Relação entre pausas silentes e classe gramatical em narrativas de crianças com distúrbio específico de linguagem

Abstract

Word class influences the duration of silent pauses, which are shorter before nouns and longer before conjunctions. Children with SLI produce longer silent pauses, possibly because of their language processing difficulties.

Aspectos da fluência da fala em crianças com distúrbio específico de linguagem

“…Due to immaturities in the linguistic system among children with SLI, speech sounds are usually shorter than those of typically developing children during discursive tasks (24) , whereas silent pauses between words are longer (25) .…”

Compreensão de ambiguidade em crianças com Transtorno Específico de Linguagem e Fala e Transtorno do Espectro Autista

“…Regarding Specific Language Impairment, studies refer to the inability to structure language and its phonological, syntactic and semantic subsystems, with less emphasis on pragmatics, whose alteration must be caused by a deficient linguistic basis and, therefore, is considered as a secondary flaw (6,26) . The acquisition of language in children with SLI can occur in an atypical, slow and hierarchical way, starting with the semantic class of concrete representation nouns, which is the most easily acquired grammatical category (27)(28)(29) . We believe that failure to understand double-meaning stimuli arises from altered lexical access, memory impairment, reduced vocabulary inventory, and linguistic impairment that will result in non-perception of language variability, that is, the understanding that words that have the same sound may have different meanings associated with a specific context.…”

School-age children with specific language impairment produce more speech disfluencies than their peers

“…The occurrence of disfluencies in complex linguistic tasks is predicted for individuals without language changes (16) ; however, if we consider that for individuals with SLI the elaboration of narratives is experienced as a complex linguistic task, it would be justified due to the difficulty to integrate lexical, morphosyntactic, and contextual aspects (14,17) . Recent national studies pointed out that the population with SLI faces difficulties related to fluency exactly because of the difficulty to functionally use closed class words, and to elaborate narratives that require knowledge of the world and pragmatic skills (26)(27)(28) .…”