Grammatical Morphology in School-Age Children with and without Language Impairment: A Discriminant Function Analysis

Autor/inn/en	Moyle, Maura Jones; Karasinski, Courtney; Weismer, Susan Ellis; Gorman, Brenda K.
Titel	Grammatical Morphology in School-Age Children with and without Language Impairment: A Discriminant Function Analysis
Quelle	In: Language, Speech, and Hearing Services in Schools, 42 (2011) 4, S.550-560 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
DOI	10.1044/0161-1461(2011/10-0029)
Schlagwörter	Grammar; Language Impairments; Children; English; Verbs; Nouns; Morphemes; Morphology (Languages); Discriminant Analysis; Mean Length of Utterance + Suchen Sie Ihr Suchwort? Grammatik; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Child; Kind; Kinder; English language; Englisch; Morphem; Morphology; Morphologie; Diskriminanzanalyse
Abstract	Purpose: The purpose of this study was to test Bedore and Leonard's (1998) proposal that a verb morpheme composite may hold promise as a clinical marker for specific language impairment (SLI) in English speakers and serve as an accurate basis for the classification of children with and without SLI beyond the preschool level. Method: The language transcripts of 50 school-age children with SLI (M[subscript age] = 7;9 [years;months]) and 50 age-matched typically developing peers (M[subscript age] = 7;9) were analyzed. Following the Bedore and Leonard (1998) procedure, 3 variables were measured: a finite verb morpheme composite, a noun morpheme composite, and mean length of utterance in morphemes (MLU[subscript m]). Results: Overall findings indicated that neither grammatical morpheme composite alone adequately discriminated the groups at this developmental level. However, combining the verb and noun grammatical morpheme composite measures with MLU[subscript m] resulted in good discriminant accuracy in classifying subgroups of the youngest children with and without SLI in the school-age sample. Conclusion: Verb morphology alone is not a useful clinical marker of SLI in school-age children. Potential explanations for these findings and ideas for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10