Predictors of reading comprehension ability in primary school-aged children who have pragmatic language impairment

PurposeChildren who have pragmatic language impairment (CwPLI) have difficulties with the use of language in social contexts and show impairments in above-sentence level language tasks. Previous studies have found that typically developing children's reading comprehension (RC) is predicted by reading accuracy and spoken sentence level comprehension (SLC). This study explores the predictive ability of these factors and above-sentence level comprehension (ASLC) on RC skills in a group of CwPLI.MethodSixty nine primary school-aged CwPLI completed a measure of RC along with measures of reading accuracy, spoken SLC and both visual (pictorially presented) and spoken ASLC tasks.ResultsRegression analyses showed that reading accuracy was the strongest predictor of RC. Visual ASLC did not explain unique variance in RC on top of spoken SLC. In contrast, a measure of spoken ASLC explained unique variance in RC, independent from that explained by spoken SLC. A regression model with nonverbal intelligence, reading accuracy, spoken SLC and spoken ASLC as predictors explained 74.2% of the variance in RC.ConclusionsFindings suggest that spoken ASLC may measure additional factors that are important for RC success in CwPLI and should be included in routine assessments for language and literacy learning in this group.     

Are people with learning disabilities able to contribute to focus groups on health promotion?

AIM: This paper shows the differences between the success of three focus groups in promoting group discussion on health promotion and also the detailed effects of individual members with speech and language difficulties in participating. BACKGROUND: Conducting focus groups with people with learning disabilities can promote their social inclusion. CONCLUSIONS: We conclude that focus groups are an effective method of conducting exploratory research with adults with learning disabilities in the community, however, ability to participate with other members may be a limiting factor. Furthermore, special arrangements may need to be made for groups to be successful, including the use of an interpreter. The preparation of the moderator is also an important factor in group success.     

Progressive language impairments: Intervention and management

Background: This paper reviews the role of deliberative processes in language: those language processes that require central resources, in contrast to the automatic processes of lexicalisation, word retrieval, and parsing.

Aims: We describe types of deliberative processing, and show how these processes underpin high-level processes that feature strongly in language. We focus on metalinguistic processing, strategic processing, inhibition, and planning. We relate them to frontal-lobe function and the development of the fronto-striate loop. We then focus on the role of deliberative processes in normal and pathological development and ageing, and show how these processes are particularly susceptible to deterioration with age. In particular, many of the commonly observed language impairments encountered in ageing result from a decline in deliberative processing skills rather than in automatic language processes.

Main Contribution: We argue that central processing plays a larger and more important role in language processing and acquisition than is often credited.

Conclusions: Deliberative language processes permeate language use across the lifespan. They are particularly prone to age-related loss. We conclude by discussing implications for therapy.     

Nonverbal imitation skills in children with specific language delay

Research in children with language problems has focussed on verbal deficits, and we have less understanding of children's deficits with nonverbal sociocognitive skills which have been proposed to be important for language acquisition. This study was designed to investigate elicited nonverbal imitation in children with specific language delay (SLD). It is argued that difficulties in nonverbal imitation, which do not involve the processing of structural aspects of language, may be indicative of sociocognitive deficits. Participants were German-speaking typically developing children (n = 60) and children with SLD (n = 45) aged 2–3½ years. A novel battery of tasks measured their ability to imitate a range of nonverbal target acts that to a greater or lesser extent involve sociocognitive skills (body movements, instrumental acts on objects, pretend acts). Significant group differences were found for all body movement and pretend act tasks, but not for the instrumental act tasks. The poorer imitative performance of the SLD sample was not explained by motor or nonverbal cognitive skills. Thus, it appeared that the nature of the task affected children's imitation performance. It is argued that the ability to establish a sense of connectedness with the demonstrator was at the core of children's imitation difficulty in the SLD sample.     

Relation of melody complexity in infants' cries to language outcome in the second year of life: A longitudinal study

This study is part of the German Language Development Study's prospective longitudinal research programme on infants from birth until the age of 3 years. Thirty‐four infants were retrospectively classified into two groups (normal/delayed) by their language skills at 2.5 years of age. Frequency spectrograms and melodies of about 11,000 cries from the first 16 weeks of life were analysed using a CSL 4400. A Melody Complexity Index was calculated at monthly intervals. Infants with less than 45% complex melodies in their cries during the second month were found to be almost five times more likely to develop a language delay as infants with a higher proportion. For infants above the cut‐off of .45, development of a language delay condition could be ruled out with a probability of 89%. Although the results need to be interpreted cautiously, the data indicate a possible relation between early melody development and later language outcome.     

Language skills of adolescents with Tourette Syndrome

A multiple single‐case study investigated language characteristics of adolescents with Tourette Syndrome (TS). Ten adolescent subjects with diagnosed TS were evaluated on a test battery sensitive to high level language and discourse impairment. Results were compared to established norms or, where no norms have been established, with results obtained by 15 non‐neurologically impaired adolescent subjects. Five subjects were differentiated from normal communicative performance by their test results. Although language profiles were variable, disorganized output, concreteness of language and poor language formulation abilities were apparent in these subjects. This symptomatology may reflect prefrontal disturbance and can possibly be explained by the pathogenesis of the disorder. This finding adds to literature regarding subcortical and frontal cortex language involvement and indicates further research.     

The use of relative clauses by children with language impairment

Recently, there has been increased attention to the development of complex syntax by children with language disorder. An example is the work of Schuele and Nicholls and Schuele and Tolbert who describe the acquisition of relative clauses by a group of children with SLI. The current paper presents data from 66 children with language impairment, aged 6 to 11 years. Their use of relative clauses is examined in two contexts, an elicitation and a narrative task. Data are presented on the omission of obligatory relative markers, postulated by Schuele and Tolbert as a recognizable stage in development by SLI but not typically developing children. Obligatory marker omission was rare in the current data. A more common pattern was use of the “reduced relative”, described by Schuele and Tolbert as a developmental step prior to the production of full relative clauses. Possible reasons for the discrepancies are considered.