Non-Word Repetition in Adolescents with Specific Language Impairment (SLI)

Literaturnachweis - Detailanzeige

Trefferliste

Autor/inn/en	Ebbels, Susan H.; Dockrell, Julie E.; van der Lely, Heather K. J.
Titel	Non-Word Repetition in Adolescents with Specific Language Impairment (SLI)
Quelle	In: International Journal of Language & Communication Disorders, 47 (2012) 3, S.257-273 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1368-2822
DOI	10.1111/j.1460-6984.2011.00099.x
Schlagwörter	Adolescents; Language Impairments; Phonology; Short Term Memory; Verbs; Repetition; Children; Literacy; Scores; Morphology (Languages); Effect Size; Syllables; Phonemes; Control Groups; Comparative Analysis; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Fonologie; Kurzzeitgedächtnis; Wiederholung; Child; Kind; Kinder; Alphabetisierung; Schreib- und Lesefähigkeit; Morphology; Morphologie; Silbe; Fonem; Ausland; Großbritannien
Abstract	Background: Non-word repetition (NWR) difficulties are common, but not universal, among children with specific language impairment (SLI). However, older children and adolescents with SLI have rarely been studied. Studies disagree on the relationship between NWR difficulties and difficulties with other areas of language and literacy. There is also no consensus about the underlying reason for the difficulties (some) children with SLI have with NWR. Some scholars argue that difficulties with phonological short-term memory or storage cause NWR and other language difficulties, whereas others argue that difficulties with NWR may be due more to difficulties with phonological representations. Aims: To investigate NWR abilities and their relationship to other language and literacy abilities in a group of older children with SLI and typically developing controls. To investigate the relative effects of increasing phonological complexity and the number of syllables on the ability of the participants to repeat non-words. Methods & Procedures: An NWR test (The Test of Phonological Structure; TOPhS), which systematically varies phonological complexity, was administered to 15 participants with SLI (aged 11-15 years), 30 language and 15 age controls. Standardized language and literacy tests and a specific test of verb agreement and tense marking (Verb Agreement and Tense Test; VATT) were also administered. Outcomes & Results: The participants with SLI showed a bimodal distribution: half achieved age-appropriate NWR, while half scored significantly below language and age controls (d greater than 7). The two groups of participants with SLI (high versus low scorers) only differed in NWR (d greater than 5) and agreement (d greater than 3) and tense marking (d greater than 2.5), not on the standardized language and literacy measures administered. NWR was also highly correlated with verb agreement (r= 0.97) and tense marking (r= 0.89) among participants with SLI, but not among controls (r= 0.16 and 0.30 respectively). Phonological complexity was related to NWR accuracy, particularly among participants with SLI. The number of syllables had no independent effect on NWR performance for any group. Conclusions & Implications: Some children with SLI (who have good NWR) have language difficulties unrelated to any of the factors underlying NWR. Others have a (probably additional) deficit which affects NWR and also leads to greater difficulties with verb agreement and tense marking. The results indicate that difficulties with this particular NWR test are more likely to be due to a deficit with phonology per se, rather than with phonological short-term memory or storage. (Contains 6 notes, 8 tables and 5 figures.) (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10