Narrative skill and syntactic complexity in school‐age children with and without late language emergence

Domsch, Celeste; Richels, Corrin; Saldana, Michelle; Coleman, Cardin; Wimberly, Clayton; Maxwell, Lauren

doi:10.1111/j.1460-6984.2011.00095.x

Cited by 31 publications

(24 citation statements)

References 24 publications

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“…Redmond (2011) found a similar discrepancy for children with PLI, but the comparison with TD had a larger discrepancy, with comprehension exceeding production by 1.05 SDs. Domsch et al (2012) reported TNL comprehension and production scores for a group of late talkers and an age-matched control group of children who were not late talkers. For the late talkers, comprehension exceeded production by 1.03 SDs, but for the control group, this discrepancy was only 0.63 SD.…”

Section: Receptive-expressive Discrepancies In Narrativesmentioning

confidence: 99%

The Receptive–Expressive Gap in English Narratives of Spanish–English Bilingual Children With and Without Language Impairment

Gibson

Peña

Bedore

2018

J Speech Lang Hear Res

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Section: Receptive-expressive Discrepancies In Narrativesmentioning

confidence: 99%

The Receptive–Expressive Gap in English Narratives of Spanish–English Bilingual Children With and Without Language Impairment

Gibson

Peña

Bedore

2018

J Speech Lang Hear Res

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“…These children are widely referred to as Late Talkers (LT) in the literature (Rescorla & Dale, 2013). A substantial number of LTs move into the typical range on standardised language measures during the preschool period, but a subset continues with language impairments throughout the school years (Domsch et al, 2012;Ellis & Thal, 2008;Henrichs et al, 2011;Moyle, Weismer, Evans, & Lindstrom, 2007;Paul & Roth, 2011;Rescorla, 2011;Westerlund, Berglund, & Eriksson, 2006). LTs do not constitute a homogeneous group but present with varied profiles of language and/or social communication skills and deficits which change over time: some present with expressive language problems only, whereas others also evidence limited receptive language and/or social communication skills that border on Autism Spectrum Disorders (ASD) (Desmarais, Sylvestre, Meyer, Bairati, & Rouleau, 2008;Ellis & Thal, 2008;Hawa & Spanoudis, 2014;Paul & Ellis Weismer, 2013;Paul & Roth, 2011).…”

Section: Introductionmentioning

confidence: 99%

Body movement imitation and early language as predictors of later social communication and language outcomes: A longitudinal study

Dohmen

Bishop

Chiat

et al. 2016

Autism & Developmental Language Impairments

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Background and aims Over recent decades much research has focused on detecting predictors of different language trajectories in children with early language delay but there has been very little exploration of social communication trajectories in these children. We report a longitudinal study that investigated the predictive value and clinical significance of elicited body movement imitation and language for later social communication and language outcome in Late Talkers. Methods Participants were 29 German-speaking children who were identified with delayed onset and progression of language at two years and followed up at four years. Novel assessments of posture and gesture imitation were administered at Time 1, together with standardised language measures. All body movement imitation items involved self-other mappings, assumed to rely on sociocognitive capacities. At Time 2, children were assessed on standard language tests, together with parental reports of social communication. Results Early language skills at Time 1 were significantly associated with later language outcome and body movement imitation skills at Time 1 with later social communication outcome. Logistic regression analyses revealed that body movement imitation as well as language at Time 1 added significantly to the prediction of language outcome at Time 2, whereas only body movement imitation made a significant contribution to the prediction of social communication outcome at Time 2. Conclusions and implications Theoretically, results highlight the need to account for the heterogeneity of different language and communication trajectories in children with early language delay and point to the importance of sociocognitive difficulties observed in some of these children. Clinically, this study demonstrated that body movement imitation measures have the potential to improve the identification of pre-schoolers who are at risk of later social communication and language problems.

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“…Regarding the small sample size, it is important to note that the strict diagnosis criteria of SLI often make it difficult to use big samples, thus, many studies of children with this disorder have a limited number of participants (e.g., Acosta, Moreno, & Axpe, 2012;Anderson & Souto, 2005;Contemori & Garraffa, 2010;Domsch et al, 2012;Marinellie, 2004).…”

Section: Methods Participantsmentioning

confidence: 99%

Reading Comprehension in Children With Specific Language Impairment: An Exploratory Study of Linguistic and Decoding Skills

et al. 2015

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The present study explored the relationship between linguistic and decoding skills in children with specific language impairment (SLI), inquiring whether reading comprehension is associated with linguistic or decoding skills in these children. Non-probability sampling was used. The sample consisted of 19 first grade Chilean students from 6 middlelow socioeconomic status schools in Santiago, Chile. They were 6 years old on average: 10 children with SLI (7 male) and 9 who displayed typical development (6 male). Participants were assessed on linguistic measures (mean length of utterance [MLU] and narrative), decoding, and reading comprehension. Descriptive analyses showed that the children with SLI exhibited difficulties in reading comprehension and decoding. Using Fisher's exact test, it was found that the children with SLI and low reading comprehension performed more poorly than the control group in narrative comprehension, narrative production, and MLU. This association was not observed between reading comprehension and decoding skills. The results suggest that linguistic abilities play a major role in the reading comprehension of children with SLI.Keywords: SLI, reading, comprehension, language, decoding El presente trabajo exploró la relación entre habilidades lingüísticas y decodificación en niños con trastorno específico de lenguaje (TEL), preguntándose si la comprensión lectora se asocia a las habilidades lingüísticas o a la decodificación en estos niños. La muestra fue no probabilística por conveniencia y estuvo compuesta por 19 estudiantes de 1º básico de 6 colegios de nivel socioeconómico medio-bajo de Santiago, Chile. Su promedio de edad fue 6 años: 10 niños con TEL (7 hombres) y 9 con desarrollo típico (6 hombres). Se evaluaron habilidades lingüísticas (promedio de longitud del enunciado y narración), decodificación y comprensión lectora. Los análisis descriptivos mostraron que los niños con TEL exhibían problemas en decodificación y en comprensión lectora. Utilizando la prueba exacta de Fisher, se encontró que los escolares con TEL y disminuida comprensión lectora mostraron desempeños menores que el grupo control en comprensión narrativa, producción narrativa y promedio de longitud del enunciado. Esta relación no se observó entre comprensión lectora y decodificación. Los resultados sugieren que las habilidades lingüísticas juegan un rol central en la comprensión lectora de los niños con TEL.

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Narrative skill and syntactic complexity in school‐age children with and without late language emergence

Cited by 31 publications

References 24 publications

The Receptive–Expressive Gap in English Narratives of Spanish–English Bilingual Children With and Without Language Impairment

The Receptive–Expressive Gap in English Narratives of Spanish–English Bilingual Children With and Without Language Impairment

Body movement imitation and early language as predictors of later social communication and language outcomes: A longitudinal study

Reading Comprehension in Children With Specific Language Impairment: An Exploratory Study of Linguistic and Decoding Skills

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