Development of Morphosyntactic Accuracy and Grammatical Complexity in Dutch School-Age Children With SLI

Zwitserlood, Rob; Weerdenburg, Marjolijn van; Wijnen, Frank

doi:10.1044/2015_jslhr-l-14-0015

Cited by 27 publications

(33 citation statements)

References 22 publications

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“…CLARIN also made available the data used in Treurniet (2011) and the Functional Elements in Speci c Language Impairment (FESLI) 3 data (Treurniet and Orgassa, 2011); it seems self-evident to link the FESLI corpus (12 bilingual children without SLI, 25 monolingual children with SLI, 20 bilingual children with SLI) more directly to the VALID Data Archive. The Verhoeven et al (2011) and Zwitserlood et al (2015) data are unfortunately not accessible. The main goal of the VALID enterprise is to include other databases in the archive.…”

Section: Resultsmentioning

confidence: 99%

“…A third study on narratives is the longitudinal study by Zwitserlood et al (2015), which included monolingual SLI and TD children as well, ranging in age from 6.5 to 8.5 years. The authors found an SLI e ect (η 2 = .27), an age e ect (η 2 = .16), and no interaction e ect between age and SLI for MLU.…”

Section: Discussionmentioning

confidence: 99%

“…The morphosyntactic and/or lexical accuracy and complexity of narratives by SLI children were analysed in three earlier studies in the Netherlands: that of Treurniet (2011);Verhoeven, Steenge and Van Balkom (2011);and Zwitserlood et al (2015). All three studies mention problems in the morphosyntactic and/or lexical domain for SLI children.…”

Section: Sli Diagnostics In Narrativesmentioning

confidence: 99%

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SLI Diagnostics in Narratives: Exploring the CLARIN-NL VALID Data Archive

Bergmann¹,

Hout²,

Klatter-Folmer³

2017

CLARIN in the Low Countries

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In 2014 the Vulnerability in Acquisition: Language Impairments in Dutch (VALID) 1 Data Archive for pathological language data (CLARIN-NL-12-010 grant) was launched. The aim of the VALID Data Archive is to unite various available datasets ranging from metadata, experimental results, and test outcomes to spontaneous speech data, including video recordings, and to develop unambiguous protocols to ascertain the interpretation of research outcomes. In this chapter we report a study that we carried out using the VALID Data Archive. In an earlier project the language development of children with Speci c Language Impairment (SLI) had indeed been investigated using a narrative task (retelling of a picture story); the VALID database thus contains transcripts and audio les of the speech of 50 children with SLI and 24 age-matched typically developing (TD) children in the age range between 5;6 to 12;0 years, who all participated in this earlier project. Our study focused on morphosyntactic and lexical accuracy and complexity, in order to determine which language measures are diagnostic indicators of SLI on the basis of this narrative data. Results showed that SLI children performed less well than TD children for morphosyntactic and lexical accuracy and complexity. Interestingly, the results obtained can be compared to results found in three other studies on narratives performed by SLI and TD children. The similarities and di erences in the outcomes reveal the urgency to have identical, precise protocols in handling and analysing complex data.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Sli Diagnostics In Narrativesmentioning

confidence: 99%

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SLI Diagnostics in Narratives: Exploring the CLARIN-NL VALID Data Archive

Bergmann¹,

Hout²,

Klatter-Folmer³

2017

CLARIN in the Low Countries

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“…The studies assessing the narrative skills of monolingual children with DLD/SLI focused on both the microstructure and the macrostructure of the narrative skills of the pre and school aged children (see Table 1). Two of the studies examined only the grammatical lexical and morphosyntactic accuracy and complexity of monolingual children with DLD (Zwitserlood et al, 2015;Colozzo et al, 2011;Auza et al, 2018). The rest of them examined both microstructure and macrostructure characteristics of DLD monolinguals and their TD peers (Colozzo et al, 2011;Mäkinen et al, 2014;Vandewalle et al, 2012;Duinmeijer et al, 2012).…”

Section: Studies Assessing the Narrative Skills Of Monolingual Childrmentioning

confidence: 99%

“…Morphosyntactic accuracy and grammatical complexity seem to be affected with SLI school-aged children who scored poorly on the basis of mean length of T-units and on standardized language tests. As far grammatical complexity is concerned DLD children formed a smaller number of relative clauses(Zwitserlood et al, 2015).…”

mentioning

confidence: 99%

Narrative Skills of Monolingual and Bilingual Pre-School and Primary School Children with Developmental Language Disorder (DLD): A Systematic Review

Ανδρέου¹,

Lemoni²

2020

OJML

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Spelling abilities of Dutch children with developmental language disorder on words differing in complexity

Bliekendaal,

van den Boer,

Hakvoort

et al. 2024

Read Writ

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Children with developmental language disorder (DLD) often have spelling difficulties. Previous research has established that children with DLD, especially those with additional reading problems, perform below typically developing (TD) children on spelling, but it is unknown if they struggle with certain types of words. We compared the spelling dictation outcomes of 152 Dutch children with DLD attending special education in Grades 5/6, to that of 129 TD children in Grades 4/5, and 108 TD children in Grades 2/3. The dictation task included transparent words (spaarpot ‘piggy bank’), analogy-based words (maaien ‘to mow’), rule-based words (takken ‘branches’), and visual imprint words (cactus ‘cactus’). Within the group of children with DLD, we compared the performance of children with average-to-good reading abilities (n = 62) to that of children with poor reading abilities (n = 82). Children with DLD spelled significantly fewer words correctly than TD children in Grades 4/5, but performed similarly on mean spelling correct to TD children in Grades 2/3. When comparing word categories within groups, all three groups of children performed best on analogy-based words. A difference in spelling patterns on the complex word categories emerged between the groups: Children with DLD in Grades 5/6 and TD children in Grades 4/5 performed similarly on rule-based and visual imprint words, whereas TD children in Grades 2/3 performed better on rule-based than on visual imprint words. Finally, average-to-good readers with DLD outperformed poor readers with DLD on spelling. Children with DLD are delayed in their spelling development. Their spelling pattern on complex word categories is comparable to that of TD children slightly younger than them. A more substantial delay emerges for children with DLD with word reading difficulties compared to children with DLD-only, though their spelling patterns are similar. The results suggest that children with DLD still require continued intensive spelling instruction for all word categories at the end of elementary school.

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Development of Morphosyntactic Accuracy and Grammatical Complexity in Dutch School-Age Children With SLI

Abstract: The narrative analysis demonstrates different developmental trajectories for morphosyntactic accuracy and grammatical complexity in children with SLI and typically developing peer and language-matched children. In the group with SLI, grammatical skills continue to develop.

Cited by 27 publications

References 22 publications

SLI Diagnostics in Narratives: Exploring the CLARIN-NL VALID Data Archive

SLI Diagnostics in Narratives: Exploring the CLARIN-NL VALID Data Archive

Narrative Skills of Monolingual and Bilingual Pre-School and Primary School Children with Developmental Language Disorder (DLD): A Systematic Review

Spelling abilities of Dutch children with developmental language disorder on words differing in complexity

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