Dative prepositions in children with specific language impairment

Grela, Bernard; Rashiti, Lula; Soares, Monica

doi:10.1017/s0142716404001225

Cited by 24 publications

(41 citation statements)

References 15 publications

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“…The FUNC score was calculated using the number of pronouns, possessives, relatives, conjunctions, prepositions, and determiners that were accurately repeated. Specific difficulties in this area are in line with previous studies, revealing omissions of obligatory relative markers (Schuele & Dykes, 2005), causal connectives (Donaldson et al, 2007), clitic pronouns (Hamann et al, 2003;Jakubowicz, Nash, Rigaut, & Gerard, 1998), and prepositions (Grela, Rashiti, & Soares, 2004). Finally, results showed very frequent verb inflection errors in children with SLI, with no child performing better than À1.22 SD under the expected norms.…”

Section: Optimal Cut-off Levelssupporting

confidence: 89%

The sentence repetition task: A powerful diagnostic tool for French children with specific language impairment

Leclercq

Quémart

Magis

et al. 2014

Research in Developmental Disabilities

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This study assesses the diagnostic accuracy and construct validity of a sentence repetition task that is commonly used for the identification of French children with specific language impairment (SLI). Thirty-four school-aged children with a confirmed, diagnostically based diagnosis of SLI, and 34 control children matched on age and nonverbal abilities performed the sentence repetition task. Two general scoring measures took into account the verbatim repetition of the sentence and the number of words accurately repeated. Moreover, five other scoring measures were applied to their answers in order to separately take into account their respect of lexical items, functional items, syntax, verb morphology, and the general meaning of the sentence. Results show good to high levels of sensitivity and specificity at the three cut-off points for all scoring measures. A principal component analysis revealed two factors. Scoring measures for the respect of functional words, syntax and verb morphology provided the largest loadings to the first factor, while scoring measures for the respect of lexical words and general semantics provided the largest loadings to the second factor. Sentence repetition appears to be a valuable tool to identify SLI in French children, and the ability to repeat sentences correctly is supported by two factors: a morphosyntactic factor and a lexical factor.

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Section: Optimal Cut-off Levelssupporting

confidence: 89%

The sentence repetition task: A powerful diagnostic tool for French children with specific language impairment

Leclercq

Quémart

Magis

et al. 2014

Research in Developmental Disabilities

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“…By late preschool age, monolingual and bilingual children have demonstrated higher levels of performance on most prepositions than what was observed in the current dataset (Armon-Lotem, 2014; Armon-Lotem et al , 2008; Grela et al , 2004). This was unexpected, given that the children in this dataset were classified as having typical language skills.…”

Section: Discussioncontrasting

confidence: 46%

“…Locative prepositions such as in and on appear earliest in acquisition around age 27–30 months (Brown, 1973). Under , back , front , beside , and between develop between 3;0 and 5;0 (Brown, 1973; Connor & Chapman, 1985; Grela, Rashati & Soares, 2004; Washington & Naremore, 1978). Locative prepositions are typically followed by the development of the dative prepositions to and for , and verb particle constructions such as dressing up (Tomasello, 1987; Wanska, 1984; Watkins & Rice, 1991).…”

Section: Introductionmentioning

confidence: 99%

Preposition accuracy on a sentence repetition task in school age Spanish–English bilinguals

2017

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Preposition knowledge is important for academic success. The goal of this project was to examine how different variables such as English input and output, Spanish preposition score, mother education level, and age of English exposure (AoEE) may have played a role in children’s preposition knowledge in English. 148 Spanish–English children between 7;0 and 9;11 produced prepositions in English and Spanish on a sentence repetition task from an experimental version of the Bilingual English Spanish Assessment Middle Extension (Peña, Bedore, Gutierrez-Clellen, Iglesias & Goldstein, in development). English input and output accounted for most of the variance in English preposition score. The importance of language-specific experiences in the development of prepositions is discussed. Competition for selection of appropriate prepositions in English and Spanish is discussed as potentially influencing low overall preposition scores in English and Spanish.

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“…These words are articles, prepositions, conjunctions and pronouns. These words have mainly syntactical functions, acting as connecting elements between phrases and have low semantic load on their own (Grela et al, 2004).…”

Section: Introductionmentioning

confidence: 99%

Tipologia das rupturas de fala e classes gramaticais em crianças gagas e fluentes

Juste

Andrade

2006

Pró-Fono R. Atual. Cient.

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Background: developmental stuttering is a pathology which begins during childhood, during the phase of language acquisition and development and is characterized as being chronic. Aim: to verify the influence of typology and grammatical classes on the occurrence of speech disruptions of stuttering and fluent children. Method: participants of this study were 80 children, with ages between 4.0 and 11.11 years, residents in the city of São Paulo. Participants were divided in two groups: GI (research group) was composed by 40 children (29 male and 11 female) with the diagnosis of stuttering, and with no other associated communication, neurologic and cognitive deficits; GII (control group) was composed by 40 fluent children, paired by age and gender with the participants of GI. Results: the data indicate that the groups do not differ regarding the occurrence of typical disfluencies. Less typical disfluencies occurred predominantly for GI. As for the grammatical class, speech disruptions were more frequent in function words for both groups. Conclusion: these results indicate that the analyses of speech disruptions, in terms of typology and grammatical classes, bring several information that are necessary for the assessment and diagnosis of childhood stuttering. This analysis points the differences and similarities between stuttering and fluent children. Key Words: Speech, Language and Hearing Sciences; Fluency; Stuttering; Speech; Childhood. ResumoTema: a gagueira de desenvolvimento é aquela cujo surgimento se dá na infância, durante a fase de aquisição e desenvolvimento da linguagem, e que se caracteriza como uma desordem crônica. Objetivo: verificar a influência da tipologia e classe gramatical na ocorrência de rupturas na fala de crianças gagas e fluentes. Método: Participaram desse estudo 80 crianças, com idades entre 4.0 a 11.11 anos, residentes no município de São Paulo e Grande São Paulo. Os participantes foram divididos em dois grupos: GI (grupo de pesquisa) foi composto por 40 crianças, (29 do sexo masculino e 11 do sexo feminino) com diagnóstico de gagueira, sem qualquer outro déficit comunicativo, neurológico e cognitivo associado; GII (grupo controle) foi composto por 40 crianças fluentes, pareadas por idade e sexo aos participantes de GI. Resultados: os dados indicaram que os grupos não se diferenciaram quanto à ocorrência de rupturas comuns. As rupturas gagas ocorreram predominantemente para GI. Em relação à classe gramatical, as rupturas foram mais freqüentes nas palavras funcionais, para ambos os grupos. Conclusão: Esses resultados mostram que a análise das rupturas da fala, tanto em termos de tipologia quanto em termos gramaticais trazem um grande número de informações necessárias para a avaliação e diagnóstico da gagueira infantil, uma vez que aponta diferenças e semelhanças entre crianças gagas e fluentes.

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Dative prepositions in children with specific language impairment

Cited by 24 publications

References 15 publications

The sentence repetition task: A powerful diagnostic tool for French children with specific language impairment

The sentence repetition task: A powerful diagnostic tool for French children with specific language impairment

Preposition accuracy on a sentence repetition task in school age Spanish–English bilinguals

Tipologia das rupturas de fala e classes gramaticais em crianças gagas e fluentes

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