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https://www.readbyqxmd.com/read/29327801/tense-and-plural-formation-in-welsh-english-bilingual-children-with-and-without-language-impairment
#1
Vasiliki Chondrogianni, Nerys John
BACKGROUND: Grammatical morphology has been shown to be problematic for children with specific language impairment (SLI) or developmental language disorder (DLD). Most research on this topic comes from widely spoken languages, such as English. Despite Welsh being the most extensively spoken indigenous in the UK after English, and Wales being the only official bilingual country in the UK, our knowledge about the morphosyntactic areas of Welsh that may pose problems for Welsh-speaking children with SLI is limited...
January 12, 2018: International Journal of Language & Communication Disorders
https://www.readbyqxmd.com/read/29302552/complementary-feeding-practices-among-children-aged-6-23-months-in-aligarh-uttar-pradesh
#2
Istiyaq Ahmad, Najam Khalique, Salman Khalil, Urfi, Mohd Maroof
Context: Complementary feeding practices play an important role in the growth and development of the children. Aims: The aim of this study is to determine the prevalence of complementary feeding practices among children aged 6-23 months and its association with various sociodemographic factors. Settings and Design: The study was a community-based, cross-sectional study conducted at field practice area of Urban Health Training Centre and Rural Health Training Centre, Department of Community Medicine, Jawaharlal Nehru Medical College, Aligarh Muslim University, Aligarh...
April 2017: Journal of Family Medicine and Primary Care
https://www.readbyqxmd.com/read/29274509/retelling-stories-grammatical-and-lexical-measures-for-identifying-monolingual-spanish-speaking-children-with-specific-language-impairment-sli
#3
Alejandra Auza B, Mary Towle Harmon, Chiharu Murata
Children with Specific Language Impairment (SLI) have grammatical and lexical difficulties when telling stories. The aim of this work was to explore whether language productivity measures, such as mean length of utterance (MLU), percentage of ungrammatical sentences (%UGS), total number of words (TNW), and number of different words (NDW) produced by young children during a story retell task, can be used to accurately differentiate monolingual Spanish-speaking children with SLI from children with typical language development (TLD)...
December 5, 2017: Journal of Communication Disorders
https://www.readbyqxmd.com/read/29222571/the-potential-of-past-tense-marking-in-oral-reading-as-a-clinical-marker-of-specific-language-impairment-in-school-age-children
#4
Krystal L Werfel, Alison Eisel Hendricks, C Melanie Schuele
Purpose: The purpose of this study was twofold. The first aim was to explore differences in profiles of past tense marking in oral reading of school-age children with specific language impairment (SLI). The second aim was to explore the potential of past tense marking in oral reading as a clinical marker of SLI in school-age children. Method: This study examined oral readings of connected text to describe the frequency and type of reading errors on regular and irregular past tense verbs for 21 children with SLI as compared to 30 children with typical language in Grades 2 and 3...
December 7, 2017: Journal of Speech, Language, and Hearing Research: JSLHR
https://www.readbyqxmd.com/read/29213248/impact-of-diglossia-on-word-and-non-word-repetition-among-language-impaired-and-typically-developing-arabic-native-speaking-children
#5
Elinor Saiegh-Haddad, Ola Ghawi-Dakwar
The study tested the impact of the phonological and lexical distance between a dialect of Palestinian Arabic spoken in the north of Israel (SpA) and Modern Standard Arabic (StA or MSA) on word and non-word repetition in children with specific language impairment (SLI) and in typically developing (TD) age-matched controls. Fifty kindergarten children (25 SLI, 25 TD; mean age 5;5) and fifty first grade children (25 SLI, 25 TD; mean age 6:11) were tested with a repetition task for 1-4 syllable long real words and pseudo words; Items varied systematically in whether each encoded a novel StA phoneme or not, namely a phoneme that is only used in StA but not in the spoken dialect targeted...
2017: Frontiers in Psychology
https://www.readbyqxmd.com/read/29188274/which-preschool-children-with-specific-language-impairment-receive-language-intervention
#6
Kacie Wittke, Tammie J Spaulding
Purpose: Potential biases in service provision for preschool children with specific language impairment (SLI) were explored. Method: In Study 1, children with SLI receiving treatment (SLI-T) and those with SLI not receiving treatment (SLI-NT) were compared on demographic characteristics and developmental abilities. Study 2 recruited children with articulation disorders receiving treatment (ARTIC-T) to determine if knowing service provision status influenced the results of Study 1...
November 29, 2017: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/29182947/low-level-neural-auditory-discrimination-dysfunctions-in-specific-language-impairment-a-review-on-mismatch-negativity-findings
#7
REVIEW
Teija Kujala, Miika Leminen
In specific language impairment (SLI), there is a delay in the child's oral language skills when compared with nonverbal cognitive abilities. The problems typically relate to phonological and morphological processing and word learning. This article reviews studies which have used mismatch negativity (MMN) in investigating low-level neural auditory dysfunctions in this disorder. With MMN, it is possible to tap the accuracy of neural sound discrimination and sensory memory functions. These studies have found smaller response amplitudes and longer latencies for speech and non-speech sound changes in children with SLI than in typically developing children, suggesting impaired and slow auditory discrimination in SLI...
October 24, 2017: Developmental Cognitive Neuroscience
https://www.readbyqxmd.com/read/29169021/is-interference-control-in-children-with-specific-language-impairment-similar-to-that-of-children-with-autistic-spectrum-disorder
#8
Klara Marton, Zsuzsanna Kovi, Tímea Egri
AIMS: The purpose of the study was to examine resistance to proactive interference, which is strongly associated with working memory (WM) performance and language processing, in children with specific language impairment (SLI), with autism spectrum disorder (ASD), and with typical development (TD). METHODS: Sixty children (eight to ten years; matched in age and nonverbal IQ) participated in the study. Resistance to proactive interference was measured using a verbal conflict paradigm...
November 20, 2017: Research in Developmental Disabilities
https://www.readbyqxmd.com/read/29163261/a-sentence-repetition-task-for-catalan-speaking-typically-developing-children-and-children-with-specific-language-impairment
#9
Anna Gavarró
It is common to find that so-called minority languages enjoy fewer (if any) diagnostic tools than the so-called majority languages. This has repercussions for the detection and proper assessment of children with Specific Language Impairment (SLI) brought up in these languages. With a view to remedy this situation for Catalan, I developed a sentence repetition task to assess grammatical maturity in school-age children; in current practice, Catalan-speaking children are assessed with tests translated from Spanish, with disregard of the fact that the markers of SLI may differ substantially from one language to another, even between closely related languages...
2017: Frontiers in Psychology
https://www.readbyqxmd.com/read/29131888/exemplar-variability-facilitates-retention-of-word-learning-by-children-with-specific-language-impairment
#10
Jessica M Aguilar, Elena Plante, Michelle Sandoval
Purpose: Variability in the input plays an important role in language learning. The current study examined the role of object variability for new word learning by preschoolers with specific language impairment (SLI). Method: Eighteen 4- and 5-year-old children with SLI were taught 8 new words in 3 short activities over the course of 3 sessions. Half of the children saw 3 identical objects corresponding to each new word during training (No Variability group); the other half of the children saw 3 different objects corresponding to each new word during training (High Variability group)...
November 13, 2017: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/29114769/developmental-associations-between-working-memory-and-language-in-children-with-specific-language-impairment-a-longitudinal-study
#11
Brigitte Vugs, Marc Hendriks, Juliane Cuperus, Harry Knoors, Ludo Verhoeven
Purpose: This longitudinal study examined differences in the development of working memory (WM) between children with specific language impairment (SLI) and typically developing (TD) children. Further, it explored to what extent language at ages 7-8 years could be predicted by measures of language and/or WM at ages 4-5 years. Method: Thirty children with SLI and 33 TD children who were previously examined on measures of WM and language at ages 4-5 years (T1) were reexamined at ages 7-8 years (T2)...
November 9, 2017: Journal of Speech, Language, and Hearing Research: JSLHR
https://www.readbyqxmd.com/read/29098283/with-some-help-from-others-hands-iconic-gesture-helps-semantic-learning-in-children-with-specific-language-impairment
#12
Susanne S Vogt, Christina Kauschke
Purpose: Semantic learning under 2 co-speech gesture conditions was investigated in children with specific language impairment (SLI) and typically developing (TD) children. Learning was analyzed between conditions. Method: Twenty children with SLI (aged 4 years), 20 TD children matched for age, and 20 TD children matched for language scores were taught rare nouns and verbs. Children heard the target words while seeing either iconic gestures illustrating a property of the referent or a control gesture focusing children's attention on the word...
November 9, 2017: Journal of Speech, Language, and Hearing Research: JSLHR
https://www.readbyqxmd.com/read/29090309/procedural-motor-learning-in-children-with-specific-language-impairment
#13
Teenu Sanjeevan, Elina Mainela-Arnold
Purpose: Specific language impairment (SLI) is a developmental disorder that affects language and motor development in the absence of a clear cause. An explanation for these impairments is offered by the procedural deficit hypothesis (PDH), which argues that motor difficulties in SLI are due to deficits in procedural memory. The aim of this study was to test the PDH by examining the procedural motor learning abilities of children with and without SLI. Method: Thirteen children with SLI and 14 age-matched typically developing children completed the following procedural measures: (a) a knot-tying task as a measure of motor sequencing and (2) a mirror-drawing task as a measure of visual-motor adaptation...
November 9, 2017: Journal of Speech, Language, and Hearing Research: JSLHR
https://www.readbyqxmd.com/read/28990357/procedural-learning-across-the-lifespan-a-systematic-review-with-implications-for-atypical-development
#14
REVIEW
Fenny S Zwart, Constance Th W M Vissers, Roy P C Kessels, Joseph H R Maes
This systematic review aimed to investigate procedural learning across the lifespan in typical and atypical development. Procedural learning is essential for the development of everyday skills, including language and communication skills. Although procedural learning efficiency has been extensively studied, there is no consensus yet on potential procedural learning changes during development and ageing. Currently, three conflicting models regarding this trajectory exist: (1) a model of age invariance; (2a) a model with a peak in young adulthood; and (2b) a model with a plateau in childhood followed by a decline...
October 8, 2017: Journal of Neuropsychology
https://www.readbyqxmd.com/read/28984350/thinking-or-feeling-an-exploratory-study-of-maternal-scaffolding-child-mental-state-talk-and-emotion-understanding-in-language-impaired-and-typically-developing-school-aged-children
#15
Nicola Yuill, Sarah Little
BACKGROUND: Mother-child mental state talk (MST) supports children's developing social-emotional understanding. In typically developing (TD) children, family conversations about emotion, cognition, and causes have been linked to children's emotion understanding. Specific language impairment (SLI) may compromise developing emotion understanding and adjustment. AIMS: We investigated emotion understanding in children with SLI and TD, in relation to mother-child conversation...
October 6, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28886430/story-grammar-elements-and-causal-relations-in-the-narratives-of-russian-hebrew-bilingual-children-with-sli-and-typical-language-development
#16
Sveta Fichman, Carmit Altman, Anna Voloskovich, Sharon Armon-Lotem, Joel Walters
BACKGROUND: While there is general agreement regarding poor performance of children with Specific Language Impairment (SLI) on microstructure measures of narrative production, findings on macrostructure are inconsistent. PURPOSE: The present study analyzed narrative abilities of Russian-Hebrew bilingual preschool children with and without SLI, with a particular focus on story grammar (SG) elements and causal relations, in order to identify macrostructure features which distinguish bilingual children with SLI from those with typical development...
August 24, 2017: Journal of Communication Disorders
https://www.readbyqxmd.com/read/28886424/emotional-and-behavioural-needs-in-children-with-specific-language-impairment-and-in-children-with-autism-spectrum-disorder-the-importance-of-pragmatic-language-impairment
#17
Wenche Andersen Helland, Turid Helland
BACKGROUND: Language problems may negatively affect children's behaviour and have detrimental effects on the development of peer-relations. AIMS: We investigated and compared emotional and behavioural profiles in children with SLI and in children with ASD aged 6-15 years and explored to what extent pragmatic language problems contributed to the emotional and behavioural needs (EBN) in these clinical groups. METHODS AND PROCEDURES: The ASD group consisted of 23 children (19 boys; 4 girls) and the SLI group consisted of 20 children (18 boys; 2 girls)...
September 4, 2017: Research in Developmental Disabilities
https://www.readbyqxmd.com/read/28863035/same-or-different-the-overlap-between-children-with-auditory-processing-disorders-and-children-with-other-developmental-disorders-a-systematic-review
#18
Ellen de Wit, Pim van Dijk, Sandra Hanekamp, Margot I Visser-Bochane, Bert Steenbergen, Cees P van der Schans, Margreet R Luinge
OBJECTIVES: Children diagnosed with auditory processing disorders (APD) experience difficulties in auditory functioning and with memory, attention, language, and reading tasks. However, it is not clear whether the behavioral characteristics of these children are distinctive from the behavioral characteristics of children diagnosed with a different developmental disorder, such as specific language impairment (SLI), dyslexia, attention-deficit hyperactivity disorder (ADHD), learning disorder (LD), or autism spectrum disorder...
August 31, 2017: Ear and Hearing
https://www.readbyqxmd.com/read/28854315/distributed-training-enhances-implicit-sequence-acquisition-in-children-with-specific-language-impairment
#19
Lise Desmottes, Thierry Meulemans, Marie-Aude Patinec, Christelle Maillart
Purpose: This study explored the effects of 2 different training structures on the implicit acquisition of a sequence in a serial reaction time (SRT) task in children with and without specific language impairment (SLI). Method: All of the children underwent 3 training sessions, followed by a retention session 2 weeks after the last session. In the massed-training condition, the 3 training sessions were in immediate succession on 1 day, whereas in the distributed-training condition, the 3 training sessions were spread over a 1-week period in an expanding schedule format...
September 18, 2017: Journal of Speech, Language, and Hearing Research: JSLHR
https://www.readbyqxmd.com/read/28832884/-whatdunit-sentence-comprehension-abilities-of-children-with-sli-sensitivity-to-word-order-in-canonical-and-noncanonical-structures
#20
James W Montgomery, Ronald B Gillam, Julia L Evans, Alexander V Sergeev
Purpose: With Aim 1, we compared the comprehension of and sensitivity to canonical and noncanonical word order structures in school-age children with specific language impairment (SLI) and same-age typically developing (TD) children. Aim 2 centered on the developmental improvement of sentence comprehension in the groups. With Aim 3, we compared the comprehension error patterns of the groups. Method: Using a "Whatdunit" agent selection task, 117 children with SLI and 117 TD children (ages 7:0-11:11, years:months) propensity matched on age, gender, mother's education, and family income pointed to the picture that best represented the agent in semantically implausible canonical structures (subject-verb-object, subject relative) and noncanonical structures (passive, object relative)...
August 22, 2017: Journal of Speech, Language, and Hearing Research: JSLHR
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