A Method for Assessing the Use of First Person Verb Forms by Preschool-Aged Children with SLI

Autor/inn/en	Polite, Elgustus J.; Leonard, Laurence B.
Titel	A Method for Assessing the Use of First Person Verb Forms by Preschool-Aged Children with SLI
Quelle	In: Child Language Teaching and Therapy, 23 (2007) 3, S.353-366 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-6590
DOI	10.1177/0265659007083640
Schlagwörter	Verbs; Morphemes; Speech Impairments; Language Impairments; English; Preschool Children; Grammar; Student Evaluation; Comparative Analysis; Evaluation Methods; Mean Length of Utterance + Suchen Sie Ihr Suchwort? Morphem; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech impairments; Language handicaps; English language; Englisch; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Grammatik; Schulnote; Studentische Bewertung
Abstract	Children with specific language impairment (SLI) often have extraordinary difficulty in the use of tense and agreement morphemes. Because spontaneous speech samples may not provide a sufficient number of obligatory contexts for these morphemes, structured probe items are often employed. However, these usually emphasize actions that can be readily illustrated through drawings, which tend to have third person subjects. In this paper we describe a method that has been successful in creating obligatory contexts for a first person morpheme--auxiliary "am"--that until now has been assessed exclusively through spontaneous speech samples. Participants were 32 mainstream American English-speaking children comprising three diagnostic subgroups: children with SLI, typically developing age-matched peers, and younger typically developing peers matched for mean length of utterance (MLU). The children participated in a task in which they described their actions for an audience; these descriptions required the use of auxiliary am. The results revealed that the children with SLI used auxiliary am with significantly smaller percentages than both groups of typically developing children, a finding that is consistent with findings that employ other tense and agreement morphemes. Clinical applications of this method are discussed. (Contains 1 figure.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10