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The Influence of Argument-Structure Complexity on the Use of Auxiliary Verbs by Children with SLI.
Peer reviewed Peer reviewed
Grela, Bernard G.; Leonard, Laurence B. – Journal of Speech, Language, and Hearing Research, 2000
This study examined the influence of argument-MA-structure complexity on the omission of auxiliary "be" verbs in 30 children with specific language impairment (SLI). Results indicated that the children with SLI and controls matched for mean length of utterance were more likely to omit the auxiliary forms when attempting sentences with greater…
Descriptors: Abstract Reasoning, Children, Difficulty Level, Expressive Language
Selected Temporal, Grammatical, and Phonological Characteristics of Conversational Utterances Produced by Children Who Stutter.
Peer reviewed Peer reviewed
Logan, Kenneth J.; Conture, Edward G. – Journal of Speech, Language, and Hearing Research, 1997
Clause, syllable, and response latency characteristics of conversational utterances were assessed in 14 boys who stuttered and 14 normally fluent boys. Findings suggest that changes in the number of clausal constituents that must be constructed, stored, or coordinated within an utterance may influence the likelihood of speech errors and, hence,…
Descriptors: Children, Difficulty Level, Grammar, Language Impairments
Morphological Deficits of Children with SLI: Evaluation of Number Marking and Agreement.
Peer reviewed Peer reviewed
Rice, Mabel L.; Oetting, Janna B. – Journal of Speech and Hearing Research, 1993
Grammatical deficits (e.g., missing feature, surface account, and missing agreement) reported for children with specific language impairment (SLI) were evaluated in spontaneous language transcripts from 108 preschool children. Results indicated that children with SLI do control number marking but find number agreement across clausal boundaries…
Descriptors: Difficulty Level, Expressive Language, Grammar, Language Acquisition
The Grammatical Morphology of Hebrew-Speaking Children with Specific Language Impairment: Some Competing Hypotheses.
Peer reviewed Peer reviewed
Dromi, Esther; And Others – Journal of Speech and Hearing Research, 1993
This study of 15 Hebrew-speaking preschool children with specific language impairment and 2 comparison groups tentatively supported the notion that grammatical morphemes were less difficult for subjects if they take the form of stressed and/or lengthened syllables and if they appear in a language in which nouns, verbs, and adjectives must be…
Descriptors: Difficulty Level, Foreign Countries, Grammar, Hebrew
General Language Performance Measures in Spoken and Written Narrative and Expository Discourse of School-Age Children with Language Learning Disabilities.
Peer reviewed Peer reviewed
Scott, Cheryl M.; Windsor, Jennifer – Journal of Speech, Language, and Hearing Research, 2000
This study compared spoken and written narratives of school-age children (N=20) with language learning disabilities (LLD) with chronological age (CA) and language-age (LA) peers. For the spoken summary, productivity measures and grammatical complexity were significantly lower for children with LLD than for CA children. Expository writing was…
Descriptors: Age Differences, Communication Skills, Difficulty Level, Elementary Education
Language of Teachers of the Deaf to Hearing Students and Deaf Students under Simulated Oral and Simultaneous Communication Conditions.
Peer reviewed Peer reviewed
Power, Des; And Others – CAEDHH Journal/La Revue ACESM, 1996
Storytelling by six teachers of the deaf was videotaped under three simulated conditions, as if they were presenting to hearing listeners, to oral deaf listeners, and to users of simultaneous communication. A number of grammatical and lexical characteristics were examined including Type-Token Ratios, a measure of lexical diversity, and Minimal…
Descriptors: Deafness, Difficulty Level, Grammar, Language Patterns