| 1. |
- Håkansson, Gisela, et al.
(författare)
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Specifik intervention af fonologi, grammatik og leksikon
- 2015
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Ingår i: Sprogkutvikling og sprogforstyrrelse hos børn : del 1. Fonologi, grammatik, leksikon - del 1. Fonologi, grammatik, leksikon. - 9788771350197 ; 1
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Bokkapitel (refereegranskat)
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| 2. |
- Nettelbladt, Ulrika, et al.
(författare)
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Samtalspartnerns inverkan på barns språk
- 1990
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Ingår i: Samtal och språkundervisning: Studier till Lennart Gustavssons minne. - 917870734X ; , s. 87-103
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 3. |
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| 4. |
- Salameh, Eva-Kristina, et al.
(författare)
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Flerspråkig utveckling
- 2018
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Ingår i: Språkutveckling och språkstörning hos barn, del 3. - 9789144097121 ; , s. 33-70
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Bokkapitel (refereegranskat)abstract
- Bokkapitel som behandlar flerspråkig utveckling, myter missförstånd, olika typer av flerspråkighet samt utveckling av de olika språkliga domänerna utifrån en flerspråkig kontext.
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| 5. |
- Hansson, Kristina, et al.
(författare)
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Bedömning av språklig förmåga hos barn
- 2007
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Ingår i: Språkutveckling och språkstörning. Del 1. Fonologi, grammatik och lexikon. - 9789144017716 ; , s. 255-255
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 6. |
- Nettelbladt, Ulrika, et al.
(författare)
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Fonologisk utveckling
- 2007
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Ingår i: Språkutveckling och språkstörning. Del 1. Fonologi, grammatik och lexikon. - 9789144017716 ; , s. 57-57
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 7. |
- Nettelbladt, Ulrika, et al.
(författare)
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Fonologiska problem hos barn med språkstörning
- 2007
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Ingår i: Språkutveckling och språkstörning. Del 1. Fonologi, grammatik och lexikon. - 9789144017716 ; , s. 95-95
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 8. |
- Nettelbladt, Ulrika, et al.
(författare)
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Lexikal utveckling
- 2007
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Ingår i: Språkutveckling och språkstörning. Del 1. Fonologi, grammatik och lexikon. - 9789144017716 ; , s. 199-199
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 9. |
- Nettelbladt, Ulrika, et al.
(författare)
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Lexikala problem hos barn med språkstörning
- 2007
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Ingår i: Språkutveckling och språkstörning. Del 1. Fonologi, grammatik och lexikon. - 9789144017716 ; , s. 231-231
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 10. |
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| 11. |
- Nettelbladt, Ulrika, et al.
(författare)
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Språkstörning ur ett historiskt perspektiv
- 2007
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Ingår i: Språkutveckling och språkstörning. Del 1. Fonologi, grammatik och lexikon. - 9789144017716 ; , s. 35-35
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 12. |
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| 13. |
- Samuelsson, Christina, et al.
(författare)
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Logopedi i ett historiskt perspektiv
- 2007
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Ingår i: Logopedi. - 9789144038865 ; , s. 513-513
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 14. |
- Ahlsén, Elisabeth, 1951, et al.
(författare)
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Språk och språklig kommunikation
- 2007
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Ingår i: Hartelius, L., Nettelbladt, U. & Hammarberg, B. 2007. Logopedi. ; , s. 51-69, s. 51-68
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 15. |
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| 16. |
- Bruce, Barbro, et al.
(författare)
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ADHD and language impairment A study of the parent questionnaire FTF (Five to Fifteen).
- 2006
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Ingår i: European Child & Adolescent Psychiatry. - : Springer Science and Business Media LLC. - 1435-165X .- 1018-8827. ; 15:1, s. 52-60
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Tidskriftsartikel (refereegranskat)abstract
- The parental questionnaire FTF (Five to Fifteen) was given to parents of 76 children (mean age 11 years) diagnosed with ADHD. About half of the children had at least once been referred to a speech- and language pathologist. Most of them had not received any intervention or follow-up. A factor analysis identified six problem areas, which explain close to 75% of the total variation: Cognitive Skills, Motor/Perception, Emotion/Socialisation/Behaviour, Attention, Literacy Skills and Activity Control. The majority of the children had pragmatic problems, which are associated with some of the core aspects of the ADHD symptoms, especially inattention and impulsiveness. Communication and language comprehension caused these children many more problems than expressive language. Problems of reading and writing were very frequent. IQ-score was associated with maths and reading/writing. Additional items reflecting language skills, in particular language comprehension and pragmatics, were also found in other domains in the FTF, mainly in Executive functions, Learning and Social skills. Problems with language and pragmatics thus seem to be associated with the typical problems with learning and social skills in children with ADHD.
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| 17. |
- Bruce, Barbro, et al.
(författare)
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Assertiveness, responsiveness, and reciprocity in verbal interaction : Dialogues between children with SLI and peers wit typical language development
- 2010
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Ingår i: First language. - : Sage Publications. - 0142-7237 .- 1740-2344. ; 30:3-4, s. 493-507
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Tidskriftsartikel (refereegranskat)abstract
- The present study examined assertiveness and responsiveness in two different conversational contexts: children with specific language impairment (SLI) interactiong with an age-matched peer with typical language development (TLD) and children with SLI interacting with a language-matched peer with TLD. The dialogues where the 10 participating children with SLI interactd with an age peer were characterized by a higher degree of responsiveness and coherence. The age peers tended to dominate the interaction with the children with SLI. The dialogues where children with SLI interacted with a language peer were characterized by less responsivenss and less coherence and the child with SLI was likely to be more dominant in the interaction. Thus children with SLI take different roles in verbal interaction depending on how much support the conversational partner can offer.
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| 18. |
- Bruce, Barbro, et al.
(författare)
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Assertiveness, responsiveness and reciprocity in verbal interaction. Dialogues between children with SLI and peers with typical language development
- 2010
-
Ingår i: First Language. - 0142-7237. ; 30:3-4, s. 493-507
-
Tidskriftsartikel (refereegranskat)abstract
- The present study examined assertiveness and responsiveness in two different conversational contexts: children with specific language impairment (SLI) interacting with an age-matched peer with typical language development (TLD) and children with SLI interacting with a language-matched peer with TLD. The dialogues where the 10 participating children with SLI interacted with an age peer were characterized by a higher degree of responsiveness and coherence. The age peers tended to dominate the interaction with the children with SLI. The dialogues where children with SLI interacted with a language peer were characterized by less responsiveness and less coherence and the child with SLI was likely to be more dominant in the interaction. Thus children with SLI take different roles in verbal interaction depending on how much support the conversational partner can offer.
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| 19. |
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| 20. |
|
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| 21. |
- Bruce, Barbro, et al.
(författare)
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Interactional style, elicitation strategies and language production in professional language intervention
- 2007
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Ingår i: Child Language Teaching and Therapy. - : SAGE Publications. - 0265-6590 .- 1477-0865. ; 23:3, s. 253-266
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Tidskriftsartikel (refereegranskat)abstract
- This paper explores language intervention for children with specific language impairment in Sweden. The elicitation strategies, style of interaction and language production used by speech and language pathologists (SLPs) were analyzed in two conditions, free conversation and training of grammar. In training, the grammatical targets were used significantly more often by the SLPs, but not by the children. In the free conversations the children talked more and had significantly higher mean length of utterance in words and the SLPs linked significantly more to the child's focus. The two conditions represent different, but complementary approaches to language intervention.
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| 22. |
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| 23. |
- Bruce, Barbro, et al.
(författare)
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The relationship between language skills and interactional skills
- 2012
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Ingår i: Journal of Interactional Research in Communication Disorders/Equinox. - : Equinox Publishing. - 2040-5111 .- 2040-512X. ; 3:2, s. 195-219
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Tidskriftsartikel (refereegranskat)abstract
- This study investigates interaction in dialogues between children with language impairment (LI) and peers of different ages and at two different times, taking into account the language skills of the children with LI. The hypotheses tested were that dialogues between more mature children are more coherent and that the degree of language problems of the child with LI is not directly associated with characteristics of the dialogues. Nine children with LI (aged 3;9–5;0 at time I) were recorded with an age-similar and a language-similar peer on two occasions with a one-year interval. The analysis focused on responsiveness and assertiveness in the dialogues as wholes. Dialogues between older children were more coherent and mutual influence within the dialogues was significant at both times. The children with LI tended to be more assertive with the younger peer. The language skills of the children with LI only partly explained the characteristics of the dialogues. Intervention for children with LI should focus on enhancing their opportunities to interact with peers of different ages.
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| 24. |
- Bruce, Barbro, et al.
(författare)
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The relationship between language skills and interactional skills in children with language impairment
- 2012
-
Ingår i: Journal of Interactional Research in Communication Disorders. - : Equinox Publishing. - 2040-5111 .- 2040-512X. ; 3:2, s. 195-219
-
Tidskriftsartikel (refereegranskat)abstract
- This study investigates interaction in dialogues between children with language impairment (LI) and peers of different ages and at two different times, taking into account the language skills of the children with LI. The hypotheses tested were that dialogues between more mature children are more coherent and that the degree of language problems of the child with LI is not directly associated with characteristics of the dialogues. Nine children with LI (aged 3;9–5;0 at time I) were recorded with an age-similar and a language-similar peer on two occasions with a one-year interval. The analysis focused on responsiveness and assertiveness in the dialogues as wholes. Dialogues between older children were more coherent and mutual influence within the dialogues was significant at both times. The children with LI tended to be more assertive with the younger peer. The language skills of the children with LI only partly explained the characteristics of the dialogues. Intervention for children with LI should focus on enhancing their opportunities to interact with peers of different ages.
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| 25. |
- Dahlgren, Sven-Olof, 1956, et al.
(författare)
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Prosodic traits in speech produced by children with autism spectrum disorders – Perceptual and acoustic measurements
- 2018
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Ingår i: Autism & Developmental Language Impairments. - : SAGE Publications. - 2396-9415. ; 3, s. 1-10
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Tidskriftsartikel (refereegranskat)abstract
- Background: Autism spectrum disorder has been associated with atypical voice characteristics and prosody. In the scientific literature, four different aspects of atypical speech production in autism spectrum disorder have been highlighted; voice quality together with the prosodic aspects pitch, duration and intensity. Studies of prosody in autism spectrum disorder have almost exclusively used perceptual methods. Recently, some studies have used acoustic analyses. In these studies, it has been pointed out that the acoustic differences found are not necessarily perceived as atypical by listeners, which is why it is important to let listeners evaluate perceptual correlates to acoustic findings. The aims of this study were to use both perceptual and acoustic analyses to study prosodic production in children with autism spectrum disorder and to examine if voice and speech characteristics could be used as clinical markers for autism spectrum disorder. Method: Eleven children within normal range of intelligence diagnosed with autism spectrum disorder and 11 children with typical development participated. Every child was recorded telling a story elicited with the expression, reception and recall of narrative instrument. Excerpts of one minute were extracted from the audio files creating the material underlying the perceptual ratings and in the acoustic analysis. An evaluation procedure, partly based on a standardized voice evaluation procedure developed for clinical practice in Sweden, was designed for the perceptual judgments and analysis. To capture critical prosodic variables, aspects of prosody based on characteristic features of Swedish prosody, prosodic features known to cause Swedish children with language impairment particular problems and current research of prosodic impairments in children with autism, were used as rating variables. The acoustic analysis was based on the four variables fundamental frequency (fo) average, fo range, fo variation and speech rate, together with the language production-related variable number of words per utterance. Results: In the acoustic analysis, no differences were found with regards to fo-related variables or speech rate. However, the children in the autism spectrum disorder-group produced significantly more words per utterance than the typically developing children. The perceptual analysis showed no differences between the groups. Only three children with autism spectrum disorder were correctly identified as such. The narrative ability of these children, according to scores on the narrative assessment profile, was poorer than that of the other eight children. They were also more atypical in fluency and in speech rate. Given the small sample, the results should be interpreted with caution. Conclusions and implications: The only difference in prosodic production discovered in the acoustic analysis, namely that children with autism spectrum disorder used more words per utterance than the children in the comparison group, was not detected in the perceptual assessment. This implies that it was not perceived as atypical by expert listeners. The results indicate difficulties in using voice and speech characteristics as markers of autism spectrum disorder in clinical settings. The correct identification of some of the children as having autism spectrum disorder or not also indicates that some children with autism spectrum disorder have a prosodic production sufficiently ‘atypical’ in combination with a limited ability to tell stories to be perceived.
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| 26. |
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| 27. |
|
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| 28. |
- Hansson, Kristina, et al.
(författare)
-
Carpe corpus - om att bygga upp ett talspråkskorpus
- 2000
-
Ingår i: Korpusar i forskning och undervisning : rapport från ASLA:s höstsymposium, Växjö, 11-12 november 1999. - 1100-5629. ; 13, s. 109-199
-
Konferensbidrag (refereegranskat)
|
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| 29. |
|
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| 30. |
- Hansson, Kristina, et al.
(författare)
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Grammatical Characteristics Of Swedish Children With Sli
- 1995
-
Ingår i: Journal of Speech and Hearing Research. - 0022-4685. ; 38:3, s. 589-598
-
Tidskriftsartikel (refereegranskat)abstract
- Spontaneous speech samples from 10 Swedish children were collected and analyzed grammatically. The subjects consisted of 5 children with SLI and 5 MLU matched controls with normal grammatical development. The children with SLI differed significantly from the controls in their more restricted usage of word order patterns and in number of grammatical errors. As in studies on English-speaking children with SLI, the Swedish children with SLI had a large number of omissions of grammatical morphemes. Verb-related errors were more common than noun-related errors. Contrary to reports on children with SLI acquiring other languages, however, word order errors were also very common in the Swedish children with SLI. A restricted usage of word order patterns in combination with errors of word order indicates that not only morphological deficits but also syntactic difficulties can be found in children with SLI relative to MLU controls, depending on the target language. The findings show the importance of cross-linguistic comparisons of children with SLI.
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| 31. |
|
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| 32. |
- Hansson, Kristina, et al.
(författare)
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Indefinite articles and definite forms in Swedish children with specific language impairment
- 2003
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Ingår i: First Language. - : SAGE Publications. - 0142-7237 .- 1740-2344. ; 23, s. 343-362
-
Tidskriftsartikel (refereegranskat)abstract
- In many languages, children with Specific Language Impairment (SLI) show frequent omission of articles. Most articles in these languages are weak monosyllables. In Swedish, indefinite articles are prosodically comparable to articles in other languages, but definiteness is usually expressed through a suffix. We examined the use of articles in Swedish-speaking children with SLI in spontaneous data and a probe task. Children with SLI produced definite suffixes as accurately as control children. Indefinite articles were more problematic. In constructions in which an article must be supplied, the children with SLI omitted articles more frequently than the controls. We conclude that prosody contributes to the difficulty with articles. However, several details in the data indicated the added influence of lexical and/or grammatical factors
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| 33. |
|
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| 34. |
- Hansson, Kristina, et al.
(författare)
-
Språkförståelsetestning av barn
- 1996
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Ingår i: Språkförståelse : rapport från ASLA:s höstsymposium, Lund, 9-11 november 1995/ASLA:s skriftserie. - 1100-5629. ; 9, s. 69-80
-
Konferensbidrag (refereegranskat)
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| 35. |
- Hansson, Kristina, et al.
(författare)
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The Verbal Interaction Of Swedish Language-Disordered Preschool-Children
- 1990
-
Ingår i: Clinical Linguistics & Phonetics. - : Informa UK Limited. - 1464-5076 .- 0269-9206. ; 4:1, s. 39-48
-
Tidskriftsartikel (refereegranskat)abstract
- Results are presented from an ongoing project on Swedish pre-school children with language disorders. The aim of the project is to develop clinically applicable methods for the analysis of grammatical and interactional abilities in children. The methods have been tested in a pilot study of ten dialogues between speech therapists and language disordered children. Results indicate that the grammatical analysis can pinpoint important aspects of development. The interactional analysis describes not only the child's but also the clinician's participation in the dialogue. This provides therapeutic indications as to how the clinician and other adults, e.g. parents and pre-school teachers, can develop their role as a conversational partner in order to promote the child's linguistic and interactional abilities.
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| 36. |
- Hansson, Kristina, et al.
(författare)
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Wh-questions in Swedish children with SLI
- 2006
-
Ingår i: International Journal of Speech-Language Pathology. - : Informa UK Limited. - 1754-9515 .- 1441-7049. ; 8:4, s. 376-383
-
Tidskriftsartikel (refereegranskat)abstract
- This is an exploratory study of the use of wh-questions in Swedish children with typical and impaired language development. Swedish is a verb-second (V2) language where inverted word order is not unique to wh-questions, but occurs in all utterances that begin with a constituent other than the subject. The purpose was to investigate types and frequency patterns in the use of wh-questions, wh-word and verb combinations, and simplifications. Analysis of spontaneous data from 14 Swedish children with SLI, 14 age-matched and 14 MLU-matched controls showed that the children with SLI used the same types of wh-questions and wh-word and verb combinations with similar frequencies as the controls. The most frequent simplification in all groups was omission of the wh-word. The children with SLI tended to make more non-target productions in general than the control groups, but differed significantly in most respects only from the age controls. Non-inversion was found only in the data from the children with SLI, but was less frequent in wh-questions than in non-subject initial declaratives from the same children. Due to a large inter-individual variation conclusions are hard to draw. However, the results clearly show that wh-questions are a structure which is interesting to study cross-linguistically.
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| 37. |
- Harsten, Göran, et al.
(författare)
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Language-Development In Children With Recurrent Acute Otitis-Media During The 1st 3 Years Of Life - Follow-Up-Study From Birth To 7 Years Of Age
- 1993
-
Ingår i: Journal of Laryngology and Otology. - 1748-5460. ; 107:5, s. 407-412
-
Tidskriftsartikel (refereegranskat)abstract
- From a cohort of 113 children, followed prospectively from birth during the first three years of life regarding different aspects of acute otitis media (AOM), two study groups were selected for the present investigation: 13 children with recurrent AOM (rAOM, i.e. at least six episodes of AOM during a 12–month period), and 29 children without any AOM episode. The purpose of this study was to analyse the possible effects of early onset rAOM on language development as assessed at four and seven years of age at phoniatric and linguistic examinations performed blindly. There were no differences between the two groups on any of the linguistic analyses performed, although the rAOM group manifested a somewhat better performance on auditory discrimination tests at four years of age. The results of the present study show that rAOM during the first three years of life, in otherwise healthy children, does not cause a detectable delay of language development at four and seven years of age.
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| 38. |
- Holck, Pernille, et al.
(författare)
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Children with cerebral palsy, spina bifida and pragmatic language impairment: Differences and similarities in pragmatic ability
- 2009
-
Ingår i: Research in developmental disabilities. - : Elsevier BV. - 1873-3379 .- 0891-4222. ; 30, s. 942-951
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Tidskriftsartikel (refereegranskat)abstract
- Pragmatically related abilities were studied in three clinical groups of children from 5 to 11 years of age; children with cerebral palsy (CP; n = 10), children with spina bifida and hydrocephalus (SBH; n = 10) and children with pragmatic language impairment (PLI; n = 10), in order to explore pragmatic abilities within each group. A range of pragmatic, linguistic and cognitive assessments were performed, and comparisons between the groups were made. In addition, connections between variables were studied. The most salient result was the many similarities and the lack of clear boundaries between the groups. The only significant differences found concerned short-term memory and inference ability, where all three groups experienced problems but to varying extent. Different patterns of variance were found in the groups, indicating that different underlying abilities such as reception of grammar, inferential comprehension and lexical comprehension seem to affect pragmatic ability in somewhat different ways. The results suggest that the children with CP and SBH in this study shared a number of pragmatically related traits, being more similar than would be expected according to earlier research. Finally, it is suggested that pragmatic assessment is further subdivided into a socially versus a linguistically related assessment.
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| 39. |
- Holck, Pernille, et al.
(författare)
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Inferential ability in children with cerebral palsy, spina bifida and pragmatic language impairment
- 2010
-
Ingår i: Research in developmental disabilities. - : Elsevier BV. - 1873-3379 .- 0891-4222. ; 31, s. 140-150
-
Tidskriftsartikel (refereegranskat)abstract
- The aim of the study was to investigate and compare the ability to make inferences in three groups of children ranging from 5;2 to 10;9 years: 10 children with cerebral palsy (CP), 10 children with spina bifida and hydrocephalus (SBH) and 10 children with pragmatic language impairment (PLI). The relationship between inferential and literal comprehension was investigated by analysing atypical responses. For this analysis an analytic framework was developed. The PLI group performed significantly worse on inferential questions than the CP group. It was only in the PLI group that problems with inferential questions exceeded the problems with literal questions, and the CP group even performed significantly better in this condition. Inferential comprehension was found to be related to language comprehension in the CP group, but was more related to the ability to predict future developments in the SBH- and PLI-groups. The PLI group relied more on world knowledge and associations than on text-related factors when delivering an atypical response compared to the CP group. The analysis of atypical responses proved to be a promising tool for the planning of an adequate intervention.
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| 40. |
- Holck, Pernille, et al.
(författare)
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Interaction during intervention: conversations between professionals and children with cerebral palsy.
- 2009
-
Ingår i: Communication & Medicine. An Interdisciplinary Journal of Healthcare, Ethics and Society. - 1613-3625. ; 6:1, s. 49-60
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Tidskriftsartikel (refereegranskat)abstract
- To develop interactional ability, conversation with both peers and adults is vital. However, for children with physical impairments, like cerebral palsy, interactions with adults often dominate. In this study, interaction between eight Swedish children with cerebral palsy, mean age 8.6 years, and their physiotherapists (PTs) and speech-language therapists (SLTs) was analysed during intervention across 16 dyads. The analysis of data focused on how quantitative, interactional and topical dominance was manifested by the PTs and the SLTs. In addition, mitigating strategies and use of feedback was investigated. Surprisingly, the only significant finding was in topic maintenance, where the PTs' conversations were more directed towards topics unrelated to the intervention context when compared to the conversations of the SLTs. Although not significant, the PTs tended to dominate by having a greater amount of talk, and the SLTs by asking many questions. It is discussed how the two professions may contribute to the development of interactional skills and pragmatic ability among children with cerebral palsy, given their professional training and focus of intervention.
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| 41. |
- Holck, Pernille, et al.
(författare)
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Narrative ability in children with cerebral palsy
- 2011
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Ingår i: Research in Developmental disabilities. - : Elsevier BV. - 0891-4222 .- 1873-3379. ; 32:1, s. 262-270
-
Tidskriftsartikel (refereegranskat)abstract
- In a previous study a group of children with cerebral palsy (CP) were found to have considerable difficulties with narratives, performing several standard deviations below the criteria for the Information score of the Bus Story Test (BST). To examine in depth the performance of children with CP and a control group with typically developing (TD) children on a narrative task,in order to search for possible underlying causes to the problems in the CP group. The results of the BST for 10 children with CP, mean age 7;11years, were investigated.The analysis of the BST was supplemented with the use of the Narrative Assessment Profile (NAP) and quantitative analyses of number of words,mazes, propositions, types of conjunctions and story elements. A significant relationship between the explicitness dimension on the Narrative Assessment Profile and the BST Information score in the CP group suggested that the problems could be derived to a limited use of cohesion and a scarcity of essential information. Compared to the CP group ,the TD group used significantly more causal conjunctions. The results indicate a general problem with cohesion at the textual level in the CP group. A further finding was the occurrence of a positive correlation between the use of mazes and the BST Information score in the CP group. These results have implications for the design of a more specific intervention for children,where the NAP was found to be a valuable tool in combination with the BST or other assessment materials.Further,it is shown that mazes,mostly regarded as a behaviour that not enhances speech production,for some children can be used as a means to find necessary words and pieces of information.
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| 42. |
- Holmström, Ketty, et al.
(författare)
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A descriptive study of lexical organisation in bilingual children with language impairment: Developmental changes
- 2016
-
Ingår i: International Journal of Speech-Language Pathology. - : Informa UK Limited. - 1754-9515 .- 1754-9507. ; 18:2, s. 178-189
-
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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| 43. |
- Holmström, Ketty, et al.
(författare)
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Conceptual Scoring of Lexical Organization in Bilingual Children with Language Impairment
- 2016
-
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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| 45. |
- Håkansson, Gisela, et al.
(författare)
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Developmental sequences in L1 (normal and impaired) and L2 acquisition of Swedish
- 1993
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Ingår i: International Journal of Applied Linguistics. - : Wiley. - 0802-6106 .- 1473-4192. ; 3:2, s. 131-157
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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.
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| 46. |
- Håkansson, Gisela, et al.
(författare)
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Grammatisk udvikling
- 2015
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Ingår i: <em>Sprogkutvikling og sprogforstyrrelse hos børn</em>.. - Fredriksberg, Danmark. : Hogrefe Psykologisk Forlag.. - 9788771350197 ; , s. 149-187
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Bokkapitel (refereegranskat)
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| 47. |
- Håkansson, Gisela, et al.
(författare)
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Grammatisk utveckling
- 2007
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Ingår i: Språkutveckling och språkstörning hos barn. D. 1, Fonologi, grammatik, lexikon. - 9789144017716 ; , s. 135-169
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 48. |
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| 49. |
- Håkansson, Gisela, et al.
(författare)
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Grammatiske vanskligheder hos børn med sprogforstyrrelse
- 2015
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Ingår i: Sprogkutvikling og sprogforstyrrelse hos børn : del 1. Fonologi, grammatik, leksikon - del 1. Fonologi, grammatik, leksikon. - 9788771350197 ; 1, s. 189-218
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Bokkapitel (refereegranskat)
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| 50. |
- Håkansson, Gisela, et al.
(författare)
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Measuring language development in bilingual children: Swedish- Arabic children with and without language impairment
- 2003
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Ingår i: Linguistics. - 1613-396X. ; 41:2, s. 255-288
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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.
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