Spontaneous Language Markers of Spanish Language Impairment

Autor/inn/en	Simon-Cereijido, Gabriela; Gutierrez-Clellen, Vera F.
Titel	Spontaneous Language Markers of Spanish Language Impairment
Quelle	In: Applied Psycholinguistics, 28 (2007) 2, S.317-339 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7164
DOI	10.1017/S0142716407070166
Schlagwörter	Semantics; Verbs; Morphology (Languages); Language Impairments; Discriminant Analysis; Spanish Speaking; Preschool Children; Language Acquisition; Identification; Language Usage; Form Classes (Languages); Syntax; Bilingualism; Language Dominance + Suchen Sie Ihr Suchwort? Semantik; Morphology; Morphologie; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Diskriminanzanalyse; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sprachaneignung; Spracherwerb; Identifikation; Identifizierung; Sprachgebrauch; Analytischer Sprachbau; Bilingualismus; Sprachliche Dominanz
Abstract	Spanish-speaking (SS) children with language impairment (LI) present with deficits in morphology and verb argument structure. These language areas may be useful for clinical identification of affected children. This study aimed to evaluate the discrimination accuracy of spontaneous language measures with SS preschoolers to tease out what combination of grammatical measure(s) were responsible for the LI deficits, and to determine the role of verb argument structure and syntactic complexity in identifying SS children with LI. Two sets of experiments were conducted on the spontaneous language samples of SS preschoolers with and without LI using discriminant function analyses. The study found that (a) mean length of utterance in words (MLUW) and ungrammaticality index in combination are fair to good discriminators of preschoolers with LI; (b) a morphology model combining correct use of articles, verbs, and clitics fairly discriminates LI children but may miss children whose language has limited syntactic complexity; and (c) semantic-syntactic complexity measures, such as MLUW, theme argument omissions, and ditransitive verb use, should be considered in the assessment of Spanish LI. The children who were bilingual and Spanish dominant in the study were classified as accurately as the Spanish-only children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10