Factors Accounting for the Ability of Children with SLI to Learn Agreement Morphemes in Intervention

Autor/inn/en	Pawlowska, Monika; Leonard, Laurence B.; Camarata, Stephen M.; Brown, Barbara; Camarata, Mary N.
Titel	Factors Accounting for the Ability of Children with SLI to Learn Agreement Morphemes in Intervention
Quelle	In: Journal of Child Language, 35 (2008) 1, S.25-53 (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
DOI	10.1017/S0305000907008227
Schlagwörter	Intervention; Verbs; Nouns; Morphemes; Language Impairments; Child Language; Language Acquisition; Grammar + Suchen Sie Ihr Suchwort? Morphem; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; 'Children''s language'; Kindersprache; Sprachaneignung; Spracherwerb; Grammatik
Abstract	The aim of this study was to uncover factors accounting for the ability of children with specific language impairment (SLI) to learn agreement morphemes in intervention. Twenty-five children with SLI who participated in a six-month intervention program focused on teaching third person singular -s or auxiliary "is"/"are"/"was" showed a wide range of use of the target morpheme after intervention. Regression analyses showed that age and two factors expected to be related to agreement--the use of noun plural -s and subject/verb constructions prior to intervention--significantly predicted progress in the acquisition of agreement morphemes. In contrast, the pretreatment use of morphemes hypothesized to be unrelated to agreement was not a significant predictor of progress. The results indicate that the ability of children with SLI to learn agreement morphemes relies on their prior ability to use noun plural and subject/verb constructions. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10