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PubMed2004

Hidden language impairments in children: parallels between poor reading comprehension and specific language impairment?

This study investigates the oral language skills of 8-year-old children with impaired reading comprehension. Despite fluent and accurate reading and normal nonverbal ability, these children are poor at understanding what they have read. Tasks tapping 3 domains of oral language, namely phonology, semantics, and morphosyntax, were administered, along with measures that reflect an interaction of language domains that we refer to as broader language skills. Relative to control children matched for age and decoding ability, poor comprehenders were impaired across all measures except those tapping phonological skills. In addition to low oral language ability characterizing the group as a whole, some individuals had marked language impairments; it is argued that a substantial minority can be classified as having specific language impairment. However, none of the children had been previously recognized as having a language or reading impairment. These findings demonstrate that serious reading and language impairments are not always obvious in children who have good phonological ability and appear, superficially at least, to read well.

Case-Control Studies↗
PubMed1993

Unsuspected language impairment in psychiatrically disturbed children: prevalence and language and behavioral characteristics.

OBJECTIVE: This study examined the prevalence of unsuspected language impairments in 4-12-year-old psychiatric outpatients. METHOD: Children (N = 399) were routinely screened with standardized language tests, and parents and teachers completed behavioral checklists. RESULTS: Results indicated that of 288 children referred solely for a psychiatric disorder, 99 (34.4%) had a language impairment that had not been suspected previously. These children had more subtle language impairments than did the 111 children referred with previously identified language impairments. Both children with unsuspected and previously identified language impairments had symptoms associated with attention-deficit hyperactivity disorder. Children with unsuspected language impairments had the most serious externalizing behavioral problems. CONCLUSIONS: Attention needs to be paid to screening children for language impairments and to helping adults understand how language disabilities impact on communication and behavior.

Attention Deficit Disorder with Hyperactivity↗
PubMed1991

Sound-based language play in four language-impaired subjects.

The production of sound-based language play in four language-impaired subjects was investigated. A battery of metalinguistic tests, incorporating the production of poems, nursery rhymes, alliteration and rhyme, was designed to assess the subjects' sound-based language play. The subjects' performance on these tests was compared with their performance on a battery of standardised language tests. Results indicated that the language-impaired subjects did not successfully involve themselves in sound-based language play. Furthermore, a decrease in sound-based language play was observed with an increase in the extent of the language impairment. Hence, a positive correlation was found between poor language competence and deficient metalinguistic skills. Diagnostic, therapeutic and theoretical implications are discussed.

Child↗
PubMed2002

FMRI-determined language lateralization in patients with unilateral or mixed language dominance according to the Wada test.

Due to the reported variability of the language laterality index (LI) across fMRI studies, reliable distinction between patients with unilateral and mixed language dominance is currently not possible, preventing clinical implementation of fMRI as a replacement for the invasive Wada test. Variability of the LI may be related to differences in experimental and control tasks, and statistical methodology. The goal of this study was to improve detection power of fMRI for hemispheric language dominance by using a combined analysis of four different language tasks (CTA), that has previously shown more reliable and robust Lls in groups of normal volunteers than individual task analyses (see Ramsey et al). The CTA targets brain areas that are common to different language tasks, thereby focusing on areas that are critical for language processing. Further advantage of the CTA is that it is relatively independent of specific task and control conditions. 18 patients with typical (i.e., left-sided, n = 11) and atypical (i.e., right-sided or mixed, respectively, n = 3 and n = 4) language dominance according to the Wada test underwent fMRI (groups respectively denoted as WadaL, WadaR, and WadaM patients). Statistical methodology (including thresholding of activity maps) was fixed to assure a user-independent approach. CTA yielded better results than any of the individual task analyses: it was more robust (on average 2.5 times more brain activity was detected due to its higher statistical power) and more reliable (concordance for WadaL, WadaM and WadaR patients was respectively 10/11 (91%), 3/4 (75%), and 2/3 patients (67%)). Overall, a significant correlation was observed between frontal and temporoparietal LIs. Remarkably, brain activity for WadaM patients was significantly lower than for WadaL or WadaR patients, and a dissociation in lateralization was observed between frontal (right-sided) and temporoparietal (left-sided) activity in three of four patients. Of the individual task analyses, the verb generation task yielded best results for patients with unilateral language dominance (same concordance as CTA). However, in contrast to CTA results, the verb generation task was unable to identify WadaM patients (concordance in one of four patients). In conclusion, the CTA is a promising approach for clinical implementation of fMRI for the prediction of hemispheric language dominance.

Adult↗
PubMed2004

Involvement of classical anterior and posterior language areas in sign language production, as investigated by 4 T functional magnetic resonance imaging.

To investigate the cerebral organization for language production across the particular channels supporting linguistic behavior, a functional magnetic resonance (fMRI) study was conducted in deaf native users of American Sign Language (ASL) and age-matched hearing controls. Seven native ASL speakers and 15 vocal English speaking subjects covertly performed an object naming task inside the 4 T scanner using their native languages ASL or English, respectively. In subjects of both groups, classical language areas were found to be activated, including posterior Broca's area, the anterior insula, premotor cortex, and the posterior parts of the superior temporal cortex. Activations showed a predominance of the left hemisphere for both groups. In the deaf group, however, there was markedly larger involvement of the cerebellum, the inferior frontal gyrus, and the posterior insula and more robust activation in occipito-temporal and superior parietal cortices. In summary, it could be demonstrated by fMRI that native language production using ASL is associated with activation of classical language areas, although the neural organization for language processing is not identical in the two language modalities ASL and English language.

Adult↗
PubMed2003

Outcomes of early language delay: II. Etiology of transient and persistent language difficulties.

Genes are known to play an important role in causing specific language impairment, but it is unclear how far a similar etiology is implicated in transient language delay in early childhood. Two-year-old children with vocabulary scores below the 10th centile were selected from a cohort of over 2,800 same-sex twin pairs whose language was assessed by parental report at 2, 3, and 4 years of age. These children with early language delay (ELD) were divided into cases of transient and persistent language difficulties on the basis of outcome at 3 and 4 years. A DeFries-Fulker analysis (J. C. DeFries & D. W. Fulker, 1985) was used to compute group heritability (h2g) of 2-year vocabulary delay separately for those with transient and persistent difficulties. When 3-year and 4-year language attainments were used to categorize outcomes, h2g was similar and modest (.25 or less) for both transient and persistent difficulties. However, when persistent difficulties were defined according to whether parents expressed concern about language at 3 years or according to whether a professional had been consulted about language difficulties at 4 years, heritability was significantly higher. For 289 children with no professional involvement at 4 years, heritability of 2-year vocabulary delay was close to zero, whereas for 134 children with professional involvement, a significant h2g of .41 (SE = .127) was found. Early language delay appears largely environmental in origin for 2-year-olds whose parents do not go on to seek professional help.

Child, Preschool↗
PubMed1994

Right hemisphere restitution of language and memory functions in right hemisphere language-dominant patients with left temporal lobe epilepsy.

Concomitant with the right hemispheric restitution of language functions after early left hemisphere lesions, suppression effects on originally right hemispheric visuospatial/constructional functions have repeatedly been reported. The present study evaluated this issue in 10 right hemisphere language-dominant patients with temporal lobe epilepsy. Left hemisphere language-dominant patients with left (n = 10) or right (n = 10) temporal lobe epilepsy served as controls. The following results were obtained: in all but one of the right dominant patients, left hemisphere lesions, left hemisphere foci and histories of early left brain damage indicated that secondary language transfer rather than a genetically determination is the more likely cause of the right hemisphere dominance. Despite this transfer, the language functions (comprehension, fluency, reasoning) of the right dominant patients remained significantly impaired. Language generally appeared to be better preserved in patients with an onset of epilepsy before the third year of life or a circumscribed left hemisphere lesion. No suppression effects could be detected on the level of complex cortical language and non-language functions. In contrast, on the level of temporo-limbic memory functions, verbal learning and recognition were left largely intact, albeit mostly at the expense of visuo-spatial learning and memory. The findings of the study thus indicate that the cerebral plasticity of the right hemisphere differs according to the extent of the left-hemisphere lesion, the onset of structural/functional damage and the complexity of the functions requiring restitution. Assuming that language and memory represent neocortical and palaeocortical functions, respectively, the restitution process is seemingly governed by their status in a phylogenetically determined hierarchy of functional importance.

Brain Diseases↗
PubMedDate not supplied

When learning a second language does not mean losing the first: bilingual language development in low-income, Spanish-speaking children attending bilingual preschool.

This article discusses two investigations which explored the bilingual language development outcomes of comparable groups of low-income, Spanish-speaking, Mexican American children who either did or did not attended a bilingual (Spanish/English) preschool. Study 1 is a replication of a study by Rodríguez, Díaz, Duran, and Espinosa, involving a new sample of 26 children who attended bilingual preschool for one year and 20 control children who remained at home. Study 2 represents a 1-year, longitudinal follow-up of Rodríguez et al.'s, sample of children during and after the children spent another year at home or in the preschool. In both investigations, standardized, objective measures of three components of children's language proficiency (productive language, receptive language, and language complexity) in English and Spanish were obtained at the beginning and end of the academic year. Contrary to fears that have been expressed by some that early exposure to English would lead to children's native language loss, the results of both studies offered no evidence of Spanish proficiency loss for children attending bilingual preschool. Children who attended bilingual preschool, compared to those who remained at home, showed significant and parallel gains in Spanish language development as well as significant and greater increases in English language proficiency over time. Results are discussed in terms of the need for more systematic research to be conducted in this area to inform policy and practice in the early education and development of language-minority children.

Achievement↗
PubMed2004

Contributions of phonological memory, language comprehension and hearing to the expressive language of adolescents and young adults with Down syndrome.

BACKGROUND: Expressive language constitutes a major challenge to the development of individuals with Down syndrome. This paper investigates the relationships between expressive language abilities, language comprehension and the deficits in verbal short-term memory and hearing which are also associated with the syndrome. METHODS: Tests of nonverbal ability, expressive language, verbal short-term memory, visuo-spatial memory, language comprehension and hearing were administered. RESULTS: Phonological memory, measured by nonword repetition, was significantly correlated with expressive language abilities measured by MLU and sentence recall. Adjusting for word repetition skills did not reduce this correlation, suggesting that the relationship did not depend on the fact that both tests required spoken output. Hearing did not contribute significantly to expressive language scores of participants who provided an intelligible narrative. However, level of hearing loss as well as other language and memory measures did differentiate these participants from those who were unable to produce an intelligible narrative. CONCLUSION: Phonological memory was closely associated with the expressive language abilities of individuals with Down syndrome. Hearing loss appeared to be less closely related except that individuals with uncorrected mild to moderate hearing loss had difficulty with the narrative task. Further research is necessary to establish the nature of these relationships.

Adolescent↗
PubMed2003

Speech-language pathologists' beliefs about language assessment of bilingual/bicultural individuals.

A survey of speech/language pathologists, in 5 states across the United States was conducted to determine their beliefs about the language assessment of bilingual/bicultural individuals. Most SLPs reported low efficacy in bilingual assessment for both their own skills (personal efficacy) and those of the field in general (general efficacy). SLPs who learned a second language in the context of cultural experience (the CE group) reported more personal efficacy in bilingual assessment than speech-language pathologists who learned a second language via academic study (the AS group), who in turn felt more competent than monolingual SLPs (the M group). Furthermore, the 3 groups of respondents differed in terms of attributions for their low personal efficacy. The M group was most likely to mention their lack of knowledge about bilingual issues, the AS group commented on their less than optimal language proficiency, and the CE group focused on both proficiency and experience as influences. Over half of all participants (52%) reported that bilingual input in a child's environment would influence their interpretation of that child's language assessment results. Most of these participants (40%) reported that they would be more conservative in recommending language therapy for a bilingual than a monolingual child, particularly due to the respondent's own lack of knowledge of bilingual issues. Implications regarding the relations between language learning experiences and beliefs about the assessment of bilingual/bicultural individuals among SLPs are discussed.

Adolescent↗
PubMed2005

Nonword repetition and language development in 4-year-old children with and without a history of early language delay.

PURPOSE: This study examined the usefulness of the Nonword Repetition Test (NRT; C. Dollaghan & T. F. Campbell, 1998) with 4-year-old children and the relationship among the NRT, language, and other aspects of mental processing. METHOD: The NRT was administered to 64 children at 4 years of age; 44 had a history of typical language development (HTD), and 20 had a history of language delay (HLD) at 16 months of age. Study 1 compared methods of scoring phoneme errors to determine whether the NRT was appropriate for this age group. Study 2 examined whether the NRT differentiated HTD from HLD. Study 3 examined the relations among scores on the NRT and standardized tests of language and mental processing. RESULTS: The NRT was found to be appropriate for 4-year-old children. Although all children had normal language abilities at the time of the study, the NRT (and several aspects of language and mental processing) differentiated between HTD and HLD. Relations among the NRT and other measures of language and mental processing were different from those previously reported, an unexpected finding that is inconsistent with traditional accounts of working memory and its relation to language development. Potential explanations are explored, and some directions for future research are suggested.

Analysis of Variance↗
PubMed1978

Elicitor effects on the language obtained from young language-impaired children.

Language samples are typically obtained during speech and language evaluations by the speech-language pathologist to assess the level of expressive language development of young children. These samples are assumed to be accurate representations of the children's language skills. This study examines the effects of the elicitor on the language obtained from three- to six-year-old language-impaired children in a clinical setting. A corpus of nonimitated utterances was collected in 25 min from each of the nine subjects under two conditions: mother as elicitor and clinician as elicitor. The corpus of language collected under each condition was examined using the following measures: (1) numeric-number of utterances; (2) lexical-vocabulary type-token ratio: (3) grammatic-mean length of utterance, (4) percentage of one-morpheme utterances, (5) percentage of two-morpheme utterances, (6) percentage of three- or more morpheme utterances, (7) proportion of grammatical morphemes per utterance (8) semantic-percentage occurrence of semantic categories, and (9) type-token ratio for each of the 13 semantic categories. The data analysis revealed that the elicitor affected the number of utterances collected in a specific time period, but neither the lexical, grammatic, nor semantic aspects of the utterances were affected. The results state practical implications for evaluation procedures used in a clinical setting.

Child Language↗
PubMed1995

[Assessing and measuring language development in the child. The Reynell Scales in a Dutch language area].

This article deals with the recent adaptation of the Reynell Developmental Language Scales to the Dutch language. The existing language tests for the Dutch language are reviewed and the need to adapt a test for young children, measuring both receptive and expressive language development, is argued. The adaptation of the original Reynell Developmental Language Scales to the Dutch language is described. An extensive standardisation was carried out with 1,288 Dutch-speaking children, carefully selected geographically and according to socio-economic status. The psychodiagnostic results of the standardisation are discussed. As a result there are now norms for children between 2 and 5 years, both for receptive and expressive language development. The adaptation of the original Reynell Scales to Dutch functions under the new name RTOS (Reynell Taalontwikkelingsschalen).

Child, Preschool↗
PubMed2001

Language switching and language representation in Spanish-English bilinguals: an fMRI study.

The current experiment was designed to investigate the nature of cognitive control in within- and between-language switching in bilingual participants. To examine the neural substrate of language switching we used functional magnetic resonance imaging (fMRI) as subjects named pictures in one language only or switched between languages. Participants were also asked to name (only in English) a separate set of pictures as either the actions or the objects depicted or to switch between these two types of responses on each subsequent picture. Picture naming compared to rest revealed activation in the dorsolateral prefrontal cortex, which extended down into Broca's area in the left hemisphere. There were no differences in the activation pattern for each language. English and Spanish both activated overlapping areas of the brain. Similarly, there was no difference in activation for naming actions or objects in English. However, there was increased intensity of activation in the dorsolateral prefrontal cortex for switching between languages relative to no-switching, an effect which was not observed for naming of actions or objects in English. We suggest that the dorsolateral prefrontal cortex serves to attenuate interference that results from having to actively enhance and suppress two languages in alternation. These results are consistent with the view that switching between languages involves increased general executive processing. Finally, our results are consistent with the view that different languages are represented in overlapping areas of the brain in early bilinguals.

Adult↗
PubMed2006

Fostering literal and inferential language skills in Head Start preschoolers with language impairment using scripted book-sharing discussions.

PURPOSE: Preschoolers with language impairment have difficulties with both literal and inferential language, both of which are critical to later reading comprehension. Because these children are known to be at risk for later reading comprehension difficulties, it is important to design and test interventions that foster both literal and inferential language skills. Using a randomized pretest-posttest control group design, we investigated whether an 8-week, one-on-one book-sharing intervention would improve both the literal and inferential language skills of Head Start preschoolers with language impairments. METHOD: Thirty children were randomly assigned to either a control group that received no intervention or to a treatment group that received twice-weekly 15-min sessions in which adults read books and asked both literal and inferential questions about the books using scripts that were embedded throughout the text. Treatment and control groups were compared using pre- and posttest scores on 2 measures of literal and 1 measure of inferential language skill. RESULTS: Significant group differences, and medium to large effect sizes, were found between pre- and posttest scores for all 3 measures. CONCLUSIONS: These findings suggest that book sharing with embedded questions that target both literal and inferential language skills can result in gains on both types of language in this population. Future studies with larger number of children are needed to corroborate these findings.

Analysis of Variance↗