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Discriminating Children with Language Impairment among English-Language Learners from Diverse First-Language Backgrounds

Journal of speech, language, and hearing research, 2013-06, Vol.56 (3), p.971-981 [Peer Reviewed Journal]

COPYRIGHT 2013 American Speech-Language-Hearing Association ;COPYRIGHT 2013 American Speech-Language-Hearing Association ;Copyright American Speech-Language-Hearing Association Jun 2013 ;ISSN: 1092-4388 ;EISSN: 1558-9102 ;DOI: 10.1044/1092-4388(2012/12-0050) ;PMID: 23275391

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Title:
Discriminating Children with Language Impairment among English-Language Learners from Diverse First-Language Backgrounds
Author: Paradis, Johanne ; Schneider, Phyllis ; Duncan, Tamara Sorenson
Subjects: Alberta (Edmonton) ; Bilingualism ; Child ; Child Language ; Child, Preschool ; Children & youth ; Cognition ; Correlation ; Crimes against ; Developmentally disabled children ; Diagnosis, Differential ; Discrimination ; Elementary School Students ; English (Second Language) ; English language ; English Language Learners ; Female ; Foreign Countries ; Grade 1 ; Grammar ; Humans ; Kindergarten ; Language ; Language Classification ; Language Development ; Language Development Disorders - diagnosis ; Language disorders ; Language Impairments ; Language Tests ; Language Therapy - methods ; Linguistics ; Male ; Mann Whitney U Test ; Morphemes ; Morphology (Languages) ; Multilingualism ; Native Language ; Ontario (Toronto) ; Parent Attitudes ; Participant Characteristics ; Peabody Picture Vocabulary Test ; Questionnaires ; Receptive Language ; Scores ; Second Language Learning ; Second languages ; Standardized Tests ; Surveys and Questionnaires ; Vocabulary ; Vocabulary Development
Is Part Of: Journal of speech, language, and hearing research, 2013-06, Vol.56 (3), p.971-981
Description: Purpose: In this study, the authors sought to determine whether a combination of English-language measures and a parent questionnaire on first-language development could adequately discriminate between English-language learners (ELLs) with and without language impairment (LI) when children had diverse first-language backgrounds. Method: Participants were 152 typically developing (TD) children and 26 children with LI; groups were matched for age ("M" = 5;10 [years;months]) and exposure to English ("M" = 21 months). Children were given English standardized tests of nonword repetition, tense morphology, narrative story grammar, and receptive vocabulary. Parents were given a questionnaire on children's first-language development. Results: ELLs with LI had significantly lower scores than the TD ELLs on the first-language questionnaire and all the English-language measures except for vocabulary. Linear discriminant function analyses showed that good discrimination between the TD and LI groups could be achieved with all measures, except vocabulary, combined. The strongest discriminator was the questionnaire, followed by nonword repetition and tense morphology. Conclusion: Discrimination of children with LI among a diverse group of ELLs might be possible when using a combination of measures. Children with LI exhibit deficits in similar linguistic/cognitive domains regardless of whether English is their first or second language. (Contains 5 tables.)
Publisher: United States: American Speech-Language-Hearing Association (ASHA)
Language: English
Identifier: ISSN: 1092-4388
EISSN: 1558-9102
DOI: 10.1044/1092-4388(2012/12-0050)
PMID: 23275391
Source: ProQuest One Psychology
Education Resources Information Center (ERIC)
MEDLINE
ProQuest Central

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Discriminating Children with Language Impairment among English-Language Learners from Diverse First-Language Backgrounds

COPYRIGHT 2013 American Speech-Language-Hearing Association ;COPYRIGHT 2013 American Speech-Language-Hearing Association ;Copyright American Speech-Language-Hearing Association Jun 2013 ;ISSN: 1092-4388 ;EISSN: 1558-9102 ;DOI: 10.1044/1092-4388(2012/12-0050) ;PMID: 23275391

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