Language-specific effects of task demands on the manifestation of specific language impairment: A comparison of English and Icelandic

Journal of Speech, Language, and Hearing Research

Volumn 51, Issue 4, 2008, Pages 922-937

  Thordardottir, Elin ^a,b  

^a MCGILL UNIVERSITY   (Canada)

^b Reykjavikur Akademian   (Iceland)

Author keywords

Cross cultural issues; Icelandic; Specific language impairment

Indexed keywords

ACCURACY; ARTICLE; CHILD; CLINICAL ARTICLE; COMPARATIVE STUDY; CONTROLLED STUDY; GRAMMAR; HUMAN; ICELAND; LANGUAGE DISABILITY; LINGUISTICS; MORPHOLOGY; TASK PERFORMANCE; VERBAL MEMORY; WORKING MEMORY;

CANADA; CHILD; FEMALE; HUMANS; ICELAND; LANGUAGE; LANGUAGE DISORDERS; LINGUISTICS; MALE; MEMORY; SPEECH PRODUCTION MEASUREMENT; VERBAL LEARNING; VOCABULARY;

EID: 48749126364     PISSN: 10924388     EISSN: None     Source Type: Journal    
DOI: 10.1044/1092-4388(2008/068)     Document Type: Article

References (65)

1. Bishop, D. (2004). Specific language impairment: Diagnostic dilemmas. In L. Verhoeven & H. van Balkom (Eds.), Classification of developmental language disorders: Theoretical issues and clinical implications (pp. 309-326). Mahwah, NJ: Erlbaum.
2. Bishop, D., Bishop, S., Bright, P., James, C., Delaney, T., & Tallal, P. (1999). Different origins of auditory and phonological processing problems in children with language impairment: Evidence from a twin study. Journal of Speech, Language, and Hearing Research, 42, 155-168.
3. Conti-Ramsden, G., & Botting, N. (1999). Classification of children with specific language impairment: Longitudinal considerations. Journal of Speech, Language, and Hearing Research, 42, 1195-1204.
4. Daneman, M., & Carpenter, P. (1980). Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behavior, 19, 450-466.
5. Deevy, P., & Leonard, L. (2004). The comprehension of wh-questions in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 47, 802-815.
6. Dollaghan, C., & Campbell, T. (1998). Nonword repetition and child language impairment. Journal of Speech, Language, and Hearing Research, 41, 1136-1146.
7. Dunn, L., & Dunn, L. (1997). Peabody Picture Vocabulary Test (3rd ed.). Circle Pines, MN: AGS.
8. Elin Thordardottir. (2001, June). Morphological errors by Icelandic children with specific language impairment: A question of information value? Presented at the Symposium on Research in Child Language Disorders, Madison, WI.
9. Elin Thordardottir. (2003). Maacute;lfrædigreining fyrir málsýni [Unpublished guidelines for language samples analysis in Icelandic]. Reykjavik, Iceland: ReykjavikurAkademian.
10. Elin Thordardottir, Chapman, R., & Wagner, L. (2002). Complex sentence production by adolescents with Down syndrome. Applied Psycholinguistics, 23, 163-183.
11. Elin Thordardottir, & Ellis Weismer, S. (1998). Mean length of utterance and other language sample measures in early Icelandic. First Language, 18, 1-32.
12. Elin Thordardottir, & Ellis Weismer, S. (2002). Content mazes and filled pauses in the spontaneous speech of school-age children with specific language impairment. Brain and Cognition, 48, 587-592.
13. Elin Thordardottir, Kehayia, E., Lessard, N., Sutton, A., & Trudeau, N. (2007, June). Diagnostic accuracy of French language measures for the identification of SLI at age 5. Presented at the Symposium on Research in Child Language Disorders, Madison, WI.
14. Elin Thordardottir, & Namazi, M. (2007). Specific language impairment in French-speaking children: Beyond grammatical morphology. Journal of Speech, Language, and Hearing Research, 50, 698-715.
15. Ellis Weismer, S., & Elin Thordardottir. (1998, June). Limitations in linguistic processing by children with specific language impairment. Poster presented at the Symposium on Research in Child Language Disorders, Madison, WI.
16. Ellis Weismer, S., Evans, J., & Hesketh, L. (1999). An examination of verbal working memory capacity in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 42, 1249-1260.
17. Ellis Weismer, S., Tomblin, B., Zhang, X., Buckwalter, P., Chynoweth, J., & Jones, M. (2000). Nonword repetition performance in school-age children with and without language impairment. Journal of Speech, Language, and Hearing Research, 43, 865-878.
18. Fletcher, P., Leonard, L., Stokes, S., & Wong, A. (2005). The expression of aspect in Cantonese-speaking children with specific language impairment. Journal of Speech, Language, and Hearing Research, 48, 621-634.
19. Gathercole, S. (1995). Is nonword repetition a test of phonological memory or long-term knowledge? It all depends on the nonwords. Memory and Cognition, 23, 83-94.
20. Gathercole, S., Willis, C., Baddeley, A., & Emslie, H. (1994). The children's test of nonword repetition: A test of phonological working memory. Memory, 2, 103-127.
21. Gaulin, C., & Campbell, T. (1994). Procedure for assessing verbal working memory in normal school-age children: Some preliminary data. Perceptual and Motor Skills, 79, 55-64.
22. Girbau, D., & Schwartz, R. (2007). Non-word repetition in Spanish-speaking children with specific language impairment (SLI). International Journal of Language and Communication Disorders, 42, 59-75.
23. Grela, B. (2003). The omission of subject arguments in children with specific language impairment. Clinical Linguistics & Phonetics, 17, 153-169.
24. Grela, B., & Leonard, L. (2000). The influence of argument-structure complexity on the use of auxiliary verbs by children with SLI. Journal of Speech, Language, and Hearing Research, 43, 1115-1125.
25. Gutierrez-Clellen, V., Calderon, J., & Ellis Weismer, S. (2004). Verbal working memory in bilingual children. Journal of Speech, Language, and Hearing Research, 47, 863-876.
26. Hadley, P. (1998). Language sampling protocols for eliciting text-level discourse. Language, Speech, and Hearing Services in Schools, 29, 132-147.
27. Hamill, D., & Newcomer, P. (1997). Test of Language Development-Intermediate (3rd ed.). Austin, TX: Pro-Ed.
28. Hansson, K., Nettelbladt, U., & Leonard, L. (2000). Specific language impairment in Swedish: The status of verb morphology and word order. Journal of Speech, Language, and Hearing Research, 43, 848-864.
29. Heilmann, J., Miller, J., Nockerts, A., & Andriacchi, K. (2004, June). Agreement and reliability of language sample analysis revisited. Presented at the Symposium on Research in Child Language Disorders, Madison, WI.
30. Hoffman, L., & Gillam, R. (2005). Verbal and spatial information processing constraints in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 47, 114-125.
31. Ingibjörg Símonardóttir and Einar Gudmundsson. (1996). TOLD-I, Ḿlproskapróf, íslensk stadfsersla [Language Assessment Test, Icelandic adaptation]. Reykjavík, Iceland: Rannsóknastofun uppeldis-og menntamála.
32. Jakubowicz, C., Nash, L., Rigaut, C., & Gérard, C.-L. (1998). Determiners and clitic pronouns in French-speaking children with SLI. Language Acquisition, 7, 113-160.
33. Johnston, J., & Smith, L. (1989). Dimensional thinking in language impaired children. Journal of Speech and Hearing Research, 32, 33-38.
34. Kail, R. (1994). A method for studying the generalized slowing hypothesis in children with specific language impairment. Journal of Speech and Hearing Research, 37, 418-421.
35. Lahey, M., Edwards, J., & Munson, B. (2001). Is processing speed related to severity of language impairment? Journal of Speech, Language, and Hearing Research, 44, 1354-1361.
36. Leadholm, B., & Miller, J. (1992). Language sample analysis: The Wisconsin guide. Madison, WI: Wisconsin Department of Public Instruction.
37. Leonard, L. (1998). Children with specific language impairment. Cambridge, MA: MIT Press.
38. Leonard, L., Eyer, J., Bedore, L., & Grela, B. (1997). Three accounts of the grammatical morpheme difficulties of English-speaking children with specific language impairment. Journal of Speech, Language, and Hearing Research, 40, 741-753.
39. Leonard, L., Sabbadini, L., Leonard, J., & Volterra, V. (1987). Specific language impairment in children: A cross-linguistic study. Brain and Language, 32, 233-252.
40. Lindner, K., & Johnston, J. (1992). Grammatical morphology in language-impaired children acquiring English or German as their first language: A functional perspective. Applied Psycholinguistics, 13, 115-129.
41. MacLachlan, B., & Chapman, R. (1988). Communication breakdowns in normal and language learning-disabled children's conversation and narration. Journal of Speech and Hearing Disorders, 53, 2-7.
42. Marinellie, S. (2004). Complex syntax used by school-age children with specific language impairment (SLI) in child-adult conversation. Journal of Communication Disorders, 37, 517-533.
43. Masterson, J. (1997). Interrelationships in children's language production. Topics in Language Disorders, 17, 11-22.
44. Masterson, J., & Kamhi, A. (1991). The effects of sampling conditions on sentence production in normal, reading-disabled, and language-learning-disabled children. Journal of Speech and Hearing Research, 34, 549-558.
45. Masterson, J., & Kamhi, A. (1992). Linguistic trade-offs in school-age children with and without language impairment. Journal of Speech and Hearing Research, 35, 1064-1075.
46. Miller, J., & Chapman, R. (1984-2002). Systematic Analysis of Language Transcripts: Software for analyzing English and Spanish language transcripts. Madison, WI: University of Wisconsin, Language Analysis Laboratory.
47. Miller, J., Heilmann, J., Nockerts, A., Iglesias, A., Fabiano, L., & Francis, D. (2006). Oral language and reading in bilingual children. Learning Disabilities Research and Practice, 21, 30-43.
48. Montgomery, J. (1995). Sentence comprehension in children with specific language impairment: The role of phonological working memory. Journal of Speech, Language, and Hearing Research, 38, 187-199.
49. Montgomery, J. (2000). Verbal working memory and sentence comprehension in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 43, 293-308.
50. Montgomery, J. (2003). Working memory and comprehension in children with specific language impairment: What we know so far. Journal of Communicative Disorders, 36, 221-231.
51. Namazi, M., & Johnston, J. (1996, June). The relationship between grammatical morphology and semantic complexity in the utterances of language-impaired children. Poster presented at the Symposium on Research in Child Language Disorders, Madison, WI.
52. Nippold, M., Hesketh, L., Duthie, J., & Mansfield, T. (2005). Conversational versus expository discourse: A study of syntactic development in children, adolescents, and adults. Journal of Speech, Language, and Hearing Research, 48, 1048-1064.
53. Paradis, J., & Crago, M. (2001). The morphosyntax of specific language impairment in French: An extended optional infinitive account. Language Acquisition, 9, 269-300.
54. Paul, R. (2001). Language disorders from infancy through adolescence: Assessment and intervention. St. Louis, MO: Mosby.
55. Plante, E. (1998). Criteria for SLI: The Stark and Tallal legacy and beyond. Journal of Speech, Language, and Hearing Research, 41, 951-957.
56. Rapin, I., Dunn, M., & Allen, D. (2003). Developmental language disorders. In S. J. Segalowitz & I. Rapin (Eds.), Handbook of neuropsychology (2nd ed., Vol. 8, Part II, pp. 593-630). New York: Elsevier Science.
57. Rice, M., Tomblin, B., Hoffman, L., Richman, W. A., & Marquis, J. (2004). Grammatical tense deficits in children with SLI and non-specific language impairment: Longitudinal considerations. Journal of Speech, Language, and Hearing Research, 47, 816-834.
58. Rice, M., Wexler, K., & Cleave, P. (1995). Specific language impairment as a period of extended optional infinitive. Journal of Speech, Language, and Hearing Research, 43, 1126-1145.
59. Roid, G., & Miller, L. (1997). Leiter International Performance Scale-Revised. Wood Dale, IL: Stoelting Co.
60. Rom, A., & Leonard, L. (1990). Interpreting deficits in grammatical morphology in specifically language-impaired children: Preliminary evidence from Hebrew. Clinical Linguistics & Phonetics, 4, 93-105.
61. Sahlén, B., Reuterskjöld-Wagner, C., Nettelbladt, U., & Radeborg, K. (1999). Nonword repetition in children with language impairment: Pitfalls and possibilities. International Journal of Language and Communication Disorders, 34, 337-352.
62. Scott, C., & Windsor, J. (2000). General language performance measures in spoken and written narrative and expository discourse of school-age children with language learning disabilities. Journal of Speech, Language, and Hearing Research, 43, 324-339.
63. Stokes, S., Wong, A., Fletcher, P., & Leonard, L. (2006). Nonword repetition and sentence repetition as clinical markers of specific language impairment: The case of Cantonese. Journal of Speech, Language, and Hearing Research, 49, 219-236.
64. Tager-Flusberg, H., & Cooper, J. (1999). Present and future possibilities for defining a phenotype for specific language impairment. Journal of Speech, Language, and Hearing Research, 42, 1275-1278.
65. Tomblin, J. B., & Zhang, X. (1999). Language patterns and etiology in children with specific language impairment. In H. Tager-Flusberg (Ed.), Neurodevelopmental disorders (pp. 361-382). Cambridge, MA: MIT Press.