Sentence repetition in children with specific language impairment: an investigation of underlying mechanisms

Riches, Nick

doi:10.1111/j.1460-6984.2012.00158.x

Cited by 109 publications

(129 citation statements)

References 30 publications

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“…It was typical of late talkers to make several types of errors in producing one sentence. The results confirmed that sentence repetition was a useful marker for processing deficits of late talkers (Everitt et al, 2013;Riches, 2012). Also, in nominal inflection the profile of late talkers was similar to the one of typically developing children.…”

Section: Morphosyntactic Profile Of Late Talkerssupporting

confidence: 75%

“…Lause loomeoskuse uurimisel kasutati lisaks esilekutsutud järelekordamise meetodit (ingl elicited imitation method), mis on suunatud esilekutsumisega võrreldes lapsele lihtsam (ei eelda lause semantilist kavandamist), kuid või maldab uurida nii keelelise info töötlust kui ka olemasolevaid keelelisi tead misi. Sel viisil on võimalik uurida ka spontaanses kõnes harva kasutatavate lausemallide omandatust (Polišenská, Chiat, & Roy, 2015;Riches, 2012). Mõõtevahendit ja vastuste kodeerimise süsteemi katsetati kaks korda (2014. aasta sügisel ja 2015. aasta kevadel), mille tulemusena täpsustati ja paran dati keelematerjali valikut, kodeerimissüsteemi ja pildimaterjali kvaliteeti.…”

Section: Mõõtevahendid Ja Protseduurunclassified

“…Samuti oli mõlemas lauseloomeülesandes KAP lapsi eris tavaks tunnuseks veatüüpide kombineerumine samas lauses. Seega saab järel kõnevõttega efektiivselt hinnata keelelist mahajäämust (Everitt et al, 2013;Riches, 2012).…”

Section: Kõne Arengu Peetusega Laste Kõne Morfosüntaktiline Profiilunclassified

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Grammatical profile of three- to four-year-old Estonian children

Padrik¹,

Hallap²,

Raudik³

2016

EHA

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Töö eesmärk on kirjeldada ja võrrelda eakohase ja hilistunud kõnearengu grammatilisi profiile ning leida tunnused, mille alusel on võimalik eristada kõne arengu poolest riskirühma kuuluvaid lapsi. Meetodiks on pöörd- ja käändsõnavormide kasutuse ning lauseloome suunatud esilekutsumine ja järelekordamine. Uurimuse valimi moodustavad 149 3aastast ja 186 4aastast eakohase arenguga last. Kontrollrühmaks on 61 kõne arengu hilistusega samaealist last. Uurimistulemustest selgub, et 3- ja 4aastased lapsed erinevad oma grammatilise profiili poolest oluliselt, kusjuures 4aastased valdavad keelesüsteemi uuritud oskuste ja keelendite piires. Kõne arengu hilistusega laste grammatiline profiil järgib eakohase arenguga laste oma, sarnanedes nooremate laste profiiliga. Tulemused võimaldavad laste kõne arengut hindavatel spetsialistidel eristada 3−4aastaste laste grammatika arengule omaseid tüüpilisi ja ebatüüpilisi tunnuseid ning varakult märgata kõne arengu poolest riskirühma kuuluvaid lapsi. Summary

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Section: Morphosyntactic Profile Of Late Talkerssupporting

confidence: 75%

Section: Mõõtevahendid Ja Protseduurunclassified

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Grammatical profile of three- to four-year-old Estonian children

Padrik¹,

Hallap²,

Raudik³

2016

EHA

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“…Some theories propose that a deficit in phonological short-term memory and/or a deficit in linguistic knowledge make language processing difficult (see Riches, et al, 2010 for a recent review). Another possibility is more domain general in nature: the generalized slow processing hypothesis (Kail, 1994; Miller, Leonard, Kail, Zhang, Toblin & Francis, 2006) proposes subtle differences in dealing with complex information, including language.…”

mentioning

confidence: 99%

Sentence Repetition in Deaf Children with Specific Language Impairment in British Sign Language

Marshall

Mason

Rowley

et al. 2014

Language Learning and Development

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This is the accepted version of the paper.This version of the publication may differ from the final published version. Permanent repository link AbstractChildren with specific language impairment (SLI) perform poorly on sentence repetition tasks across different spoken languages. Up to this point, sentence repetition has not been investigated in children who have SLI in a signed language. Users of a natural sign language encode different sentence meanings through their choice of signs and by altering the sequence and inflections of these signs. The visual modality influences how grammatical morphology and syntax are instantiated. The grammatical changes are through movement and configuration changes of the hands and face. How would language impairment impact on the acquisition of these types of linguistic devices in child signers? We investigated sentence repetition skills in a group of eleven deaf children who display SLI in British Sign Language (BSL) and eleven deaf controls with no language impairment who were matched for age and years of BSL exposure. The SLI group was significantly less accurate on an overall accuracy score, and they repeated lexical items, overall sentence meaning, sign order, facial expressions and verb morphological structures significantly less accurately than controls. This pattern of language deficits is consistent with the characterization of SLI in spoken languages even though expression is in a different modality. We conclude that explanations of SLI, and of poor sentence repetition by children with this disorder, must be able to account for both the spoken and signed modalities.3

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“…It is more difficult for less able language users, including young children. While it is arguably possible to repeat short sentences exclusively by means of phonological short-term memory, longer and/or more syntactically complex sentences require the support of linguistic representations (Klem, Melby-Lervåg, Hagtvet, Lyster, Gustafsson, & Hulme, 2015;Lust, Flynn, & Foley, 1996;Riches, 2012;Slobin & Welsh, 1968). Different components of long-term knowledge are involved, with morphosyntax and lexical phonology being particularly important, but semantics and prosody also play a role Gathercole, Willis, and Adams (2004) have argued that the episodic buffer is involved during sentence repetition because information from phonological short-term memory needs to be integrated with the products of semantic and syntactic analysis.…”

Section: Introductionmentioning

confidence: 99%

Socio-economic status affects sentence repetition, but not non-word repetition, in Chilean preschoolers

2016

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Sentence repetition and non-word repetition tests are widely-used measures of language processing which are sensitive to language ability. Surprisingly little previous work has -economic status (SES) affects their sentence and nonword repetition accuracy. This study investigates sentence and non-word repetition using an adaptation of the Grammar and Phonology Screening (GAPS) test. The sample comprised 126 typically-developing Spanish-monolingual Chilean children aged 5;6 from low (n=65) and high (n=61) socioeconomic status (SES) families. The results revealed that the high SES group scored significantly higher than the low SES group in the sentence repetition task, but there was no group difference for non-word repetition. The high SES group also scored significantly higher on a measure of vocabulary comprehension, and when vocabulary comprehension was taken into account, the group difference in sentence repetition was no longer significant. We discuss how the differential effect of SES on sentence and non-word repetition might be explained by differences in the language and cognitive mechanisms involved in the two tasks, and we discuss the clinical implications of our findings.

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Sentence repetition in children with specific language impairment: an investigation of underlying mechanisms

Cited by 109 publications

References 30 publications

Grammatical profile of three- to four-year-old Estonian children

Grammatical profile of three- to four-year-old Estonian children

Sentence Repetition in Deaf Children with Specific Language Impairment in British Sign Language

Socio-economic status affects sentence repetition, but not non-word repetition, in Chilean preschoolers

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