Comprehension of Reversible Relative Clauses in Specifically Language Impaired and Normally Developing Greek Children

Stavrakaki, Stavroula

doi:10.1006/brln.2000.2412

Cited by 107 publications

(108 citation statements)

References 22 publications

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“…These findings support the notion of subtypes in SLI Botting, 1999, 2006;Conti-Ramsden et al, 1997, 2001Korkman and Hä kkinen-Rihu, 1994;Rapin and Allen, 1983;van Daal et al, 2004). The dissociations between lexical and syntactic abilities are in line with studies by van der Lely (2005) and Dockrell et al (2005).…”

Section: Subtypes Of Slisupporting

confidence: 77%

“…Rapin and Allen (1983) suggested categories of SLI, including a phonological-syntactic deficit and a semantic-pragmatic deficit. More recent large-scale studies on SLI have confirmed that different subgroups of SLI exist, each with different characteristics of the deficit (Bishop, 2006;Botting, 1999, 2006;Conti-Ramsden et al, 1997, 2001Korkman and Hä kkinenRihu, 1994; van Daal et al, 2004). Some of these studies have suggested classifications similar to the original Rapin and Allen categories, whereas others have suggested other categories.…”

Section: Part 2: Subtypes Of Sli and Wh Question Comprehensionmentioning

confidence: 97%

“…Crucially for our discussion, children with syntactic SLI (i.e., the subtype of SLI that entails a syntactic deficit) have considerable difficulty with structures that are derived by Wh-movement and do not maintain the canonical order of arguments, namely, those in which the theme precedes the agent. Children with Syntactic SLI show impaired comprehension of object relative clauses (Adams, 1990;Novogrodsky, 2004, 2007;pre-therapy performance in Levy and Friedmann, 2009;Stavrakaki, 2001), object topicalization in Hebrew (Friedmann and Novogrodsky, 2003), and topicalized prepositional phrases in English (van der Lely and Harris, 1990). The production of object relatives (Håkansson and Hansson, 2000;Novogrodsky and Friedmann, 2006;Schuele and Tolbert, 2001) is also impaired.…”

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confidence: 99%

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Friedmann

Novogrodsky

2011

Lingua

126

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Section: Subtypes Of Slisupporting

confidence: 77%

Section: Part 2: Subtypes Of Sli and Wh Question Comprehensionmentioning

confidence: 97%

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confidence: 99%

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Friedmann

Novogrodsky

2011

Lingua

126

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“…In line with the general consensus on language difficulties, these include verb tense errors i.e. difficulties with irregular past tense, with possessive grammatical structure, comparatives, adjectives, prepositions (SLI: Clahsen and Dalalakis, 1999), syntactic errors (word ordering) in children with SLI and ASD (Stavrakaki, 2001) and difficulties with initiation and engagement in conversation for those with ASD (Vogindroukas, 2007 …”

Section: A Note About Sli and Asd In Greecementioning

confidence: 88%

Language abilities in children with autism and language impairment: using narrative as a additional source of clinical information

Manolitsi

Botting

2011

Child Language Teaching and Therapy

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Autistic Spectrum Disorder (ASD) and Specific Language Impairment (SLI) are disorders of communication that are sometimes thought to show similar structural language difficulties. Recent research has even suggested that they might be aetiologically related. However, it may be that standardized language tasks are not sensitive enough to detect similarities and differences accurately. This study involved 26 Greek children with either ASD or SLI and compared them on standardized measures of structural and pragmatic language as well as using a structured narrative task. Children with ASD were more impaired on receptive but not expressive scores from standardized language tests. In contrast, narrative measures showed significantly poorer ASD performance in expressive skills involving wider story-telling skill and in some sentence-level skills, in particular referencing, compared to peers with SLI. ASD and SLI groups also showed different relationships between structural language and other measures. The data suggests that narrative is a useful tool for revealing qualitative differences in language between overlapping communication disorders both at the clinical and theoretical level, since it provides information that is lost in more formalized testing. This may be particularly true where norms are not available or testing is difficult.

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“…However, cross-linguistic evidence shows that Greekspeaking (Stavrakaki, 2001), Hebrew-speaking (Friedmann & Novogrodsky, 2004, and Swedish-speaking (Håkansson & Hansson, 2000) children with SLI all have trouble comprehending ORs.…”

Section: Or Sentencesmentioning

confidence: 99%

Syntactic Versus Memory Accounts of the Sentence Comprehension Deficits of Specific Language Impairment: Looking Back, Looking Ahead

Montgomery

Gillam

Evans

2016

J Speech Lang Hear Res

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Purpose: Compared with same-age typically developing peers, school-age children with specific language impairment (SLI) exhibit significant deficits in spoken sentence comprehension. They also demonstrate a range of memory limitations. Whether these 2 deficit areas are related is unclear. The present review article aims to (a) review 2 main theoretical accounts of SLI sentence comprehension and various studies supporting each and (b) offer a new, broader, more integrated memory-based framework to guide future SLI research, as we believe the available evidence favors a memory-based perspective of SLI comprehension limitations. Method:We reviewed the literature on the sentence comprehension abilities of English-speaking children with SLI from 2 theoretical perspectives. Results: The sentence comprehension limitations of children with SLI appear to be more fully captured by a memory-based perspective than by a syntax-specific deficit perspective. Conclusions: Although a memory-based view appears to be the better account of SLI sentence comprehension deficits, this view requires refinement and expansion. Current memorybased perspectives of adult sentence comprehension, with proper modification, offer SLI investigators new, more integrated memory frameworks within which to study and better understand the sentence comprehension abilities of children with SLI.C hildren with specific language impairment (SLI) demonstrate normal-range nonverbal intelligence, hearing sensitivity, and articulation and no neurological impairment or developmental disability, yet they show significant language problems for their age. These children exhibit marked spoken sentence comprehension deficits and show a range of cognitive impairments-chief among them, memory. Whether these children's comprehension difficulties are related to their memory limitations is not clear. In this review article, we (a) review the two historical accounts of SLI sentence comprehension deficits and various studies corresponding to each and (b) propose a new, broader, and integrated memory-based theoretical framework motivated by the adult sentence comprehension literature, as well as the SLI literature, that should prove useful for guiding future research into the sentence comprehension abilities of children with SLI. (See online Supplemental Materials S1 for a list of articles related to the syntax-based account and memory-based account of SLI sentence comprehension.)Compared with our understanding of SLI expressive abilities, understanding of these children's sentence comprehension abilities is relatively sparse. Deeper knowledge of these children's comprehension is greatly needed. First, sentence comprehension is a challenging feat because children must incrementally build and integrate structure and meaning in the moment from a rapidly disappearing signal. Research designed to identify the linguistic and memory mechanisms supporting comprehension is instrumental to advancing our understanding of the nature of SLI sentence comprehension limitations. Doing so ...

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Comprehension of Reversible Relative Clauses in Specifically Language Impaired and Normally Developing Greek Children

Cited by 107 publications

References 22 publications

Which questions are most difficult to understand?

Which questions are most difficult to understand?

Language abilities in children with autism and language impairment: using narrative as a additional source of clinical information

Syntactic Versus Memory Accounts of the Sentence Comprehension Deficits of Specific Language Impairment: Looking Back, Looking Ahead

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