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Buhr, Anthony P.; Jones, Robin M.; Conture, Edward G.; Kelly, Ellen M. – International Journal of Language & Communication Disorders, 2016
Background: It is already known that preschool-age children who stutter (CWS) tend to stutter on function words at the beginning of sentences. It is also known that phonological errors potentially resulting in part-word repetitions tend to occur on content words. However, the precise relation between word class and repetition type in preschool-age…
Descriptors: Stuttering, Preschool Children, Personal Narratives, Phonology
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Jackson, Emily; Leitao, Suze; Claessen, Mary – International Journal of Language & Communication Disorders, 2016
Background: Children with specific language impairment (SLI) often experience word-learning difficulties, which are suggested to originate in the early stage of word learning: fast mapping. Some previous research indicates significantly poorer fast mapping capabilities in children with SLI compared with typically developing (TD) counterparts, with…
Descriptors: Short Term Memory, Phonology, Receptive Language, Vocabulary
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Nordberg, Ann; Dahlgren Sandberg, Annika; Miniscalco, Carmela – International Journal of Language & Communication Disorders, 2015
Background: Research on retelling ability and cognition is limited in children with cerebral palsy (CP) and speech impairment. Aims: To explore the impact of expressive and receptive language, narrative discourse dimensions (Narrative Assessment Profile measures), auditory and visual memory, theory of mind (ToM) and non-verbal cognition on the…
Descriptors: Cerebral Palsy, Story Telling, Language Skills, Speech Impairments
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Epstein, Baila; Hestvik, Arild; Shafer, Valerie L.; Schwartz, Richard G. – International Journal of Language & Communication Disorders, 2013
Background: Children with specific language impairment (SLI) show particular difficulty comprehending and producing object ("Who did the bear follow?") relative to subject ("Who followed the tiger?") "wh"-questions. Aims: To determine if school-age children with SLI, relative to children with typical development (TD),…
Descriptors: Children, Language Impairments, Comprehension, Short Term Memory
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Coady, Jeffry A.; Mainela-Arnold, Elina; Evans, Julia L. – International Journal of Language & Communication Disorders, 2013
Background & Aims: The present study examined how phonological and lexical knowledge influences memory in children with specific language impairments (SLI). Previous work showed recall advantages for typical adults and children due to word frequency and phonotactic pattern frequency and a recall disadvantage due to phonological similarity…
Descriptors: Language Impairments, Word Lists, Phonology, Memory
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Stiles, Derek J.; McGregor, Karla K.; Bentler, Ruth A. – International Journal of Language & Communication Disorders, 2013
Background: The more a novel word conforms to the phonotactics of the language, the more wordlike it is and the easier it is to learn. It is unknown to what extent children with hearing loss (CHL) take advantage of phonotactic cues to support word learning. Aims: This study investigated whether CHL had similar sensitivities to wordlikeness during…
Descriptors: Children, Hearing Impairments, Language Acquisition, Vocabulary Development
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McGregor, Karla K.; Oleson, Jacob; Bahnsen, Alison; Duff, Dawna – International Journal of Language & Communication Disorders, 2013
Background: Deficient vocabulary is a frequently reported symptom of developmental language impairment, but the nature of the deficit and its developmental course are not well documented. Aims: To describe the nature of the deficit in terms of breadth and depth of vocabulary knowledge and to determine whether the nature and the extent of the…
Descriptors: Language Impairments, Vocabulary, Grade 2, Grade 4
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Andreu, Llorenc; Sanz-Torrent, Monica; Legaz, Lucia Buil; MacWhinney, Brian – International Journal of Language & Communication Disorders, 2012
Background: This study investigated verb argument structure effects in children with specific language impairment (SLI). Aims: A picture-naming paradigm was used to compare the response times and naming accuracy for nouns and verbs with differing argument structure between Spanish-speaking children with and without language impairment. Methods…
Descriptors: Verbs, Nouns, Naming, Children
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Geurts, Hilde; Embrechts, Mariette – International Journal of Language & Communication Disorders, 2010
Background: Pragmatic assessment methods are very diverse and differ in informant type. Some rely on parents, others on teachers/professionals and some directly test pragmatic abilities in the children themselves. A widely used pragmatic parent questionnaire is the Children's Communication Checklist-2 (CCC-2). However, it is not known how scores…
Descriptors: Language Patterns, Language Impairments, Measures (Individuals), Pragmatics
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McNeill, B. C.; Gillon, G. T.; Dodd, B. – International Journal of Language & Communication Disorders, 2009
Background: Childhood apraxia of speech (CAS) is associated with phonological awareness, reading, and spelling deficits. Comparing literacy skills in CAS with other developmental speech disorders is critical for understanding the complexity of the disorder. Aims: This study compared the phonological awareness and reading development of children…
Descriptors: Phonological Awareness, Early Reading, Young Children, Speech Impairments
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Persson, Christina; Niklasson, Lena; Oskarsdottir, Solveig; Johansson, Susanne; Jonsson, Radi; Soderpalm, Ewa – International Journal of Language and Communication Disorders, 2006
Background: Language impairment and delayed language onset have been described, although not investigated in detail, in children with 22q11 deletion syndrome. Aims: To investigate different areas of language: the ability to retell a narrative, phonology, syntax and receptive vocabulary in a group of 5-8-year-old children with 22q11 deletion…
Descriptors: Speech Impairments, Young Children, Language Skills, Pervasive Developmental Disorders