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PubMed1985

Goldenhar's syndrome: a case study.

Goldenhar's Syndrome, a rare symptom complex involving craniofacial and vertebral malformations, is reviewed and a detailed case history of a 19-mo-old exhibiting the syndrome is described. This multiple-problem child exhibited a 6-mo deficit in communication skills at 12 mo of age. After 6 mo of participation in a multidisciplinary early intervention program, including speech-language therapy, the child exhibits normal language although he has articulation problems consistent with his craniofacial defects.

Goldenhar Syndrome↗
PubMed1989

The use of stress by language-impaired children.

This investigation was conducted to identify the stressing patterns of language-impaired children in the early stages of language acquisition. Based on Wieman's (1976) work with children who were acquiring language normally, it had been expected that the subjects of this study would tend to stress the new information in two-word utterances. Only one of the five preschool language-impaired children used such a pattern. Three subjects tended to stress words in the final position and one of the subjects' preference was unclear. The results, although preliminary, provide support for the contention that language-impaired children may differ from normal children in their use of stress.

Attention↗
PubMed1990

Subject descriptions, control groups, and research designs in published studies of language-impaired children.

We reviewed the 1983-1988 issues of six journals that frequently publish papers including specifically language-impaired (LI) subjects. A total of 92 research reports provided data for our review. The research reports included experimental studies, ex post facto studies, and intervention studies. These studies represent a broad spectrum of the theoretical and empirical foundations of knowledge regarding LI children. The analysis of the published research centered on subject descriptions and the use of control groups. A descriptive analysis of the data showed few consistent trends among the studies with respect to subject selection, subject description, and the number and types of control groups. We discuss the importance of more complete subject descriptions in studies of LI children as well as the importance of the choice of matching criteria for control groups in between-subjects designs.

Child↗
PubMed1991

Screening rural and suburban children with the Preschool Language Scale.

A population of 528 Nebraska 4- and 5-year-old boys and girls, 214 rural children and 214 suburban children residing in the same school district in the rural-suburban interface west of metropolitan Omaha, were administered the Preschool Language Scale (PLS) to help determine future eligibility for kindergarten placement and possible remedial services. Rural and suburban cultures led to significantly different performance profiles on the PLS. Language ability was overestimated as both groups scored above age level using the age equivalency tables and performance quotients published for the Preschool Language Scale. Also, a significantly higher percentage of rural children failed a wide age range of Verbal Ability and Auditory Comprehension items. Differences were disproportionately due to Verbal Ability test items requiring the rural child to use responsive verbalized language. The PLS did not consistently satisfy criteria for culturally nonbiased, ecologically valid assessment.

Bias↗
PubMedDate not supplied

Another look at semantic relational categories and language impairment.

Earlier comparative studies of language-impaired and normal children involved semantic-relational analyses of broad categories (e.g., action, locative action, and so on) in which utterance types were not differentiated. In this study, locative action utterances were differentiated by the types of locative words used singly and in combination. The types of utterances used by a language-impaired child were tracked between 1 year 6 months and 3 years and compared with those of three age- and MLU-matched normal children. The results suggested that differences in the semantic properties of language-impaired and normal children's utterances may go undetected unless a fine-grained analysis is performed on the types of expressions used within a global relational category. The potential value of extending semantic-relational analyses by exploring word use in syntactic contexts is addressed.

Child Development↗
PubMed1995

Error analysis of pronouns by normal and language-impaired children.

Recent research has located extraordinary weakness in specifically language-impaired (SLI) children's development other than grammatical morphemes. A problem with pronoun case marking was reported to be more prevalent in SLI children than in normally developing children matched by mean length of utterance. However, results from the present study do not support that finding. Spontaneous utterances from 3 conversational contexts were generated by 3 groups of normal and SLI children and were analyzed for accuracy of pronoun usage. Third person singular pronouns were judged according to case, gender, number, person and cohesion based on their linguistic and nonlinguistic contexts. Results indicated that SLI children exhibited more total errors than their chronological peers, but not more than their language level peers. An analysis of error types indicated a similar pattern in pronoun case marking.

Child Language↗
PubMed1995

Speaker-listener familiarity: parents as judges of delayed speech intelligibility.

It has been frequently proposed that one source of bias in intelligibility judgments is whether the judge knows the subject personally. This study attempted to describe this bias using 4 speech-delayed children (aged 4 and 7 years) with normal hearing and no significant language delay. They were audiotaped at four points during therapy over a 12-18 month period using imitation of single words derived from the Assessment of the Intelligibility of Dysarthric Speech. Parents and a group of unfamiliar adult couples served as judges. Results indicated that mothers were significantly better than all other listeners (including fathers) at identifying the words being spoken. An interaction between listener type and subject age class was also observed with the maternal advantage being much less apparent with the 2 older subjects. Results are discussed relative to the possible source of the mothers' superior performance.

Adult↗
PubMed1987

Specific language impairment in children: a cross-linguistic study.

A common profile in English-speaking specifically language-impaired children is a moderate deficit across a broad range of linguistic features and a more marked, selective impairment in using bound morphemes and components of the verb system. To gain a clearer understanding of the nature of these more serious problems, we examined the speech of monolingual Italian-speaking as well as English-speaking children with specific language impairment. The evidence suggested that phonological factors contributed significantly to these children's extraordinary problems with particular linguistic features. Contrary to expectations, other marked deficits seemed more related to the opacity of the rules involved and homonymity with other morphemes than to problems with formal grammatical devices in general or components of the verb system in particular.

Child↗