1.
Dyson, Bronwen, et al.
(författare)
A Developmental Approach to Assessing and Treating Agrammatic Aphasia
2022
Ingår i: American Journal of Speech-Language Pathology. - : American Speech-Language-Hearing Association. - 1058-0360 .- 1558-9110. ; 31:3, s. 1188-1204
Tidskriftsartikel (refereegranskat) abstract
Purpose: There is mounting evidence that the agrammatism that defines Broca's aphasia can be explained in processing terms. However, the extant approach simply describes agrammatism as disparate deficits in a static, mature system. This tutorial aims to motivate and outline a developmental alternative. This alternative is processability theory (PT), a root-to-apex theory of language development, with its origins in the field of second language acquisition, which can connect the findings of aphasia research.Method: This tutorial critically reviews research on agrammatism as a language deficit, a representational deficit, and a processing phenomenon. Given evidence from research applying PT to language disorders, this tutorial outlines PT's multidimensional architecture of language processing. Using an emergence (onset) criterion, PT predicts fixed developmental stages in word order (syntax) and inflection (morphology) and individual differences in the timing of syntax and morphology. To link PT to agrammatism, this theory's applications to diagnosis and teaching are overviewed, and a case study of five individuals with moderate agrammatism is presented.Results: Analysis showed that all individuals were positioned in the early PT stages and differed in their timing of syntax and morphology consistent with theoretical predictions.Conclusions: Evidence from the case study suggests that, although agrammatism results from neural damage and associated language loss, the processing procedures necessary for relearning remain and can be exploited for recovery. A program of diagnosis and intervention is proposed, and future research directions are discussed.
2.
Håkansson, Gisela, et al.
(författare)
Comprehension and production of relative clauses: a comparison between Swedish impaired and unimpaired children
2000
Ingår i: Journal of Child Language. - 1469-7602. ; 27:2, s. 313-333
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt) abstract
The aim of the present study is to investigate the relationship between language comprehension and language production in Swedish children. This was done longitudinally with 10 children with specific language impairment (SLI), aged 4;0 to 6;3 at Time I, and 10 children with unimpaired language development, aged 3;1 to 3;7 at Time I. The target structure was subordination, more precisely relative clauses. The children's comprehension was tested with picture pointing, act-out and oral response tests. Their production was tested with elicited imitation and sentence completion tests. Data were collected twice, with an interval of six months. The results from the unimpaired children at Time I showed a difference between comprehension and production. At Time II these children scored higher on production than on comprehension. The children with SLI scored significantly higher on comprehension than on production at Time I. In half of the SLI group there was a clear development between the two data collection sessions, diminishing the dissociation. On neither testing did the children with SLI differ significantly from the unimpaired children in comprehension. At both testings, however, the children with SLI had significantly more responses where they did not insert the complementizer in relative clauses. The results indicate that the relationship between comprehension and production is different at different stages in development. They also show that structures involving dependency relations are particularly difficult to produce for children with SLI.
3.
Håkansson, Gisela, et al.
(författare)
Developmental sequences in L1 (normal and impaired) and L2 acquisition of Swedish
1993
Ingår i: International Journal of Applied Linguistics. - : Wiley. - 0802-6106 .- 1473-4192. ; 3:2, s. 131-157
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt) abstract
This article presents data from an on-going project comparing L1 and L2 acquisition of Swedish syntax. Within the L1 group, normal as well as specifically language impaired (SLI) children are included; the L2 group consists of pre-school immigrant children. The analyses of the data are made within a second language acquisition perspective with a focus on word order. One basic issue within second language acquisition research is the question of natural developmental sequences, i.e. do all learners follow the same development? Another important issue is whether the development in L2 acquisition is the same as or different from L1 acquisition. Both issues are addressed in the study. The results show interesting similarities between the SLI group and the L2 group. The L1 group differed from the other two groups in important ways. The findings suggest that there is no fundamental difference between L1 and L2 acquisition of syntax, as has been claimed.
4.
Håkansson, Gisela, et al.
(författare)
Grammatisk utveckling
2007
Ingår i: Språkutveckling och språkstörning hos barn. D. 1, Fonologi, grammatik, lexikon. - 9789144017716 ; , s. 135-169
Bokkapitel (övrigt vetenskapligt/konstnärligt)
5.
Håkansson, Gisela, et al.
(författare)
Measuring language development in bilingual children: Swedish- Arabic children with and without language impairment
2003
Ingår i: Linguistics. - 1613-396X. ; 41:2, s. 255-288
Tidskriftsartikel (refereegranskat) abstract
Data from ten Swedish-Arabic preschool children with language impairment and ten Swedish-Arabic children with normal language development matched for age and exposure to Swedish were analyzed. Specific tasks for both Swedish and Arabic were designed. By using the hierarchy predicted by processability theory as a yardstick, grammatical development was measured in the two languages of the children. The basic assumption is that there is a developmental sequence that all language learners follow on their way toward a target language. The results show that the bilingual children with language impairment tend to have a balanced low level of language development in both languages, whereas the bilingual children with normal language development show a higher level of language development in at least one language.
6.
7.
Jalali-Moghadam, Nilou, et al.
(författare)
Investigating practitioners’ perceived self- confidence and practices for multilingual children with developmental language disorder : The case of Sweden
2022
Ingår i: Språk i skola, på fritid och i arbetsliv : Aktuella arenor för svensk forskning inom tillämpad språkvetenskap - Aktuella arenor för svensk forskning inom tillämpad språkvetenskap. - Karlstad : Association suédoise de linguistique appliquée (ASLA). - 1100-5629. - 9789187884290 ; 29, s. 213-239
Bokkapitel (refereegranskat) abstract
The aim of the present study is twofold: to explore the assessment andintervention practices of Swedish practitioners (mainly Speech and LanguageTherapists: SLTs) for multilingual children with Developmental LanguageDisorders (DLD) and to explore to which extent they perceive themselves asconfident with respect to assessment and intervention. The data comes fromthe Swedish part of the survey by the European research network (COST1406),including data from 35 countries. In total, 101 practitioners in Swedenanswered an online survey. Most of the respondents were female, had amaster’s degree, Swedish as their first language (L1), and used only onelanguage in their professional role. All the practitioners answered the firstsection, 45 of whom also answered questions regarding which languages theyuse in assessment and intervention with multilingual children. A majority of theparticipants reported that they encourage parents to use the minority languagewhen communicating with their child at home. The results indicate a contextspecific DLD intervention approach in which Swedish practitioners tend toemphasize the importance of native language-usage at home. However, due tothe amount of missing data, methodological issues need to be taken intoconsideration.
8.
Nettelbladt, Ulrika, et al.
(författare)
Samtalspartnerns inverkan på barns språk
1990
Ingår i: Samtal och språkundervisning: Studier till Lennart Gustavssons minne. - 917870734X ; , s. 87-103
Bokkapitel (övrigt vetenskapligt/konstnärligt)
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