Auza B., Alejandra Harmon, Mary Towle and Murata, Chiharu 2018. Retelling stories: Grammatical and lexical measures for identifying monolingual spanish speaking children with specific language impairment (SLI). Journal of Communication Disorders, Vol. 71, p. 52.
Jackson-Maldonado, Donna and Maldonado, Ricardo 2017. Grammaticality differences between Spanish-speaking children with specific language impairment and their typically developing peers. International Journal of Language & Communication Disorders, Vol. 52, Issue. 6, p. 750.
Buiza, Juan J. Rodríguez-Parra, María José González-Sánchez, Mercedes and Adrián, José A. 2016. Specific Language Impairment: Evaluation and detection of differential psycholinguistic markers in phonology and morphosyntax in Spanish-speaking children. Research in Developmental Disabilities, Vol. 58, p. 65.
Buiza, Juan José Rodríguez-Parra, María José and Adrián, José Antonio 2016. Trastorno específico del lenguaje: subtipos de una patología compleja. Revista de Logopedia, Foniatría y Audiología, Vol. 36, Issue. 1, p. 36.
Pavez, María Mercedes Coloma, Carmen Julia Araya, Claudia Maggiolo, Mariangela and Peñaloza, Christian 2015. Gramaticalidad y complejidad en narración y conversación en niños con trastorno específico del lenguaje. Revista de Logopedia, Foniatría y Audiología, Vol. 35, Issue. 4, p. 150.
Kazemi, Yalda Klee, Thomas and Stringer, Helen 2015. Diagnostic accuracy of language sample measures with Persian-speaking preschool children. Clinical Linguistics & Phonetics, Vol. 29, Issue. 4, p. 304.
Peña, Elizabeth D. Bedore, Lisa M. and Kester, Ellen S. 2015. Discriminant accuracy of a semantics measure with Latino English-speaking, Spanish-speaking, and English–Spanish bilingual children. Journal of Communication Disorders, Vol. 53, p. 30.
Oliva, Jesús Serrano, J. Ignacio del Castillo, M. Dolores and Iglesias, Ángel 2014. A methodology for the characterization and diagnosis of cognitive impairments—Application to specific language impairment. Artificial Intelligence in Medicine, Vol. 61, Issue. 2, p. 89.
Simon-Cereijido, Gabriela and Gutiérrez-Clellen, Vera F. 2014. Bilingual education for all: Latino dual language learners with language disabilities. International Journal of Bilingual Education and Bilingualism, Vol. 17, Issue. 2, p. 235.
Acosta, Víctor M. Moreno, Ana María and Axpe, Ángeles 2014. El estudio de la agramaticalidad en el discurso narrativo del trastorno específico del lenguaje. Onomázein Revista de lingüística, filología y traducción, Vol. 29, p. 118.
Guiberson, Mark and Rodriguez, Barbara L. 2014. Rasch analysis of a Spanish language-screening parent survey. Research in Developmental Disabilities, Vol. 35, Issue. 3, p. 646.
Cooperson, Solaman J. Bedore, Lisa M. and Peña, Elizabeth D. 2013. The relationship of phonological skills to language skills in Spanish–English-speaking bilingual children. Clinical Linguistics & Phonetics, Vol. 27, Issue. 5, p. 371.
Castilla-Earls, Anny Patricia and Eriks-Brophy, Alice 2012. Medidas de evaluación del lenguaje espontáneo en niños hispanohablantes en edad preescolar. Revista de Logopedia, Foniatría y Audiología, Vol. 32, Issue. 3, p. e7.
Castilla-Earls, Anny Patricia and Eriks-Brophy, Alice 2012. Spontaneous language measures in monolingual preschool Spanish-speaking children. Revista de Logopedia, Foniatría y Audiología, Vol. 32, Issue. 3, p. 97.
JACOBSON, PEGGY F. 2012. The effects of language impairment on the use of direct object pronouns and verb inflections in heritage Spanish speakers: A look at attrition, incomplete acquisition and maintenance. Bilingualism: Language and Cognition, Vol. 15, Issue. 01, p. 22.
Centeno, José G. and Anderson, Raquel T. 2011. A preliminary comparison of verb tense production in Spanish speakers with expressive restrictions. Clinical Linguistics & Phonetics, Vol. 25, Issue. 10, p. 864.
Bedore, Lisa M. Peña, Elizabeth D. Gillam, Ronald B. and Ho, Tsung-Han 2010. Language sample measures and language ability in Spanish-English bilingual kindergarteners. Journal of Communication Disorders, Vol. 43, Issue. 6, p. 498.
Gutiérrez-Clellen, Vera F. and Simon-Cereijido, Gabriela 2010. Using Nonword Repetition Tasks for the Identification of Language Impairment in Spanish-English-Speaking Children: Does the Language of Assessment Matter?. Learning Disabilities Research & Practice, Vol. 25, Issue. 1, p. 48.
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.
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