| 1. |
- Holmström, Ketty, et al.
(författare)
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A descriptive study of lexical organisation in bilingual children with language impairment: Developmental changes
- 2016
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Ingår i: International Journal of Speech-Language Pathology. - : Informa UK Limited. - 1754-9515 .- 1754-9507. ; 18:2, s. 178-189
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Tidskriftsartikel (refereegranskat)abstract
- © 2015 The Speech Pathology Association of Australia Limited Published by Taylor & Francis. Purpose: This study aimed to describe the development of Arabic and Swedish lexical organisation in bilingual children with language impairment (BLI).Method: Lexical organisation was assessed through word associations in 10 BLI and 10 bilingual children with typical development (BTD), aged 6;2-8;0 years, matched for age and gender. The participants were assessed twice, with a 1-year interval. Word associations were coded as paradigmatic, syntagmatic, phonological, other and no answer. This study reports analyses of the semantically-related syntagmatic and paradigmatic associations. Using repeated measures ANOVA, main and interaction effects of Group, Time and Language were examined for paradigmatic and syntagmatic associations separately.Result: The interaction between Group and Time was significant for both associations. The BLI group increased syntagmatic associations from time 1 to time 2, while the BTD group increased paradigmatic associations. Results showed a significant main effect of Language for both types of associations, with better performance in Swedish. Significant Group by Language interactions resulted from lower Arabic than Swedish syntagmatic and paradigmatic scores for the BLI and BTD groups, respectively.Conclusion: Differing developmental trajectories indicate that bilingual children with LI develop lexical organisation at a slower pace than bilingual peers with typical language development.
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| 2. |
- Holmström, Ketty, et al.
(författare)
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Conceptual Scoring of Lexical Organization in Bilingual Children with Language Impairment
- 2016
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Ingår i: Communication Disorders Quarterly. - : SAGE Publications. - 1525-7401 .- 1538-4837. ; 38:1, s. 24-34
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Tidskriftsartikel (refereegranskat)abstract
- © Hammill Institute on Disabilities 2015. The aim was to evaluate conceptual scoring of lexical organization in bilingual children with language impairment (BLI) and to compare BLI performance with monolingual children with language impairment (MLI). Word associations were assessed in 15 BLI and 9 MLI children. BLI were assessed in Arabic and Swedish, MLI in Swedish only. A number of syntagmatic (semantic link, different word class) and paradigmatic associations (semantic link, same word class) were calculated. Arabic and Swedish scores were compared with a conceptual score (total number of concepts from both languages). For BLI, the paradigmatic conceptual score was significantly higher than single language scores, confirming the distribution of lexical knowledge across languages. The BLI group had significantly higher conceptual paradigmatic scores than the MLI group. Conceptual scoring may reduce the over-identification of language impairment (LI) and underestimation of lexical knowledge in bilingual populations.
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| 3. |
- Holmström, Ketty, et al.
(författare)
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Flerspråkighet i relation till språkstörning, inlärning, hjärnans plasticitet, och kognition
- 2015
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Ingår i: Presented at: Kunskapsveckan, CCL, Lund, June 16-17, 2015..
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Konferensbidrag (populärvet., debatt m.m.)
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| 4. |
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| 5. |
- Holmström, Ketty
(författare)
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Lexikal organisation hos en- och flerspråkiga skolbarn med språkstörning
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Children with language impairment (LI) often exhibit lexical difficulties with negative consequences for school success. Lexical size and lexical organization have both been found to be affected, with problems in lexical organization exceeding those in lexical size. The research on LI has had a long-standing focus on monolingual children, resulting in assessment routines ill-suited for bilingual children. Conceptual scoring, i.e., acknowledging that the lexical ability of bilingual children is distributed across two languages by awarding points if the child knows a target concept in one of the languages, has been put forward as a way of reducing the risk of overidentification of lexical deficits in bilingual populations. The studies in this thesis investigate lexical size and lexical organization in mono- and bilingual children with LI using picture identification, picture naming, and word associations. Mono- and bilingual children, with and without LI, aged 5;11 to 9;3, completed a battery of cognitive and linguistic tests, aimed at assessing lexical size, lexical organization, and relevant background variables. The aim was to 1) compare lexical size between bilingual children with and without language impairment, 2) to investigate whether mono- and bilingual children with LI exhibit difficulties with lexical organization, as measured by word associations, and 3) to compare differences in outcome between mono- and bilingual children with LI when different scoring methods were applied, a conventional monolingual assessment, and conceptual scoring. Results revealed limitations in lexical size for bilingual children with LI, when compared to a bilingual age-matched comparison group with typical development (TD), particularly when receptive and expressive measures in both languages were combined. Regarding lexical organization, monolingual children with LI performed below monolingual children with TD as a group. Differing developmental trajectories were found for bilingual children with and without LI regarding lexical organization in both languages, with the bilingual children with LI increasing their syntagmatic associations over time whereas the TD children showed increased use of paradigmatic associations. With monolingual Swedish scoring, bilingual children performed on par with monolingual children, but showed superior performance when conceptual scoring was applied. The overall results of the thesis confirm that children with LI have difficulties within the lexical domain. The results promote the use of conceptual scoring when assessing bilingual school-aged children with LI.
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| 6. |
- Sandgren, Olof, et al.
(författare)
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Executive functions in mono- and bilingual children with language impairment - issues for speech-language pathology.
- 2015
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Ingår i: Frontiers in Psychology. - : Frontiers Media SA. - 1664-1078. ; 6
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Tidskriftsartikel (refereegranskat)abstract
- The clinical assessment of language impairment (LI) in bilingual children imposes challenges for speech-language pathology services. Assessment tools standardized for monolingual populations increase the risk of misinterpreting bilingualism as LI. This Perspective article summarizes recent studies on the assessment of bilingual LI and presents new results on including non-linguistic measures of executive functions in the diagnostic assessment. Executive functions shows clinical utility as less subjected to language use and exposure than linguistic measures. A possible bilingual advantage, and consequences for speech-language pathology practices and future research are discussed.
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