Oral language and narrative skills in children with specific language impairment with and without literacy delay: A three-year longitudinal study

Vandewalle, Ellen; Boets, Bart; Boons, Tinne; Ghesquière, Pol; Zink, Inge

doi:10.1016/j.ridd.2012.05.004

Cited by 46 publications

(47 citation statements)

References 38 publications

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“…Thus, the reading and writing processing operations are initially based on the phonological structures of oral language and involve the conceptual organization, the lexical representation and the working memory, which access and recovers the representations related to the speech sounds 30 . Another prerogative of the written language difficulties shown by children with SLI is the association, proven by specific literature, between the performances on reading and writing tests and phonological processing tests, which suggests the difficulties in these processing abilities may explain these subjects' difficulties in written language 4,31 . This association may be due to the fact that, as it occurs in the oral language processing, in order for the individual express the language in writing, he will RESUMO O objetivo deste estudo foi descrever a evolução clínica de uma criança do gênero feminino, nove anos de idade, com diagnóstico de Distúrbio Específico da Linguagem atendida na Clínica de Linguagem Infantil da FOB-USP.…”

Section: Resultsmentioning

confidence: 99%

Evolução do processo terapêutico fonoaudiológico no Distúrbio Específico de Linguagem (DEL): relato de caso

Nicolielo¹,

Gejão²,

Lopes-Herrea

et al. 2014

Rev. CEFAC

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O objetivo deste estudo foi descrever a evolução clínica de uma criança do gênero feminino, nove anos de idade, com diagnóstico de Distúrbio Específico da Linguagem atendida na Clínica de Linguagem Infantil da FOB-USP. Realizou-se acompanhamento longitudinal, por meio de análise de prontuário e filmagens. A intervenção fonoaudiológica iniciou quando a criança apresentava cinco anos com queixa de alterações fonológicas e prejuízos na inteligibilidade de fala. Constatou-se processos fonológicos não mais esperados para a idade, alterações semântico-lexicais, sintáticas, pragmáticas, e em processos perceptivos auditivos, estando a linguagem receptiva preservada. A intervenção teve como principal objetivo a organização dos subsistemas linguísticos principalmente da habilidade de processamento de informações. Após um ano, houve evolução dos aspectos trabalhados, exceto do aspecto fonológico, que teve evolução menos significante. Atividades direcionadas a linguagem escrita foram inseridas quando a criança iniciou o ensino fundamental. Após 42 meses de intervenção, houve evolução do aspecto fonológico. Entretanto, esta evolução ainda não é observada na fala espontânea. As alterações neste aspecto exercem grande influência no desempenho da linguagem escrita. A habilidade de consciência fonológica está adequada, entretanto, há dificuldade na conversão fonema/grafema, resultando em desempenho aquém do esperado na linguagem escrita. Ainda, há comprometimento no processamento da informação linguística, além de persistência nas alterações, que acarretam defasagens no processo de alfabetização. Acreditamos que para conduzir o processo terapêutico é necessário compreender a natureza das dificuldades linguísticas, desenvolvendo estratégias específicas voltadas principalmente ao processamento da informação linguística e a aprendizagem, proporcionando habilidades e capacitando o indivíduo para a participação ativa em ambientes sociais e escolares.

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Section: Resultsmentioning

confidence: 99%

Evolução do processo terapêutico fonoaudiológico no Distúrbio Específico de Linguagem (DEL): relato de caso

Nicolielo¹,

Gejão²,

Lopes-Herrea

et al. 2014

Rev. CEFAC

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“…Several studies con rm that narratives demonstrate the morphosyntactic and lexical problems of SLI children (e.g. Kambanaros et al, 2014;Vandewalle et al, 2012).…”

Section: Sli Diagnostics In Narrativesmentioning

confidence: 99%

“…subordinate clauses and question clauses (Rice, Redmond and Ho man, 2006). As for accuracy, research by Vandewalle et al (2012) showed errors in verb in ection, articles, and word order, when compared to TD children, and Simon-Cereijido and Gutiérrez-Clellen (2009) mentioned deletion of function words. In SLI, the production of complex utterances triggers an increase in morphosyntactic errors, as complex utterances are obviously more demanding (Colozzo et al, 2011).…”

Section: Sli Diagnostics In Narrativesmentioning

confidence: 99%

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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“…Prevalence data from several studies show large discrepancies, ranging from 12.5% to 85% (McArthur et al, 2000), with figures for reading disorders and SLI of similar magnitude. The more severe, extensive (several areas affected), and persistent the spoken language impairment, the greater the likelihood of observing a severe reading disorder (Bishop, 2001;Catts, Fey, Tomblin, & Zhang, 2002;Conti-Ramsden, Botting, Simkin, & Knox, 2001;Simkin & Conti-Ramsden, 2006;Snowling, Bishop, & Stothard, 2000;Vandewalle, Boets, Boons, Ghesquiè re, & Zink, 2012). Reading disorders affect both components of reading: word identification and reading comprehension, the latter being more frequently and more severely impacted (Bishop & Adams, 1990;Conti-Ramsden, Botting, Simkin, & Knox, 2001;Simkin & Conti-Ramsden, 2006).…”

Section: Reading In Children With Slimentioning

confidence: 99%

Word and pseudoword reading in children with specific speech and language impairment

Macchi

Schelstraete

Casalis

2014

Research in Developmental Disabilities

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Oral language and narrative skills in children with specific language impairment with and without literacy delay: A three-year longitudinal study

Cited by 46 publications

References 38 publications

Evolução do processo terapêutico fonoaudiológico no Distúrbio Específico de Linguagem (DEL): relato de caso

Evolução do processo terapêutico fonoaudiológico no Distúrbio Específico de Linguagem (DEL): relato de caso

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

Word and pseudoword reading in children with specific speech and language impairment

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