| 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. |
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| 3. |
- 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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| 4. |
- 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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| 5. |
- 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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| 6. |
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| 7. |
- 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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| 8. |
- Klintö, Kristina, et al.
(författare)
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Phonology in Swedish-speaking 3-year-olds born with cleft lip and palate and the relationship with consonant production at 18 months.
- 2014
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Ingår i: International Journal of Language & Communication Disorders. - : Wiley. - 1368-2822 .- 1460-6984. ; 49:2, s. 240-254
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Tidskriftsartikel (refereegranskat)abstract
- Approximately 50% of children born with cleft palate present speech difficulties around 3 years of age, and several studies report on persisting phonological problems after palatal closure. However, studies on early phonology related to cleft palate are few and have so far mainly been carried out on English-speaking children. Studies on phonology related to cleft palate in languages other than English are also warranted.
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| 9. |
- Klintö, Kristina, et al.
(författare)
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The impact of speech material on speech judgement in children with and without cleft palate.
- 2011
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Ingår i: International Journal of Language & Communication Disorders. - : Wiley. - 1460-6984 .- 1368-2822. ; 46:3, s. 348-360
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: The chosen method of speech assessment, including type of speech material, may affect speech judgement in children with cleft palate.AIM: To assess the effect of different speech materials on speech judgement in 5-year-old children born with or without cleft palate, as well as the reliability of materials by means of intra- and inter-transcriber agreement of consonant transcriptions.METHODS & PROCEDURES: Altogether 40 children were studied, 20 born with cleft palate, 20 without. The children were audio recorded at 5 years of age. Speech materials used were: single-word naming, sentence repetition (both developed for cleft palate speech assessment), retelling of a narrative and conversational speech. The samples were phonetically transcribed and inter- and intra-transcriber agreement was calculated. Percentage correct consonants (PCC), percentage correct places (PCP), percentage correct manners (PCM), and percentage active cleft speech characteristics (CSC) were assessed. In addition, an analysis of phonological simplification processes (PSP) was performed.OUTCOME & RESULTS: The PCC and CSC results were significantly more accurate in word naming than in all other speech materials in the children with cleft palate, who also achieved more accurate PCP results in word naming than in sentence repetition and conversational speech. Regarding PCM and PSP, performance was significantly more accurate in word naming than in conversational speech. Children without cleft palate did better, irrespective of the speech material. The medians of intra- and inter-transcriber agreement were good in both groups and all speech materials. The closest agreement in the cleft palate group was seen in word naming and the weakest in the retelling task.CONCLUSION & IMPLICATIONS: The results indicate that word naming is the most reliable speech material when the purpose is to assess the best speech performance of a child with cleft palate. If the purpose is to assess connected speech, sentence repetition is a reliable and also valid speech material, with good transcriber agreement and equally good articulation accuracy as in retelling and conversational speech. For typically developing children without a cleft palate, the chosen speech material appears not to affect speech judgement.
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| 10. |
- Klintö, Kristina, et al.
(författare)
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Verbal competence in narrative retelling in 5-year-olds with unilateral cleft lip and palate.
- 2015
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Ingår i: International Journal of Language & Communication Disorders. - : Wiley. - 1368-2822 .- 1460-6984. ; 50:1, s. 119-128
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Tidskriftsartikel (refereegranskat)abstract
- Research regarding expressive language performance in children born with cleft palate is sparse. The relationship between articulation/phonology and expressive language skills also needs to be further explored.
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| 11. |
- Leonard, Laurence B., et al.
(författare)
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Noun phrase morphology in Swedish-speaking children with specific language impairment
- 2001
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Ingår i: Applied Psycholinguistics. - 0142-7164. ; 22:4, s. 619-639
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Tidskriftsartikel (refereegranskat)abstract
- Children with specific language impairment (SLI) are often described as having great difficulty with grammatical morphology, but most studies have focused only on these childrens use of verb morphology. In this study, we examined the use of noun phrase (NP) morphology by preschool-age children with SLI who are acquiring Swedish. Relative to typically developing same-age peers and younger peers matched according to mean length of utterance, the children with SLI had greater difficulty in the use of genitive inflections, indefinite articles, and article + adjective + noun constructions. Their difficulties were evidenced in omissions as well as substitutions. Furthermore, article omissions were more frequent in NPs containing an adjective and a noun than in NPs with only a noun. These findings indicate that in languages such as Swedish, NP morphology as well as verb morphology can be quite problematic for children with SLI. Factors that might have contributed to these childrens difficulties are the lack of transparency of the gender of Swedish nouns, the morphological complexity of NPs containing adjectives in Swedish, the weak syllable status of articles, and the consonantal nature of some of the inflections.
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| 12. |
- Nayeb, Laleh
(författare)
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Lika men ändå olika : Språkscreening av enspråkiga och flerspråkiga barn vid 2,5-3 år på BVC
- 2022
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Children who do not develop their language as expected are at risk of difficulties in school and with peer relations. The Swedish Child Health Services (CHS) offer preventive health surveillance, including language screening, at 2.5-3 years. However, the screening has only been validated for monolingual children. The aims of the thesis were to explore CHS nurses’ experiences of language screening of bilingual children, to evaluate the 3-year screening for language disorder for use at 2.5 years, and to assess the stability of the children’s diagnoses and the classification accuracy of the screening after 6 months. In Study I, 863 nurses answered a web-based survey. Half of the nurses simplified the screening processes for bilingual children, and 74% postponed referrals to speech and language services. About 80% believed that language development was slower in bilingual children which was the strongest predictor of simplified screening practices. In Studies II and III, 105 monolingual and 111 bilingual children were screened and clinically assessed at age 2.5. The screening classification accuracy for monolinguals vs bilinguals screened in both their languages was: sensitivity 91% vs 88%, specificity 91% vs 82%, PPV 56% vs 67%, and NPV 99% vs 94%, respectively. Study IV reassessed 141 children (48 mono- and 93 bilinguals) at age 3, i.e. all children with a positive outcome at age 2.5 from studies II and III, and matched children from the same studies with negative outcomes. The number of new cases with language disorder (n=4) was about the same as the number who had recovered (n=5) at age 3. These few changes were statistically significant, but not considered to be of clinical relevance since the classification accuracy of the screening was still within 95 CI after 6 months. The screening classification accuracy for monolinguals vs bilinguals was: sensitivity 71% vs 81%, specificity 93% vs 82%, PPV 39% vs 67%, and NPV 98% vs 90%. In conclusion, the modified language screening can be recommended for use at age 2.5. Bilingual children who don’t pass the screening in Swedish, should be screened in their mother tongue using a standard procedure. The wait-and-see strategy reported by the nurses in Study I was not supported as screening results remained stable between 2.5 and 3 years. There is a need to implement new evidence-based routines in child health services to equitably screen both monolingual and bilingual children for language disorder.
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| 13. |
- Tvingstedt, Anna-Lena, et al.
(författare)
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Flerspråkighet i skolan
- 2018
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Ingår i: Språkutveckling och språkstörning hos barn, del 3. - Lund : Studentlitteratur AB. - 9789144097121 ; , s. 321-364
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 14. |
- 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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| 15. |
- 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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| 16. |
- 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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| 17. |
- Håkansson, Gisela, et al.
(författare)
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Språktypologi
- 2018. - 1
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Ingår i: Språkutveckling och språkstörning hos bar, del 3. - Lund : Studentlitteratur AB. - 9789144097121 ; , s. 101-120
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 18. |
- Nayeb, Laleh, et al.
(författare)
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Answer to the letter concerning our published paper about identifying language disorder in bilingual children
- 2021
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Ingår i: Acta Paediatrica. - : Wiley. - 0803-5253 .- 1651-2227. ; 110:1, s. 362-363
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Reply by the current authors to the comments made by Daisy I. Perry & Gurdas V. Singh (see record 2020-99156-061) on the original article (see record 2020-99156-046). We read the commentary by Perry and Singhs with great interest and would like to take the opportunity to respond to their concerns, namely exclusion criteria; quality of parental information; control for SES; limited languages; varying expertise of professionals; and low sample size. The purpose of the screening was to identify new cases. Premature (<37 weeks) children and those with known disabilities were excluded as they are already in receipt of CHC services. Although we agree with Perry and Singhs that SES is associated with the prevalence of DLD, we cannot see that SES would affect the choice between the four screening models tested, negating the need for a control group. The issue of different professionals, with unclear or inadequate training, being involved is discussed. To this, we want to clarify that the screening method was already established and has been used for around two decades in the CHCs, albeit conducted solely in Swedish with 36-month-old children, rather than in multiple languages with 30-month-olds. Finally, we are in agreement with Perry and Singhs that the sample size was relatively small and the inclusion of more children would strengthen reliability.
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| 19. |
- Nayeb, Laleh, et al.
(författare)
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Child healthcare nurses believe that bilingual children show slower language development, simplify screening procedures and delay referrals
- 2015
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Ingår i: Acta Pædiatrica. - : Wiley. - 1651-2227 .- 0803-5253. ; 104:2, s. 198-205
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Tidskriftsartikel (refereegranskat)abstract
- AimA significant number of children living in Sweden are bilingual, but how language screening is performed in this group is unknown. We investigated child healthcare nurses' perceptions of the language screening of bilingual children aged 30-36months, together with their clinical practices. MethodsAn online questionnaire was completed by 863 nurses who performed language screening of bilingual children in Sweden at least once a month, corresponding to 89% of the target population. Cox regression identified predictors of the nurses' tendency to simplify the screening of bilingual children. ResultsThe nurses reported a greater lack of confidence and more difficulties in interpreting screening outcomes for bilingual than monolingual children (p<0.001). Half of the nurses simplified the screening processes for bilingual children and 74% postponed referrals to speech and language services, basing these adaptations on their perceptions of the children's Swedish language skills (p<0.001). Most nurses (82%) believed that language development was slower in bilingual children, and this was the strongest predictor of simplified screening practices (RR=2.00, 95% CI 1.44-2.77). ConclusionChild healthcare nurses need easily accessible information and clear guidelines on the language development of bilingual children to ensure that bilingual and monolingual children receive equitable language screening services.
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| 20. |
- Nayeb, Laleh, et al.
(författare)
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Identifying language disorder in bilingual children aged 2.5 years requires screening in both languages
- 2021
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Ingår i: Acta Paediatrica. - : John Wiley & Sons. - 0803-5253 .- 1651-2227. ; 110:1, s. 265-272
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Tidskriftsartikel (refereegranskat)abstract
- AIM: Bilingual children are at risk of being overlooked for early identification of language difficulties. We investigated the accuracy of four screening models for children aged 2.5. The first model screened the child using their mother tongue, the second screened in Swedish, and the third screened in both languages used by the child. The fourth model consisted of direct screening in Swedish and using parental information about the child's language development in their mother tongue.METHODS: Overall, 111 bilingual children (51% girls), 29-33 months, were recruited from three child health centres in Gävle, Sweden, from November 2015 to June 2017. All children were consecutively assessed by a speech and language pathologist, blinded to the screening outcomes.RESULTS: Developmental language disorder was confirmed in 32 children (29%). Only the third model, based on direct assessment using the two languages used by the child, attained adequate accuracy; 88% sensitivity, 82% specificity, 67% positive and 94% negative predictive values.CONCLUSION: Bilingual children should be screened directly in both their languages in order to achieve adequate accuracy. Such screening procedure is particularly important for children from families with low socio-economic status living in complex linguistic environments.
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| 21. |
- Nettelbladt, Ulrika, et al.
(författare)
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Språkstörning hos barn
- 2007
-
Ingår i: Språkutveckling och språkstörning. Del 1. Fonologi, grammatik och lexikon. - 9789144017716 ; , s. 13-13
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 22. |
- Nettelbladt, Ulrika, et al.
(författare)
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Språkutveckling och språkstörning hos barn. D. 1, Fonologi, grammatik, lexikon
- 2007
-
Bok (övrigt vetenskapligt/konstnärligt)abstract
- Boken behandlar språkutveckling och språkstörning hos enspråkiga barn. Först presenteras aktuella definitioner av språkstörning och ges en historisk översikt av ämnet. Därefter beskrivs fonologisk, grammatisk och lexikal utveckling hos barn med typisk språkutveckling samt ges en översikt av teoribildningen inom respektive område. Problem inom fonologi, grammatik och lexikon hos barn med språkstörning tas upp och olika förklaringsmodeller presenteras. Till sist behandlas bedömning och intervention av barn med språkstörning. Boken innehåller många autentiska exempel från svenska barn. Boken är främst avsedd för logopedstudenter och logopeder. Den kan även läsas av specialpedagoger, psykologer och läkare samt vara av intresse för studenter i språkvetenskapliga ämnen och psykologi.
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| 23. |
- Popoola, Margareta, et al.
(författare)
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Halvvägs på väg vart? Storstadssatsningen i Rosengård 2000-2001
- 2002
-
Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Härmed överlämnar IMER/Malmö högskola den fjärde rapporten i utvärderingen av Nationellt exempel/storstadssatsningen i Rosengård avseende perioden september 2000 till och med september 2001. Utvärderingen inriktar sig på insatserna inom de fyra programområden som urskiljs i det reviderade programförslaget för storstadssatsningen (september 2000): Arbetsmarknadsåtgärder, Förskola, Skola och Lokalt utvecklingsarbete. Enligt uppdraget ska utvärderingen omfatta såväl effekter som processer inom de olika programområdena.
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| 24. |
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| 25. |
- Salameh, Eva-Kristina, et al.
(författare)
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Assessing phonologies in bilingual Swedish-Arabic children with and without language impairment
- 2003
-
Ingår i: Child Language Teaching and Therapy. - 0265-6590. ; 19:3, s. 338-364
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Tidskriftsartikel (refereegranskat)abstract
- Ten Swedish-Arabic children with severe language impairment (LI) and 10 matched controls were tested with Swedish and Arabic phonology tests. The children with severe LI displayed significantly more of both syntagmatic and paradigmatic processes in both languages. The results are also discussed in relation to monolingual children in Swedish and Arabic, both children with a normal language development as well as with a language impairment. Both groups of Swedish-Arabic children tended to develop their two languages in the same way as monolingual children in each language, with some exceptions. Both groups had substantial lexical problems, especially in Arabic. Exposure to Swedish was an important variable relative to number of syntagmatic processes. The importance of assessing both languages is emphasized.
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| 26. |
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| 27. |
- Salameh, Eva-Kristina, et al.
(författare)
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Flerspråkig utveckling
- 2018
-
Ingår i: Språkutveckling och språkstörning hos barn, del 3. - Lund : Studentlitteratur AB. - 9789144097121 ; , s. 33-70
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 28. |
- Salameh, Eva-Kristina
(författare)
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Grammatisk och fonologisk utveckling på svenska och arabiska vid tvåspråkig undervisning
- 2011
-
Ingår i: Educare. - : Malmö högskola, Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :3, s. 177-203
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Tidskriftsartikel (refereegranskat)abstract
- Swedish-Arabic pupils, who received instruction in both languages, were assessed longitudinally in Swedish and Arabic during the three first years of primary school. Altogether 189 assessments of the pupils’ grammatical development and 80 assessments regarding phonological development were carried out. The assessment instruments used were tandem tests generating comparable results in both languages. Tests based on a second language theory, Processability Theory, were used for grammatical assessment. For phonological assessment tests regarding phonological awareness and repetition of non-words were employed. All pupils developed grammatically as anticipated in both languages, although the grammatical development in their second language Swedish was somewhat slower for some pupils than predicted by Processability Theory. The results underscore the importance of a sufficient exposure to both languages. Phonological awareness was well developed in both languages, which was also expected since access to two or more phonological systems enhances the development of metalinguistic abilities.
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| 29. |
- Salameh, Eva-Kristina, et al.
(författare)
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Language impairment in Swedish bilingual children: a comparison between bilingual and monolingual children in Malmö.
- 2002
-
Ingår i: Acta Pædiatrica. - : Wiley. - 1651-2227 .- 0803-5253. ; 91:2, s. 229-234
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Tidskriftsartikel (refereegranskat)abstract
- In this study two groups of children were compared, 192 bilingual and 246 monolingual, referred over a 12-mo period to University Hospital in Malmö for suspected language impairment. Compared with monolingual children, bilingual children ran a significantly lower risk (RR = 0.76, p < 0.0001) of being referred by a child health centre, and a significantly higher risk (RR= 1.54, p < 0.0103) of being referred after 5 y of age. In the bilingual group there was also a significantly higher risk of parental refusal of assessment (RR = 2.35, p < 0.0016) and of the children being diagnosed with a severe language impairment (RR = 1.87, p < 0.0009). The risk for bilingual children with severe language impairment being discharged owing to non-attendance was high (RR = 6.20, p < 0.0002) compared to monolingual children. The risk increased with severity of language impairment. CONCLUSION: Bilingual children displayed a higher risk of a diagnosis of severe language impairment and of being discharged for non-attendance. The problem of low compliance among bilingual parents, despite strong indications of parental distress, must be addressed.
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| 30. |
- Salameh, Eva-Kristina
(författare)
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Language impairment in Swedish bilingual children - epidemiological and linguistic studies
- 2003
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis was to provide both epidemiological and linguistic data on bilingual children with language impairment (LI), since few data on this group exist. Data from 438 bilingual and monolingual children, referred over a period of 12 months, were compared in the first epidemiological study. The results showed that the bilingual children with suspected LI were referred significantly later than monolingual, and by more diverse referral sources. The risk of being discharged owing to non-attendance was significantly higher in the bilingual group, and the risk increased with increasing severity of LI. In the second epidemiological study, data from 698 assessed bilingual and monolingual children were compared. They were referred over a period of 24 months. Most risk factors for LI relative to degree of severity seemed to apply for both bilingual and monolingual children. Parental stress and short attention span were risk factors in both groups. Gender was a risk factor in the monolingual group, but did not appear as a risk factor in the bilingual group until triggered by environmental factors. Some risk factors were specific for the bilingual group, as maternal arrival within + 1 year in relation to child birth and parental need of interpreter after >5 years of residence in Sweden. In the linguistic studies, 10 Swedish-Arabic children with severe LI and 10 matched controls were tested in both languages with grammatical and phonological tests, designed to allow for comparisons between the languages. The results showed that all bilingual children followed the same developmental sequence on their way towards the target language, both cross-sectionally and longitudinally. The children with severe LI were able to develop both their languages, although at a much slower pace. They also seemed more vulnerable to a limited exposure of both Swedish and Arabic. The phonological study showed that the children with and without severe LI, tended to develop Swedish and Arabic phonology in the same way as monolingual children, with some exceptions. After approximately 1;6 years of exposure to Swedish in preschool (span 1;2-2;0), the children without LI scored at high grammatical levels in Swedish, and the number of phonological processes decreased substantially. This was not the case with most of the children with severe LI. This time limit has the potential of becoming clinically significant when assessing bilingual children with suspected LI.
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| 31. |
- Salameh, Eva-Kristina
(författare)
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Lexikal utveckling på svenska och arabiska vid tvåspråkig undervisning
- 2011
-
Ingår i: Educare. - : Malmö högskola, Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :3, s. 205-225
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Tidskriftsartikel (refereegranskat)abstract
- Swedish-Arabic pupils in the fourth grade of primary school 4 (n=16), who had received instruction in Swedish and Arabic, were assessed regarding lexical skills in both languages. For a comparison results were used from Swedish-Arabic pupils in a control group (n=33) from the same ethnically diverse area, but who had only received instruction in Swedish. Lexical size was measured with a comprehension test in Swedish and Arabic, while lexical organization was investigated with an association test in both languages. A majority of hierarchically based responses were considered to reflect a more hierarchical lexical organisation. A significantly higher proportion of pupils who received bilingual instruction displayed a hierarchical lexical organization in both languages, compared to the control group. A more hierarchically based lexical organisation did not correlate with lexical size, which is in accordance with earlier research. The results underscore the importance of providing bilingual children with instruction in both languages in order to enhance lexical development in both languages, and the need to identify factors contributing to academic achievements for bilingual children.
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| 32. |
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| 33. |
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| 34. |
- Sandgren, Olof, et al.
(författare)
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Using a word association task to investigate semantic depth in swedish-speaking children with developmental language disorder
- 2021
-
Ingår i: Logopedics Phoniatrics Vocology. - : Informa UK Limited. - 1401-5439 .- 1651-2022. ; 46:3, s. 134-140
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Tidskriftsartikel (refereegranskat)abstract
- We examined word associations in Swedish children with Developmental Language Disorder (DLD) compared to their typically developing (TD) peers. Furthermore, the study aimed to explore the dimensions of vocabulary knowledge (breadth, depth, and fluency) in these children. Fifty children (15 DLD and 35 TD) participated in the study, aged six to nine years. This age span is commonly associated with substantial lexical reorganisation, by some referred to as the syntagmatic-paradigmatic shift. Fifty items from the Kent-Rosanoff list were used to elicit word associations (say the first word that comes to mind). Word associations were coded as paradigmatic (lion-tiger), syntagmatic (chair-sit), phonological (moon-poon), and other/no answer (foot-hello/bed- -). A semantic depth score (paradigmatic and syntagmatic associations) was calculated and analysed. The children with DLD showed significantly lower semantic depth scores than their TD peers, in line with previous research in English-speaking children. However, the vocabulary dimensions were uniformly affected for the DLD group, contradicting previous findings of semantic depth as a particular area of weakness in this group.
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| 35. |
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| 36. |
- Tvingstedt, Anna-Lena, et al.
(författare)
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Läs- och kunskapsutveckling hos elever som fått tvåspråkig undervisning på svenska och arabiska
- 2011
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Ingår i: Educare. - : Malmö högskola, Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :3, s. 227-266
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Tidskriftsartikel (refereegranskat)abstract
- The article explores reading and knowledge development in pupils receiving bilingual instruction in Swedish and Arabic during their first five school years. Attempts are also made to compare their reading level in Arabic and Swedish. Reading development has been documented by assessment materials generally used in schools, complemented with reading-tests in both languages. In addition the pupils’ results on the mandatory national tests assessing goal attainment in primary school years 3 and 5 are presented and compared to the results of Arabic speaking and other multilingual pupils at the same schools, who did not receive bilingual instruction. Findings show that the pupils from the bilingual classes mostly performed at the same level as pupils educated in Swedish only. They were slightly but seldom significantly behind in reading Swedish but many were proficient in reading Arabic as well. Certain differences in performance are discussed but the material does not permit to draw conclusions concerning the consequences of bilingual education. Other factors and circumstances affecting school performance need to be considered.
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| 37. |
- Zetterholm, Elisabeth, et al.
(författare)
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Beskrivning av fonologi och grammatik i olika språk
- 2018
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Ingår i: Språkutveckling och språkstörning hos barn, del 3. - Lund : Studentlitteratur AB. - 9789144097121 ; , s. 121-159
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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