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Teaching vocabulary to adolescents with language disorder: Perspectives from teachers and speech and language therapists
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Effects of semantic plausibility, syntactic complexity and n-gram frequency on children's sentence repetition
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Assessing Parent Behaviours in Parent-Child Interactions with Deaf and Hard of Hearing Infants Aged 0-3 Years: A Systematic Review
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Declarative memory and structural language impairment in autistic children and adolescents
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Comparing Traditional and Tablet-Based Intervention for Children With Speech Sound Disorders: A Randomized Controlled Trial
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Sign language development in deaf children with additional needs
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The effectiveness of classroom vocabulary intervention for adolescents with language disorder
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The Understanding of Communicative Intentions in Children with Severe-to-Profound Hearing Loss
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Understanding Pretend Emotions in Children Who Are Deaf and Hard of Hearing
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The Early Sociocognitive Battery: a clinical tool for early identification of children at risk for social communication difficulties and ASD?
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Can listeners hear the difference between children with normal hearing and children with a hearing impairment?
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Feeding infants on high flow nasal cannula oxygen therapy (HFNC): An exploration of speech-language pathologists’ decision-making processes
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The Effectiveness of Classroom Vocabulary Intervention for Adolescents with Language Disorder
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Do emotional difficulties and peer problems hew together from childhood to adolescence? The case of children with a history of developmental language disorder (DLD)
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Understanding developmental language disorder-The Helsinki longitudinal SLI study (HelSLI): A study protocol
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Semantic fluency in deaf children who use spoken and signed language, in comparison to hearing peers
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Abstract:
Background Deafness has an adverse impact on children’s ability to acquire spoken languages. Signed languages offer a more accessible input for deaf children, but because the vast majority are born to hearing parents who do not sign, their early exposure to sign language is limited. Deaf children as a whole are therefore at high risk of language delays. Aims We compared deaf and hearing children’s performance on a semantic fluency task. Optimal performance on this task requires a systematic search of the mental lexicon, the retrieval of words within a subcategory, and, when that subcategory is exhausted, switching to a new subcategory. We compared retrieval patterns between groups, and also compared the responses of deaf children who used British Sign Language (BSL) to those who used spoken English. We investigated how semantic fluency performance related to children’s expressive vocabulary and executive function skills, and also re-tested semantic fluency in the majority of the children nearly two years later, in order to investigate how much progress they had made in that time. Methods and procedures Participants were deaf children aged 6-11 years (N=106, comprising 69 users of spoken English, 29 users of BSL and 8 users of Sign Supported English) compared to hearing children (N=120) of the same age who used spoken English. Semantic fluency was tested for the category “animals”. We coded for errors, clusters (e.g., “pets”, “farm animals”) and switches. Participants also completed the Expressive One-Word Picture Vocabulary Test and a battery of six non-verbal executive function tasks. In addition, we collected follow-up semantic fluency data for 70 deaf and 74 hearing children, nearly 2 years after they were first tested. Outcomes and results Deaf children, whether using spoken or signed language, produced fewer items in the semantic fluency task than hearing children, but they showed similar patterns of responses for items most commonly produced, clustering of items into subcategories and switching between subcategories. Both vocabulary and executive function scores predicted the number of correct items produced. Follow-up data from deaf participants showed continuing delays relative to hearing children two years later. Conclusions and implications We conclude that semantic fluency can be used experimentally to investigate lexical organisation in deaf children, and that it potentially has clinical utility across the heterogeneous deaf population. We present normative data to aid clinicians who wish to use this task with deaf children.
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Keyword:
P Philology. Linguistics; RJ101 Child Health. Child health services
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URL: https://openaccess.city.ac.uk/id/eprint/17499/
https://doi.org/10.1111/1460-6984.12333
https://openaccess.city.ac.uk/id/eprint/17499/10/Marshall_et_al-2017-International_Journal_of_Language_%26amp%3B_Communication_Disorders.pdf
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Sleep behaviour relates to language skills in children with and without communication disorders
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Developmental course of conversational behaviour of children with 22q11.2 deletion syndrome and Williams syndrome
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Voices and choices for disabled children and young people about participation in recreational activities: Creating their future stories with collage.
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