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PubMed1985

A pilot study of language facilitation for bilingual, language-handicapped children: theoretical and intervention implications.

Three Spanish-speaking (SS) and 3 English-Speaking (ES) preschool children served as subjects. One SS subject was diagnosed as having mild language delay, 1 as being language disordered, and 1 as having normal language. One ES subject was diagnosed as having mild language delay and 2 as having normal language. A within-subject design wherein Condition A consisted of teaching receptive vocabulary in L1 (native language) followed by L2 (second language) and Condition B consisted of teaching receptive vocabulary in L2 followed by L1 was utilized. The sequence of conditions was ABBA for each subject. Analysis of each subject's trials to criterion for L2 in each condition indicated a strong tendency for recently learned receptive vocabulary in L1 to facilitate the learning of receptive vocabulary in L2. The results are interpreted as support for the practice of initial language intervention in L1 when bilingualism is a goal and for transference/facilitation theories of L2 learning.

Arizona↗

PubMedDate not supplied

Screening for speech and language disorders: the reliability, validity and accuracy of the General Language Screen.

This paper reports the reliability, validity and accuracy of the General Language Screen (GLS) as the first stage in its development as a potential screening instrument for the identification of speech and language disorder (SLD) in the primary care setting. Data reported were obtained during the Cambridge Language and Speech Project (CLASP) a longitudinal epidemiological study of primary SLD. The GLS was originally used in initial CLASP sample ascertainment when children were aged 36 months. This report utilises speech and language data collected at subsequent stages of this study (37-months, 45-months and 8-years) to determine the reliability, validity and accuracy of the GLS. The GLS demonstrated sufficient levels of reliability (internal consistency alpha = 0.74) and validity (criterion validity r = -0.55). Adequate construct validity was demonstrated by a factor analysis in which two language related factors were identified. These data therefore justified exploration of the accuracy of the GLS as a screening instrument. Analysis of accuracy in this context is complicated by lack of a generally accepted method of defining SLD case status. This report utilises data on language function at different stages of development to provide measures of GLS accuracy over time. Concurrent accuracy, measured against parental report of language function at 37-months, was good (ROC area under the curve = 0.93). Predictive accuracy measured against direct assessment of speech and language at 45-months and 8-years was, as expected, somewhat less (ROC = 0.77 and 0.68 respectively). The implications for the use of the GLS as a screening instrument are discussed. The data indicate that the GLS would function most usefully as the first stage of a two-stage screen for SLD in the primary care setting. Recommendations are made as to the nature of the second stage of such a screen and plans for future research are outlined.

Child↗

PubMedDate not supplied

Is speech and language therapy meeting the needs of language minorities? The case of deaf people with neurological impairments.

The cultural diversity of the UK poses a challenge for speech and language therapists. Work with children from language minorities has been documented, but less so with adults. This raises the question of whether adults from minority communities are gaining access to services. Deaf people who use British Sign Language (BSL) are one language minority. It is known that sign language is vulnerable to neurological damage. Of interest is whether Deaf people with such damage are referred to speech and language therapy (SLT). The aim was to find out how many deaf people were referred to SLT services in the UK over the last 5 years, and reasons for the referrals. We also explored the service offered to Deaf referrals, and whether SLT teams had access to BSL skills, either internally or via interpreters. A brief questionnaire was sent to the managers of all SLT services in the UK (n=264). There was as 60% response rate. Only 34 services received referrals of Deaf patients, with a total of 39 Deaf people seen. This is substantially below the predicted rates. Most referrals were for dysphagia, or dysphagia with communication impairments. In line with this, dysphagia management was the dominant service, although most referrals also received language assessment. Most teams did not have signing staff members and access to interpreters was variable. The results suggest that many Deaf people are not gaining access to SLT after neurological impairment. Those who are referred are unlikely to receive language therapy. The instigation of a national team specializing in BSL impairments is recommended.

Adult↗

PubMed2005

Language and imagery: effects of language modality.

Across spoken languages, properties of wordforms (e.g. the sounds in the word hammer) do not generally evoke mental images associated to meanings. However, across signed languages, many signforms readily evoke mental images (e.g. the sign HAMMER resembles the motion involved in hammering). Here we assess the relationship between language and imagery, comparing the performance of English speakers and British sign language (BSL) signers in meaning similarity judgement tasks. In experiment 1, we found that BSL signers used these imagistic properties in making meaning similarity judgements, in contrast with English speakers. In experiment 2, we found that English speakers behaved more like BSL signers when asked to develop mental images for the words before performing the same task. These findings show that language differences can bias users to attend more to those aspects of the world encoded in their language than to those that are not; and that language modality (spoken versus signed) can affect the degree to which imagery is involved in language.

Adult↗

PubMed2004

The language-specific nature of grammatical development: evidence from bilingual language learners.

The fact that early lexical and grammatical acquisition are strongly correlated has been cited as evidence against the view that the language faculty is composed of dissociable and autonomous modules (Bates & Goodman, 1997). However, previous studies have not yet eliminated the possibility that lexical-grammar associations may be attributable to language-general individual differences (e.g. children who are good at learning words are good at learning grammar). Parent report assessments of toddlers who are simultaneously learning English and Spanish (n = 113) allow an examination of the specificity of lexical-grammar relationships while holding child factors constant. Within-language vocabulary-grammar associations were stronger than cross-language relationships, even after controlling for age, proportion of language exposure, general language skill and reporter bias. Similar patterns were found based on naturalistic language samples (n = 22), ruling out a methodological artifact. These results are consistent with the view that grammar learning is specifically tied to lexical progress in a given language and provide further support for strong lexical-grammatical continuity early in acquisition.

Child Language↗

PubMed2003

Language lateralization in a bimanual language.

Unlike spoken languages, sign languages of the deaf make use of two primary articulators, the right and left hands, to produce signs. This situation has no obvious parallel in spoken languages, in which speech articulation is carried out by symmetrical unitary midline vocal structures. This arrangement affords a unique opportunity to examine the robustness of linguistic systems that underlie language production in the face of contrasting articulatory demands and to chart the differential effects of handedness for highly skilled movements. Positron emission tomography (PET) technique was used to examine brain activation in 16 deaf users of American Sign Language (ASL) while subjects generated verb signs independently with their right dominant and left nondominant hands (compared to the repetition of noun signs). Nearly identical patterns of left inferior frontal and right cerebellum activity were observed. This pattern of activation during signing is consistent with patterns that have been reported for spoken languages including evidence for specializations of inferior frontal regions related to lexical-semantic processing, search and retrieval, and phonological encoding. These results indicate that lexical-semantic processing in production relies upon left-hemisphere regions regardless of the modality in which a language is realized, and that this left-hemisphere activation is stable, even in the face of conflicting articulatory demands. In addition, these data provide evidence for the role of the right posterolateral cerebellum in linguistic-cognitive processing and evidence of a left ventral fusiform contribution to sign language processing.

Adult↗

PubMed2003

The use of repair strategies: bilingual deaf children using sign language and spoken language.

The language effects on repair strategies employed by 7 bilingual deaf children (native signers who also used spoken language) was examined. During two sessions--one conducted in sign language and the other in spoken language--each child described a picture. The examiner stopped the child twice to request clarification. The children's responses to the requests were coded into seven repair strategies. Results indicated that language mode significantly influenced repair strategy behavior: In sign language, the children used a greater frequency, variety, and level of strategies. The position of the clarification request also had an effect: Later in the sequence, the children used more advanced strategies. It was assumed that these native signers evidenced a higher language level in sign, which allowed them to use more advanced communicational strategies in sign than in spoken language. This performance gap should be considered in intervention.

Adolescent↗

PubMed1996

[Value of the Heidelberg Language Development Test in diagnosis of children with language development disorders].

Diagnosis of developmental speech and language disorders in accordance with the ICD-10 is to be based on the psychometric assessment of speech and language performance. In the present study the clinical validity of the Heidelberger Sprachentwicklungstest (HSET) for diagnosing expressive language disorders was assessed by comparing HSET subtest results for 92 children aged 4 to 10 years who had various speech and language disorders with the children's scores on another language test, a cognitive test and clinical findings. The HSET scores differed considerably from the clinical ratings of the severity of the language disturbance. The correlations between the HSET scores and the score on the other language test was also low. Although the correlations of the HSET scores with the performance IQ was low, the correlations with the verbal IQ were high. The implications of these findings for the use of the HSET in diagnosing children with language impairments are discussed.

Child↗

PubMed1983

Mothers' discourse adjustments to language-impaired and non-language-impaired children.

Mother's discourse adjustments addressed to language-impaired children and non-language-impaired children were studied. Mother-child dyads with 14 language-impaired children and 14 MLU-matched non-language-impaired children served as subjects. The mothers' discourse was compared on the following measures: meaning illocutions, cohesion ilocutions, and dialogue participation. The children's participation in dialogue was also analyzed. Results indicated that the mothers' speech addressed to the two groups of children was highly similar, but the discourse performance of the language-impaired children was not like that of the non-language-impaired children. The clinical implications of these findings for the language-impaired population are discussed.

Child Language↗

PubMed1985

Correlates of language development in language-disordered children.

This study organized a large data archive gathered over 8 years on 718 children with language disorders. Descriptive data categorized by demographic/background, physical/development, social/personality, and language/academic characteristics were analyzed to provide a broad description of this group of children. Sets of descriptor variables in five domains were identified from program records and were used to predict language performance at program entry and relative language improvement over 2-3 years. Age was the strongest predictor for all analyses. In general, the primary research factors in the study (53 variables representing IQ, language history, socioeconomic status, physical/neurological, and social-emotional background) failed to account very well for either language performance at program entry or for relative language gain. In prediction of pretest language performance, IQ and physical factors played the strongest role. The two factors contributing significantly to prediction of relative gain were IQ (although surprisingly weakly) and social-emotional status. Characteristics of those children who progressed most while in the program were identified.

Adolescent↗

PubMedDate not supplied

Educational provision for children with specific speech and language difficulties: perspectives of speech and language therapy service managers.

BACKGROUND: Children with specific speech and language difficulties (SSLD) pose a challenge to the education system, and to speech and language therapists who support them, as a result of their language needs and associated educational and social-behavioural difficulties. The development of inclusion raises questions regarding appropriate provision, whether the tradition of language units or full inclusion into mainstream schools. AIMS: To gather the views of speech and language therapy service managers in England and Wales regarding approaches to service delivery, terminology and decision-making for educational provision, and the use of direct and indirect (consultancy) models of intervention. METHOD AND PROCEDURES: The study reports on a national survey of speech and language therapy (SLT) services in England and Wales (129 respondents, 72.1% response rate) and interviews with 39 SLT service managers. OUTCOMES AND RESULTS: Provision varied by age group with support to children in the mainstream common from pre-school to the end of Key Stage 2 (up to 11 years), and to those in designated specialist provision, common at Key Stages 1/2 (ages 5-11 years), but less prevalent at Key Stages 3/4 (11-16 years). Decision-making regarding provision was influenced by the lack of common terminology, with SSLD and specific language impairment (SLI) the most common, and criteria, including the use of the discrepancy model for defining SSLD. Practice was influenced by the difficulties in distinguishing children with SSLD from those with autistic spectrum disorder, and difficulties translating policies into practice. CONCLUSIONS: The implications of the study are discussed with reference to SLT practice, including consultancy models, and the increasingly prevalent policy in local education authorities of inclusion of children with special educational needs.

Attitude of Health Personnel↗

PubMed2001

Combined analysis of language tasks in fMRI improves assessment of hemispheric dominance for language functions in individual subjects.

Recent advances in functional neuroimaging techniques have prompted an increase in the number of studies investigating lateralization of language functions. One of the problems in relating findings of various studies to one another is the diversity of reported results. This may be due to differences in the tasks that are used to stimulate language processing regions and in the control tasks, as well as differences in the way imaging data are analyzed,in particular the threshold for significance of signal change. We present a simple method to assess language lateralization that allows for some variation of tasks and statistical thresholding, but at the same time yields reliable and reproducible results. Images acquired during a set of word-comprehension and -production tasks are analyzed conjointly. As opposed to the use of any one particular task, this combined task analysis (CTA) approach is geared toward identifying language regions that are involved in generic language functions rather than regions that are involved in functions that are specific to a single task. In two experiments CTA is compared to single-task analysis in healthy right-handed males. In a third experiment left-handed males were examined. Results indicate that CTA: (1) improves detection of language-related brain activity in individual subjects and (2) yields a high language laterality index (LI) in right-handed males with a small variance across subjects. The high LI matches the strong left-hemisphere dominance for language that is typical for these subjects as reported in neuropsychological and clinical tests in other studies. In the left-handed subjects dominance was found either in the left (n = 4) or the right (n = 1) hemisphere or was absent (n = 3). The LI derived from CTA is more consistent across statistical thresholds for significance of signal change in fMRI analysis than in individual-task analysis. Also, the CTA results are very similar to those obtained with conjunction analysis of the same data.

Adult↗

PubMed1982

Language environments of autistic and normal children matched for language age: a preliminary investigation.

The language patterns of the mothers and fathers of four autistic boys were compared with those of the parents of four normal boys matched for language age with the autistic children. Language patterns were assessed during two 20-minute free-play sessions videotaped in the subjects' homes. The tapes were reliably coded using an 11-category coding system. Only one difference between the language patterns of the parents of the autistic and normal children emerged: The parents of the normal children engaged in a greater proportion of adult-directed language than did the parents of the autistic children. Comparison of the language patterns of mothers and fathers revealed similarities and differences. Both the frequency and percentage of occurrence scores for direct requests for language were significantly greater for mothers than for fathers. However, although the frequency of reinforcement for language did not differ across the sexes, fathers had a greater percentage occurrence score than mothers. There were no other significant differences between the mothers and the fathers.

Autistic Disorder↗

PubMed2006

Plasticity in the adult language system: a longitudinal electrophysiological study on second language learning.

Event-related potentials (ERPs) were used to trace changes in brain activity related to progress in second language learning. Twelve English-speaking exchange students learning German in Switzerland were recruited. ERPs to visually presented single words from the subjects' native language (English), second language (German) and an unknown language (Romansh) were measured before (day 1) and after (day 2) 5 months of intense German language learning. When comparing ERPs to German words from day 1 and day 2, we found topographic differences between 396 and 540 ms. These differences could be interpreted as a latency shift indicating faster processing of German words on day 2. Source analysis indicated that the topographic differences were accounted for by shorter activation of left inferior frontal gyrus (IFG) on day 2. In ERPs to English words, we found Global Field Power differences between 472 and 644 ms. This may due to memory traces related to English words being less easily activated on day 2. Alternatively, it might reflect the fact that--with German words becoming familiar on day 2--English words loose their oddball character and thus produce a weaker P300-like effect on day 2. In ERPs to Romansh words, no differences were observed. Our results reflect plasticity in the neuronal networks underlying second language acquisition. They indicate that with a higher level of second language proficiency, second language word processing is faster and requires shorter frontal activation. Thus, our results suggest that the reduced IFG activation found in previous fMRI studies might not reflect a generally lower activation but rather a shorter duration of activity.

Adult↗

PubMed2001

Brain strategies for reading in the second language are determined by the first language.

Brain activation associated with reading was investigated in ten normal Japanese volunteers (five highly literate in both Japanese and English) and ten American native English speakers (five highly literate in both English and Japanese) in order to determine the neuroanatomic substrates employed in reading the first language (L1), and to determine the effect of L1 on the neurosubstrates involved in reading the second language (L2). The study was performed using blood oxygenation level dependent (BOLD) contrast functional magnetic resonance imaging (fMRI) on a high-field (3.0T) system specifically optimized for fMRI. The activation patterns in Japanese subjects reading Japanese (L1) were substantially different from the patterns obtained in American subjects reading English text (L1). The activation patterns reading L2 were virtually identical to the patterns seen when reading L1 in both Japanese and English natives highly literate in both language systems. The results demonstrated that the neuroanatomical substrates underlying the cognitive processing of reading are differentially determined based on the language system. The study further indicates that the cognitive processes for reading in the second language involve the same cortical structures employed for the first language, supporting the hypothesis that the second language represents the cognitive extension of the first language.

Adult↗

PubMed2000

Speech-like cerebral activity in profoundly deaf people processing signed languages: implications for the neural basis of human language.

For more than a century we have understood that our brain's left hemisphere is the primary site for processing language, yet why this is so has remained more elusive. Using positron emission tomography, we report cerebral blood flow activity in profoundly deaf signers processing specific aspects of sign language in key brain sites widely assumed to be unimodal speech or sound processing areas: the left inferior frontal cortex when signers produced meaningful signs, and the planum temporale bilaterally when they viewed signs or meaningless parts of signs (sign-phonetic and syllabic units). Contrary to prevailing wisdom, the planum temporale may not be exclusively dedicated to processing speech sounds, but may be specialized for processing more abstract properties essential to language that can engage multiple modalities. We hypothesize that the neural tissue involved in language processing may not be prespecified exclusively by sensory modality (such as sound) but may entail polymodal neural tissue that has evolved unique sensitivity to aspects of the patterning of natural language. Such neural specialization for aspects of language patterning appears to be neurally unmodifiable in so far as languages with radically different sensory modalities such as speech and sign are processed at similar brain sites, while, at the same time, the neural pathways for expressing and perceiving natural language appear to be neurally highly modifiable.

Cerebrovascular Circulation↗

PubMed1998

At risk for language disorders? Correlates and course of language disorders in preschool children born at risk.

The language abilities of 324 children of an at-risk population were investigated at age 2 and 4.5 y. Modified research criteria of the ICD-10 for specific developmental disorders of speech and language were applied. Frequencies between 4% and 7%, depending on age and type of disorder, were diagnosed among children whose performance on the language measure was only 1 instead of ICD-10's 2 SD below group mean, but the discrepancy measure of 1 SD between non-verbal language score and language measure was retained. Psychosocial aspects of a child's environment proved to be better predictors of later language disorders than obstetric complications. Stability of specific language disorders was on the whole fairly low, but children who perform below age level on language measures remained at risk. Gender differences are almost compensated by the age 4.5 y.

Child, Preschool↗

PubMed1997

Language background, English language proficiency and medical communication skills of medical students.

Associations between language background, English language proficiency and medical communication skills were investigated in a group of 149 third year undergraduate medical students studying at an Australian university. Written and aural English proficiency were assessed with the Screening Test for Adolescent Language (STAL). Medical communication skills and the fluency of spoken language were scored during an Observed Structured Clinical Interview (OSCI), rated by a standardized patient and a clinician. An association was found between language background, performance on the STAL and spoken language proficiency. Satisfactory performance in medical communication skills was not associated with language background or overall performance on the STAL. In this study it was the global rating of unsatisfactory spoken language fluency that was associated with poorer performance in medical communication skills under examination conditions.

Adult↗