| 1. |
- Bruce, Barbro, et al.
(författare)
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Can severe language disorders be identified before age 3;6?
- 1996
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Ingår i: Logopedics Phoniatrics Vocology. - : Informa UK Limited. - 1401-5439 .- 1651-2022. ; 21:1, s. 37-42
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Tidskriftsartikel (refereegranskat)abstract
- A new classification system indicating type and severity of language disorder was applied by five speech pathologists. They independently interpreted information from the initial language assessment of 39 children with developmental language disorder (DLD), who had been assessed by one of the present authors before age 3;6. Information about planned intervention was also collected. The children were reassessed 18 months later. The amount of language therapy the children had received was calculated and related to the type and severity of the language disorder. Our results indicate that the DLD children, who initially had general language problems performed worse on reassessment than children with expressive problems. More extensive intervention programmes were planned for the children with general DLD. According to follow-up data they had, however, not received more therapy than children with more restricted disorders.
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| 2. |
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| 3. |
- Reuterskiöld, Christina, et al.
(författare)
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What's the story? Narration and comprehension in Swedish preschool children with language impairment
- 1999
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Ingår i: Child Language Teaching and Therapy. - : SAGE Publications. - 0265-6590 .- 1477-0865. ; 15:2, s. 113-137
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Tidskriftsartikel (refereegranskat)abstract
- This study investigated the possibility of identifying narrative problems at an early age (5-year-old children with language impairment). Furthermore, we explored the relationship between the comprehension of a story and the ability to structure the contents of the same story in a group of preschool children with language impairment. The results showed that the participants did not exhibit age-appropriate narrative skills. We also found that good comprehension of the narrative is a prerequisite for the ability to produce a story with a content structure in a retelling task. Methodological issues are discussed and the clinical implications highlighted.
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| 4. |
- Sahlén, Birgitta, et al.
(författare)
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Language comprehension and non-word repetition in children with language impairment
- 1999
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Ingår i: Clinical Linguistics & Phonetics. - : Informa UK Limited. - 1464-5076 .- 0269-9206. ; 13:5, s. 369-380
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Tidskriftsartikel (refereegranskat)abstract
- Non-word repetition has, not without controversy, been considered a reliable index of phonological memory in children with language impairment (LI). Recent studies do, however, emphasize the strong link between non-word repetition skills and phonological output in pre-school children with LI. The purpose of the present study was to explore the relationship between non-word repetition and different aspects of language comprehension (comprehension of words, sentences and fables) in 27 children with LI. The results showed that non-word repetition significantly correlated with all measures of language comprehension in the children with LI. Partial correlations revealed a weaker relationship between vocabulary comprehension, comprehension of fables and non-word repetition than between non-word repetition and comprehension of grammar. A possible explanation for the findings may be that the tests assessing comprehension of grammar strained language processing and storage more than the other tests. It is concluded that non-word repetition cannot be considered to be a single, reliable index of phonological memory in pre-school children with LI. Non-word repetition incorporates a range of processes necessary for language comprehension and production, and thus mirrors the general language status of the child.
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| 5. |
- Sahlén, Birgitta, et al.
(författare)
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Non-word repetition in children with language impairment - pitfalls and possibilities
- 1999
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Ingår i: International Journal of Language & Communication Disorders. - : Wiley. - 1368-2822 .- 1460-6984. ; 34:3, s. 337-352
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Tidskriftsartikel (refereegranskat)abstract
- Specific language impairment has, although not without controversy, been considered as a consequence of a phonological memory deficit. Non-word repetition has been proposed as a reliable index of phonological memory and also as predictive of lexical and grammatical development in normally developing and language-impaired children. The main aim was to study the relationship between repetition of words and non-words and expressive language skills (phonology and grammar) in 27 5-year-old children with language impairment. The authors also wanted to explore the influence of lexical stress on repetition skills. The results showed that words were significantly easier to repeat than non-words and that non-word repetition skills were significantly correlated to phonological and grammatical development. The most important predictor of non-word repetition skills was output phonology. The conclusion is that nonword repetition is not a single, reliable index of phonological memory in preschool children with language impairment. Also, the influence of prosodic variables on segmental aspects of speech production should not be overlooked in non-word construction, since it was found that unstressed syllables were omitted six times more often in prestressed than in post-stressed positions of the words and non-words.
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