Guidelines for Identifying Primarily Spanish-Speaking Preschool Children With Language Impairment

1997 ◽  
Vol 3 (1) ◽  
pp. 11-13
Author(s):  
Maria Adelaida Restrepo
Keyword(s):  
Preschool Children ◽  
Language Impairment ◽  
Spanish Speaking

Sharing Expository Texts with Preschool Children in Special Education

2015 ◽  
Vol 22 (3) ◽  
pp. 93-102 ◽  
Author(s):  
Allison Breit-Smith ◽  
Jamie Busch ◽  
Ying Guo
Keyword(s):  
Special Education ◽  
Preschool Children ◽  
Language Impairment ◽  
Listening Comprehension ◽  
Expository Texts ◽  
Speech Language Pathologists ◽  
Narrative Texts ◽  
Preschool Special Education ◽  
Limited Availability

Although a general limited availability of expository texts currently exists in preschool special education classrooms, expository texts offer speech-language pathologists (SLPs) a rich context for addressing the language goals of preschool children with language impairment on their caseloads. Thus, this article highlights the differences between expository and narrative texts and describes how SLPs might use expository texts for targeting preschool children's goals related to listening comprehension, vocabulary, and syntactic relationships.

scholarly journals Association of epileptiform brain activity and specific language impairment (SLI) in preschool children

2021 ◽  
Vol 57 (1) ◽  
Author(s):  
Ahmed Esmael ◽  
Sara Elsherbeny ◽  
Mohammed Abbas
Keyword(s):  
Preschool Children ◽  
Language Impairment ◽  
Significant Relationship ◽  
Specific Language Impairment ◽  
Intelligence Quotient ◽  
Epileptiform Activity ◽  
Control Group ◽  
Specific Language ◽  
Cognitive Age ◽  
The Impact

Abstract Background Epileptiform activities can cause transient or permanent deficits that affect the children during development and may be accompanied by neurodevelopmental disorders like specific language impairment. Objectives The objective of this study was to find if there is a possible association and the impact of epilepsy and epileptiform activity in children with specific language impairment. Patients and methods The study was conducted on 80 children suffering from specific language impairment and 80 age and sex match healthy control children. Computed tomography brain was performed and electroencephalography was recorded for children. Intelligence quotient level, cognitive age, social, and phoniatric assessment were done for all patients. Results Eighty children with specific language impairment (51 males and 29 females) with a mean age of 4.11 ± 1.93. Patients with specific language impairment showed significantly higher rates of abnormal electroencephalography (P = 0.006) and epilepsy (P < 0.001) compared to the control group. Spearman correlation demonstrated a highly negative significant relationship linking the language, intelligence quotient with abnormal electroencephalography and epilepsy (r = − 0.91, P < 0.01 and r = − 0.91, P < 0.01 respectively). Also, there was a moderately inverse significant relationship linking the cognitive age, social with abnormal electroencephalography, and epilepsy (r = − 0.70, P < 0.05 and r = − 0.65, P < 0.05 respectively). Conclusion Epileptiform activities even without epilepsy in preschool children may alter normal language function. Specific language impairment was associated with lower intelligence quotient levels, social, and cognitive age. Trial registration ClinicalTrials.gov ID: NCT04141332

A preliminary version of a computerized naming test for preschool children with language impairment

2000 ◽  
Vol 25 (3) ◽  
pp. 115-121 ◽  
Author(s):  
Birgitta Sahlén, ◽  
Karl Radeborg ◽  
Christina Reuterskiöld Wagner ◽  
Carolin Friberg ◽  
Lina Rydahl
Keyword(s):  
Preschool Children ◽  
Language Impairment ◽  
Preliminary Version ◽  
Naming Test

Error Type and Lexical Frequency Effects: Error Detection in Swedish Children With Language Impairment

2017 ◽  
Vol 60 (10) ◽  
pp. 2924-2934 ◽  
Author(s):  
Anna Eva Hallin ◽  
Christina Reuterskiöld
Keyword(s):  
Preschool Children ◽  
Noun Phrase ◽  
Error Detection ◽  
Language Impairment ◽  
School Age Children ◽  
Past Tense ◽  
School Age ◽  
Lexical Frequency ◽  
Control Error ◽  
Frequency Effects

Purpose The first aim of this study was to investigate if Swedish-speaking school-age children with language impairment (LI) show specific morphosyntactic vulnerabilities in error detection. The second aim was to investigate the effects of lexical frequency on error detection, an overlooked aspect of previous error detection studies. Method Error sensitivity for grammatical structures vulnerable in Swedish-speaking preschool children with LI (omission of the indefinite article in a noun phrase with a neuter/common noun, and use of the infinitive instead of past-tense regular and irregular verbs) was compared to a control error (singular noun instead of plural). Target structures involved a high-frequency (HF) or a low-frequency (LF) noun/verb. Grammatical and ungrammatical sentences were presented in headphones, and responses were collected through button presses. Results Children with LI had similar sensitivity to the plural control error as peers with typical language development, but lower sensitivity to past-tense errors and noun phrase errors. All children showed lexical frequency effects for errors involving verbs (HF > LF), and noun gender effects for noun phrase errors (common > neuter). Conclusions School-age children with LI may have subtle difficulties with morphosyntactic processing that mirror expressive difficulties in preschool children with LI. Lexical frequency may affect morphosyntactic processing, which has clinical implications for assessment of grammatical knowledge.

Assessing the Grammar of Spanish-Speaking Children

1996 ◽  
Vol 27 (4) ◽  
pp. 333-344 ◽  
Author(s):  
Raquel T. Anderson
Keyword(s):  
Preschool Children ◽  
Expressive Language ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Language Test ◽  
Spanish Speaking ◽  
Grammatical Skills ◽  
Testing Instruments

The present investigation compared two testing instruments for evaluating the grammatical skills of Spanish-speaking preschool children. The Structured Photographic Expressive Language Test-Preschool (SPELT-P, Werner & Kresheck, 1989) was compared to a structured task activity developed by the investigator. Both procedures targeted the same grammatical forms. Results indicated that the structured task procedure was more effective in evaluating children’s productive knowledge of the grammatical forms tested. Children performed significantly better in this task. Procedural differences across the testing instruments were responsible for the observed differences. Issues concerning the effect of task on performance are discussed as they relate to the assessment of the culturally and linguistically diverse child.

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