Models of child language disorders

Paul, Rhea; Norbury, Courtenay; Gosse, Carolyn

doi:10.1016/b978-0-323-44234-3.00010-5

Cited by 30 publications

(44 citation statements)

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“…The Number of Different Bound Morphemes indicates the breadth of the child’s mastery of bound morpheme types. These measures are commonly used in the analysis of language samples in the field of language disorders and in the analysis of spoken language samples of children with hearing loss (Dollaghan et al, 1999; Geers, Nicholas, & Sedey, 2003; Klee, 1992; Nittrouer et al, 2014; Pan, 1994; Paul, 2001; Watkins, Kelly, Harbers, & Hollis, 1995). All of the children were learning spoken language exclusively; only spoken language was included in the dependent variable counts, and all references to a word in this report refer to a spoken word .…”

Section: Methodsmentioning

confidence: 99%

Sensitivity of expressive linguistic domains to surgery age and audibility of speech in preschoolers with cochlear implants

Nicholas

Geers

2017

Cochlear Implants International

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Section: Methodsmentioning

confidence: 99%

Sensitivity of expressive linguistic domains to surgery age and audibility of speech in preschoolers with cochlear implants

Nicholas

Geers

2017

Cochlear Implants International

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“…A test of vocabulary knowledge could require that the child should be familiar with the language's words to answer each item correctly. The child must know the meaning of the words according to his/her age to be successful [12].…”

Section: Introductionmentioning

confidence: 99%

“…However, in this way, lexical relations, as well as grammatical semantics, are only assessed without considering the assessment of the child's lexeme. Lexeme figures out the size and type of the vocabulary or the "language vocabulary knowledge" [12].…”

Section: Introductionmentioning

confidence: 99%

Development of an Arabic test for assessment of semantics for the Arabic-speaking children: the Arabic semantic test

Abd-Elmoneim

Ghandour

Elrefaie

et al. 2023

Egypt J Otolaryngol

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Background Semantics is the study of meaning, and it pertains to the meanings of linguistic expressions such as words, phrases, grammatical forms, and sentences. Studying semantic development for preschool children has several applications in research design, assessment, and intervention. In English and most Indo-European languages, there is a long tradition of examining aspects of child language by computing different developmental indices from spontaneous language samples and by applying different language tests. However, for the Arabic language, these aspects are lacking in this valuable area of research. Thus, this study aimed to develop and standardize a comprehensive test for assessing semantic language development suitable for preschool children in Arabic-speaking countries. The constructed Arabic semantic test (AST) was administered to 120 typically developed Egyptian Arabic-speaking children between the ages of 2 to ≤ 4 years divided into 4 age groups, with a 6-month age interval between each group. Children’s responses were statistically analyzed to assess the test’s validity and reliability. Ranks of percentiles were calculated to describe the semantic language development in preschool Egyptian Arabic-speaking children. Results A statistically significant difference was found over the scores of the Arabic semantic test in both receptive and expressive aspects of semantics among the 4 participating age groups. Semantic growth was positively correlated to the chronological age of the participating children, with good validity and reliability of the test. Conclusions The Arabic semantic test is a valid and reliable test that can be applied to assess semantic development among preschool Arabic-speaking children.

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“…To search for more accurate and better research on the language system, the language was divided into its main components: form, content, and use (15). Form includes morphology, syntax, and phonology; content includes semantics, and use includes pragmatics (16). Many studies have been conducted on CI in Iran; however, sharing of linguistic studies in this field is rare.…”

Section: Introductionmentioning

confidence: 99%

Effect of cochlear implantation on language development and assessment of the quality of studies in this field: A systematic review

Khoramian

Soleymani

Keramati

et al. 2019

Med. J. Islam. Republ. Iran

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↑What is "already known" in this topic: • Previous studies showed progress of language skills, communication, and speech abilities in English-speaking children with hearing impairment after cochlear implantation (CI). • There is no systematic review on Farsi-speaking children with CI. →What this article adds: • Cochlear implant surgery is an effective way for the development of language skills in Persian-speaking children, as well as English-speaking children. • Many other aspects of language such as pragmatics, semantics and several subcategories of grammar need to be studied in Persian speaking children with CI.

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Models of child language disorders

Cited by 30 publications

References 0 publications

Sensitivity of expressive linguistic domains to surgery age and audibility of speech in preschoolers with cochlear implants

Sensitivity of expressive linguistic domains to surgery age and audibility of speech in preschoolers with cochlear implants

Development of an Arabic test for assessment of semantics for the Arabic-speaking children: the Arabic semantic test

Effect of cochlear implantation on language development and assessment of the quality of studies in this field: A systematic review

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