Discriminating Children with Language Impairment among English-Language Learners from Diverse First-Language Backgrounds

Autor/inn/en	Paradis, Johanne; Schneider, Phyllis; Duncan, Tamara Sorenson
Titel	Discriminating Children with Language Impairment among English-Language Learners from Diverse First-Language Backgrounds
Quelle	In: Journal of Speech, Language, and Hearing Research, 56 (2013) 3, S.971-981 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/1092-4388(2012/12-0050)
Schlagwörter	Language Impairments; English Language Learners; English (Second Language); Second Language Learning; Language Tests; Questionnaires; Parent Attitudes; Native Language; Grammar; Morphology (Languages); Morphemes; Scores; Standardized Tests; Bilingualism; Receptive Language; Vocabulary Development; Participant Characteristics; Kindergarten; Grade 1; Elementary School Students; Correlation; Language Classification; Foreign Countries; Canada (Edmonton); Canada (Toronto); Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language test; Sprachtest; Fragebogen; Elternverhalten; Grammatik; Morphology; Morphologie; Morphem; Standadised tests; Standardisierter Test; Bilingualismus; Rezeptive Kommunikationsfähigkeit; Wortschatzarbeit; School year 01; 1. Schuljahr; Schuljahr 01; Korrelation; Sprachtypologie; Ausland
Abstract	Purpose: In this study, the authors sought to determine whether a combination of English-language measures and a parent questionnaire on first-language development could adequately discriminate between English-language learners (ELLs) with and without language impairment (LI) when children had diverse first-language backgrounds. Method: Participants were 152 typically developing (TD) children and 26 children with LI; groups were matched for age ("M" = 5;10 [years;months]) and exposure to English ("M" = 21 months). Children were given English standardized tests of nonword repetition, tense morphology, narrative story grammar, and receptive vocabulary. Parents were given a questionnaire on children's first-language development. Results: ELLs with LI had significantly lower scores than the TD ELLs on the first-language questionnaire and all the English-language measures except for vocabulary. Linear discriminant function analyses showed that good discrimination between the TD and LI groups could be achieved with all measures, except vocabulary, combined. The strongest discriminator was the questionnaire, followed by nonword repetition and tense morphology. Conclusion: Discrimination of children with LI among a diverse group of ELLs might be possible when using a combination of measures. Children with LI exhibit deficits in similar linguistic/cognitive domains regardless of whether English is their first or second language. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10