Hostname: page-component-8448b6f56d-qsmjn Total loading time: 0 Render date: 2024-04-18T16:53:24.076Z Has data issue: false hasContentIssue false
  • English
  • Français

Nonword repetition and language learning disorders: A developmental contingency framework

Published online by Cambridge University Press:  27 September 2006

Margaret J. Snowling
Margaret J. Snowling
Affiliation:
University of York, UK
Get access Rights & Permissions [Opens in a new window]

Extract

In 1990 Gathercole and Baddeley proposed a strong hypothesis that has generated a wealth of research in the field of language development and disorder. The hypothesis was that phonological memory, as indexed by nonword repetition, is causally related to vocabulary development. Support for the hypothesis came from an impressive range of longitudinal, correlational, and laboratory training studies, and from studies of specific language impairment (SLI). However, more recently, Gathercole, Tiffany, Briscoe, Thorn, and The ALSPAC Team (2005), directly tested the causal hypothesis by following a cohort of children from age 5 to 8 years. Contrary to prediction, children with poor nonword repetition abilities at age 5 had normal vocabulary at the age of 8.

Type
Commentaries
Information
Applied Psycholinguistics , Volume 27 , Issue 4 , October 2006 , pp. 588 - 591
Copyright
© 2006 Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Aguiar L., & Brady S. 1991. Vocabulary acquisition and reading ability. Reading and Writing, 3, 413–425.Google Scholar
Bishop D. V. M. 2006. Beyond words: Phonological short-term memory and syntactic impairments. Applied Psycholinguistics, 27, 545– 547.Google Scholar
Bishop D. V. M., & Snowling M. J. 2004. Developmental dyslexia and specific language impairment: Same or different? Psychological Bulletin, 130, 858– 888.Google Scholar
Castro-Caldas A., Petersson K. M., Reis A., Stone-Elander S., & Ingvar M. 1998. The illiterate brain. Learning to read and write during childhood influences the functional organisation of the adult brain. Brain, 121, 1053– 1063.Google Scholar
Catts H. W., Adlof S. M., Hogan T. P., & Ellis Weismer S. (in press). Are specific language impairment and dyslexia distinct disorders? Journal of Speech, Hearing and Language Research.
Gathercole S. E. 2006. Nonword repetition and word learning: The nature of the relationship [Keynote]. Applied Psycholinguistics, 27, 513– 543.Google Scholar
Gathercole S. E., & Baddeley A. D. 1990. Phonological memory deficits in language disordered children: Is there a causal connection? Journal of Memory and Language, 29, 336– 360.Google Scholar
Gathercole S. E., Tiffany C., Briscoe J., Thorn A. S. C., & The ALSPAC Team. 2005. Developmental consequences of poor phonological short-term memory function in childhood: A longitudinal study. Jounal of Child Psychology and Psychiatry, 46, 598– 611.Google Scholar
Morton J. 2004. Understanding developmental disorders: A cognitive modelling approach. Oxford: Blackwell.
Morton J., & Frith U. 1995. Causal modelling: A structural approach to developmental psychopathology. In D. Cicchetti & D. J. Cohen (Eds.), Manual of developmental psychopathology. New York: Wiley.
Nation K., Clarke P., Marshall C., & Durand M. 2004. Hidden language impairments in children: Parallels between poor reading comprehension and specific language impairment? Journal of Speech, Language, and Hearing Research, 47, 199– 211.Google Scholar
Swan D., & Goswami U. 1997. Picture naming deficits in developmental dyslexia: The phonological representations hypothesis. Brain and Language, 56, 334– 353.Google Scholar
Walley A. 1993. The role of vocabulary development in children's spoken word recognition and segmentation ability. Developmental Review, 13, 286– 350.Google Scholar