Nonword Repetition and Sentence Repetition as Clinical Markers of Specific Language Impairment: The Case of Cantonese

Stokes, Stephanie F.; Wong, Amy; Fletcher, Paul; Leonard, Laurence B.

doi:10.1044/1092-4388(2006/019)

Cited by 214 publications

(183 citation statements)

References 42 publications

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“…Thus, children's non-word repetition tasks have been created for a number of languages including Spanish (Girbau & Schwartz, 2007;Le Foll et al, 1995;Maridaki-Kassotaki, 2002;Paradis, 2001;Sahlén, Reuterskiöld-Wagner, Nettelbladt, & Radeborg, 1999;van Bon & van der Pijl, 1997;Stokes, Wong, Fletcher, & Leonard, 2006). Only several of these studies administered the task in specific language impaired children (the other ones analyzed other children's issues).…”

Section: Non-word Repetition Tasks In Other Languagesmentioning

confidence: 99%

Phonological working memory in Spanish–English bilingual children with and without specific language impairment

Girbau

Schwartz

2008

Journal of Communication Disorders

114

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Section: Non-word Repetition Tasks In Other Languagesmentioning

confidence: 99%

Phonological working memory in Spanish–English bilingual children with and without specific language impairment

Girbau

Schwartz

2008

Journal of Communication Disorders

114

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“…As a consequence, a second form of validity evidence focused on children's concurrent performance using scores from the Recalling Sentences subtest of the CELF-4. Given prior evidence that sentence repetition serves as a relatively sensitive marker of language impairment (e.g., Conti-Ramsden, Botting, & Faragher, 2001;Meir, Walters, & Armon-Lotem, 2015;Stokes, Wong, Fletcher, & Leonard, 2006), we selected participants from each home visit who scored at least 1 SD above or below the mean on this subtest at each time point and compared the two groups on their productive-language measures at the same home visit. Significant group differences emerged across all nine comparisons (3 productive language-sample measures × 3 home visits), with Cohen's d varying from −0.92 to −1.08 at HV5, from −0.47 to −0.70 at HV6, and from −0.90 to −0.96 at HV7.…”

Section: Preliminary Analysesmentioning

confidence: 99%

Longitudinal Effects on Early Adolescent Language: A Twin Study

Harlaar

DeThorne

Mahurin-Smith

et al. 2016

J Speech Lang Hear Res

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Purpose We evaluated genetic and environmental contributions to individual differences in language skills during early adolescence, measured by both language sampling and standardized tests, and examined the extent to which these genetic and environmental effects are stable across time. Method We used structural equation modeling on latent factors to estimate additive genetic, shared environmental, and nonshared environmental effects on variance in standardized language skills (i.e., Formal Language) and productive language-sample measures (i.e., Productive Language) in a sample of 527 twins across 3 time points (mean ages 10–12 years). Results Individual differences in the Formal Language factor were influenced primarily by genetic factors at each age, whereas individual differences in the Productive Language factor were primarily due to nonshared environmental influences. For the Formal Language factor, the stability of genetic effects was high across all 3 time points. For the Productive Language factor, nonshared environmental effects showed low but statistically significant stability across adjacent time points. Conclusions The etiology of language outcomes may differ substantially depending on assessment context. In addition, the potential mechanisms for nonshared environmental influences on language development warrant further investigation.

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“…The English sentence repetition task was designed to be an indicator specifically of English grammatical knowledge for DLLs [66]. Lower levels of English sentence repetition, however, have been identified as more closely related to general language skills [67,68], similar to RAN [16,19]. The results suggest that, at higher levels of English sentence repetition ability, children's scores are indicative of an underlying ability that differs from that measured by RAN.…”

Section: Relationship To Sentence Imitationmentioning

confidence: 59%

Rapid Automatic Naming Performance of Young Spanish–English Speaking Children

et al. 2017

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Abstract:The aim of this preliminary study was to examine the feasibility of a rapid automatic naming (RAN) task for young Spanish-English speaking dual language learners (DLLs) and to examine the relationship between children's performance on RAN and other standardized language and literacy assessments. A total of 275 Spanish-English speaking children in kindergarten and first grade attempted a RAN task and completed assessments of language and early literacy. Correlational analyses and quantile regression was conducted to examine relationships. Overall the RAN task was feasible for 74% (n = 203) of the DLLs; however, 42% of participants in kindergarten were unable to complete the task. There was a moderate positive correlation between RAN performance and standard scores in receptive vocabulary and letter identification, a small positive correlation with non-verbal intelligence, and no significant relationship with phonological awareness. There was a differential relation between RAN and English sentence imitation. The results support further consideration of RAN as a feasible and useful measure for young Spanish-English speaking DLLs.

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Nonword Repetition and Sentence Repetition as Clinical Markers of Specific Language Impairment: The Case of Cantonese

Cited by 214 publications

References 42 publications

Phonological working memory in Spanish–English bilingual children with and without specific language impairment

Phonological working memory in Spanish–English bilingual children with and without specific language impairment

Longitudinal Effects on Early Adolescent Language: A Twin Study

Rapid Automatic Naming Performance of Young Spanish–English Speaking Children

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