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Not All Procedural Learning Tasks Are Difficult for Adults With Developmental Language Disorder
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In: J Speech Lang Hear Res (2021)
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Lexical–Semantic Cues Induce Sound Pattern Stability in Children With Developmental Language Disorder
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In: J Speech Lang Hear Res (2020)
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Vowel Accuracy and Segmental Variability Differentiate Children With Developmental Language Disorder in Nonword Repetition
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In: J Speech Lang Hear Res (2020)
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Abstract:
PURPOSE: Poor nonword repetition accuracy is a hallmark of children with developmental language disorder (DLD). However, other diagnostic categories also show impaired nonword repetition performance relative to children with typical development (TD); therefore, this task is currently a sensitive but nonspecific index of DLD. In this study, we investigated segmental and kinematic aspects of nonword repetition performance to further specify the diagnostic utility of nonword repetition tasks (NRTs) in diagnosing DLD. METHOD: Forty children, ages 48–86 months, participated, including children with DLD (n = 12), speech sound disorder (SSD; n = 14), and TD (n = 14). All children completed an assessment battery to determine group classification, a classic NRT (Dollaghan & Campbell, 1998), and an experimental NRT designed to measure segmental and articulatory (specifically lip aperture) variability. We assessed nonword repetition accuracy in the classic and experimental NRTs and segmental and kinematic variability in the experimental NRT. RESULTS: In both the classic and experimental NRTs, children with SSD and DLD produced nonwords with lower phoneme and consonant accuracy compared to children with TD. Children with DLD produced more vowel errors compared to children with TD in both tasks. In the experimental NRT, children with DLD produced nonwords with high levels of segmental variability compared to children with TD. Children with SSD did not differ from children with TD or children with DLD in the vowel accuracy or the segmental variability measures. The articulatory variability measure did not reveal any group differences. CONCLUSIONS: In the presence of speech sound difficulties, low nonword repetition accuracy does not aid in the diagnosis of DLD. However, vowel accuracy and segmental variability appear specific to DLD status in NRTs.
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Keyword:
Speech
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URL: https://doi.org/10.1044/2020_JSLHR-20-00166 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC8608167/ http://www.ncbi.nlm.nih.gov/pubmed/33201753
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Adults Fail to Learn a Type of Linguistic Pattern that is Readily Learned by Infants
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In: Speech and Hearing Sciences Faculty Publications and Presentations (2019)
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An Application of Network Science to Phonological Sequence Learning in Children With Developmental Language Disorder
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The impact of brief restriction to articulation on children's subsequent speech production
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Semantic Richness and Word Learning in Children with Autism Spectrum Disorder
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Articulatory, Segmental, and Prosodic Characteristics in Children with Speech Sound Disorders
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In: Theses and Dissertations Available from ProQuest (2017)
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Perceptual statistical learning over one week in child speech production
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The influence of phonotactic probability and neighborhood density on children's production of newly learned words
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Deficits in sound pattern sequencing in children with specific language impairment: A networks approach
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In: Theses and Dissertations Available from ProQuest (2016)
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An Exploratory Study of the Influence of Load and Practice on Segmental and Articulatory Variability in Children with Speech Sound Disorders
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Orthography and Modality Influence Speech Production in Adults and Children
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Reading Skill and Exposure to Orthography Influence Speech Production
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The role of semantic richness in word learning in children with autism spectrum disorder, specific language impairment, and typical language development
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In: Theses and Dissertations Available from ProQuest (2014)
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Orthography and modality influence speech production in skilled and poor readers
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In: Theses and Dissertations Available from ProQuest (2014)
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The Influence of Prosodic Stress Patterns and Semantic Depth on Novel Word Learning in Typically Developing Children
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