The clinical examination of non-word repetition tasks in identifying Persian-speaking children with primary language impairment

Kazemi, Yalda; Saeednia, Soodeh

doi:10.1016/j.ijporl.2016.11.028

Cited by 11 publications

(3 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Sentence imitation difficulties appear to be universal in children with DLD, as they have also been demonstrated in other languages, including Hebrew and Russian (Armon-Lotem and Meir, 2016) and French (Fleckstein et al, 2018). › Non-word repetition; problems with accurately repeating non-words (made-up words with no meaning) has been identified as a significant marker of DLD in children in various languages, including Slovak (Kapalková et al, 2013), Spanish (Girbau, 2016), Hebrew and Russian (Armon-Lotem and Meir, 2016), and Persian (Kazemi and Saeednia, 2017). › Narrative (story telling) has been shown to distinguish children with DLD from children without DLD, in English (Snowling, Bishop, Stothard, Chipchase and Kaplan, 2006), Cantonese (Newman and McGregor, 2006), Greek (Theodorou and Grohmann, 2010), and Italian (Marini et al, 2008).…”

Section: Assessment and Diagnosismentioning

confidence: 95%

Best practice in working with children who have developmental language disorder: a focused review of the current research evidence base (article in English)

Roddam¹,

Skeat²

2020

LKL

View full text Add to dashboard Cite

The purpose of this paper is to provide a synthesis of the current international research evidence base regarding best practice in the diagnosis and treatment of children with language disorders. We begin with a discussion about the terminology used and how this relates to identification and diagnosis, and then describe assessment and treatment practices. The discussion of intervention and case management of these children focuses on the use of high quality evidence that presents an overview of treatment approaches, rather than specific treatment programmes that may not be relevant to all international practice settings. The paper sets the context of the wider international research evidence base: we also include commentary that may be more relevant to some countries across mainland Europe, and specifically to the Czech Republic context. Research studies that reflect local languages and culture are a highly important component of the evidence base for practice, but these should be considered in the context of international consensus evidence. In particular, some strategic recommendations are made to address the inherent challenges of sustaining best practice where open access to evidence sources may be constrained.

show abstract

Section: Assessment and Diagnosismentioning

confidence: 95%

Best practice in working with children who have developmental language disorder: a focused review of the current research evidence base (article in English)

Roddam¹,

Skeat²

2020

LKL

View full text Add to dashboard Cite

show abstract

“…En sus investigaciones, que culminaron con esta baremación, concluyeron que la repetición de pseudopalabras es una medida fiable para evaluar la memoria fonológica. Dicha conclusión ha sido propuesta ya para muchas otras lenguas, como el francés (Maillart y Parisse, 2006), español (Aguado, 2011) o persa (Kazemi y Saeednia, 2017).…”

Section: Memoria De Trabajo Y Bucle Fonológicounclassified

Repetición de pseudopalabras en trastorno específico del lenguaje

Herráiz

Sepúlveda

2021

RLOG

View full text Add to dashboard Cite

Numerosas hipótesis explicativas apoyan la existencia de limitaciones en el bucle fonológico de las personas con Trastorno Específico del Lenguaje (TEL). La repetición de pseudopalabras es una tarea sensible a la capacidad del bucle fonológico dentro de la memoria de trabajo, puesto que esta repetición provoca que el niño tenga que mantener de forma temporal la información fonológica, para más tarde reproducirlo. El objetivo principal de este trabajo es aportar información novedosa acerca de las diferencias en los resultados entre niños con desarrollo típico y trastornos del lenguaje ante una tarea de repetición de pseudopalabras donde los estímulos han sido controlados estrictamente a nivel fonológico. En este estudio participaron un total de 36 niños de entre 7 y 12 años: 18 niños con desarrollo típico y 18 con diagnóstico previo de TEL. Para llevar a cabo dicho estudio se elaboró una prueba de repetición de pseudopalabras controlando variables, como son la longitud, frecuencia, composición, acentuación y repeticiones de cada sílaba. Los resultados obtenidos demuestran que los niños con TEL se muestran más sensibles a las variables de longitud, frecuencia y la interacción entre estas. De igual forma, los datos han demostrado que la posición en la que aparece una sílaba infrecuente juega un papel importante, provocando mayores errores en los niños con desarrollo típico (DT) cuando la sílaba infrecuente se encuentra en última posición. Los datos obtenidos ponen en manifiesto la necesidad de continuar analizando de manera sistemática la interacción entre las variables longitud y frecuencia. Además, se comentan las implicaciones de cara al diagnóstico clínico.

show abstract

“…The children with SLI were recruited via the speech and language centers in Tehran. We used clinical judgment as the reference standard to diagnose children with SLI [16].…”

Section: Study Participantsmentioning

confidence: 99%

Picture Naming in Children With and Without Specific Language Impairment: An Error Analysis Study

et al. 2018

View full text Add to dashboard Cite

The lexical-level deficits are one of the hallmark limitations observed in early school-age children with specific language impairment. These problems are the predictors of reading problems and poor performance at school. Most studies in Persian-speaker children with specific language impairment have focused on syntax and morphology and the naming errors profile of these children are overlooked. This study aimed to investigate the naming accuracy, latency, and the error profile of these children. Methods:This was an observational study. Twenty children with specific language impairment were selected according to the clinical judgment of two speech therapists from speech therapy clinics and 100 children with typical language development aged from 7 to 9 years were randomly selected from public schools. The Persian picture naming set was presented by DMDX for the examination of picture naming skills. Naming errors were categorized as semantic, formal, mixed, non-word, unrelated, and others errors. Then, the data were investigated in terms of descriptive statistics and analysis of differences by the Independent t test and Mann-Whitney U test. Results:The Persian-speaker children with specific language impairment name significantly slower and less accurate than the children compared to children with normal language development (P≤0.05). Although semantic errors were the most frequent errors in the two groups, the score differences of formal and omission errors were significant between the groups (P≤0.05). Discussion:The different naming accuracy and latency scores between the two groups may be due to language delay and the inefficiency of the semantic system in children with specific language impairment. There are a variety of word retrieval errors in Persian-speaker children. Although, there are differences between the two groups, the error type in picture naming cannot be used for differentiating between them.

show abstract

The clinical examination of non-word repetition tasks in identifying Persian-speaking children with primary language impairment

Cited by 11 publications

References 20 publications

Best practice in working with children who have developmental language disorder: a focused review of the current research evidence base (article in English)

Best practice in working with children who have developmental language disorder: a focused review of the current research evidence base (article in English)

Repetición de pseudopalabras en trastorno específico del lenguaje

Picture Naming in Children With and Without Specific Language Impairment: An Error Analysis Study

Contact Info

Product

Resources

About