Development of Morphosyntactic Accuracy and Grammatical Complexity in Dutch School-Age Children with SLI

Autor/inn/en	Zwitserlood, Rob; van Weerdenburg, Marjolijn; Verhoeven, Ludo; Wijnen, Frank
Titel	Development of Morphosyntactic Accuracy and Grammatical Complexity in Dutch School-Age Children with SLI
Quelle	In: Journal of Speech, Language, and Hearing Research, 58 (2015) 3, S.891-905 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/2015_JSLHR-L-14-0015
Schlagwörter	Morphology (Languages); Syntax; Grammar; Language Tests; Standardized Tests; Language Impairments; Elementary School Students; Indo European Languages; Task Analysis; Phrase Structure; Error Patterns; Measures (Individuals); Scores; Language Acquisition; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Morphology; Morphologie; Grammatik; Language test; Sprachtest; Standadised tests; Standardisierter Test; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Indoeuropäisch; Aufgabenanalyse; Phrasenstruktur; Fehlertyp; Messdaten; Sprachaneignung; Spracherwerb; Ausland; Niederlande
Abstract	Purpose: The purpose of this study was to identify the development of morphosyntactic accuracy and grammatical complexity in Dutch school-age children with specific language impairment (SLI). Method: Morphosyntactic accuracy, the use of dummy auxiliaries, and complex syntax were assessed using a narrative task that was administered at three points in time (T1, T2, T3) with 12-month intervals during a 2-year period. Participants were 30 monolingual Dutch children with SLI, age 6;5 (years;months) at T1; 30 typically developing peers, age 6;6 at T1; and 30 typically developing language-matched children, age 4;7 at T1. Results: On the morphosyntactic accuracy measures, the group with SLI performed more poorly than both control groups. Error rates in the group with SLI were much higher than expected on the basis of mean length of T-units and scores on standardized language tests. Percentages of dummy auxiliaries remained high over time. No group differences were found for grammatical complexity, except at T3, when the group with SLI used fewer relative clauses than the typically developing peer group. Conclusions: The narrative analysis demonstrates different developmental trajectories for morphosyntactic accuracy and grammatical complexity in children with SLI and typically developing peer and language-matched children. In the group with SLI, grammatical skills continue to develop. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: subscribe@asha.org; Web site: http://jslhr.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01