, (a) confirmed the existence of all four logically possible profiles evoked in the new ICD‐11, (b) evoked the existence of (at least) a fifth profile of language/cognitive abilities, and (c) reinforced the hypothesis of a language module in the brain.

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A Nonword Repetition Task to Assess Bilingual Children’s Phonology

Cited by 82 publications

References 28 publications

Identifying language impairment in bilingual children in France and in Germany

Identifying language impairment in bilingual children in France and in Germany

Methods for Identifying Specific Language Impairment in Bilingual Populations in Germany

Identifying Language and Cognitive Profiles in Children With ASD via a Cluster Analysis Exploration: Implications for the New ICD‐11

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