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Real-word and nonword repetition in Italian-speaking children with specific language impairment: a study of diagnostic accuracy.

ABSTRACT: Using 2 different scoring methods, the authors examined the diagnostic accuracy of both real-word and nonword repetition in identifying Italian-speaking children with and without specific language impairment (SLI).A total of 34 children ages 3;11-5;8 (years;months) participated--17 children with SLI and 17 typically developing children matched for age (TD-A children). Children completed real-word and nonword repetition tasks. The capacity of real-word and nonword repetition tasks to discriminate children with SLI from TD-A was examined through binary logistic regression and receiver operating characteristic curves.Both real-word and nonword repetition showed good (or excellent) sensitivity and specificity in distinguishing children with SLI from their TD peers.Nonword repetition appears to be a useful diagnostic indicator for Italian, as in other languages. In addition, real-word repetition also holds promise. The contributions of each type of measure are discussed.

SUBMITTER: Dispaldro M

PROVIDER: S-EPMC3687793 | biostudies-literature | 2013 Feb

REPOSITORIES: biostudies-literature

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Real-word and nonword repetition in Italian-speaking children with specific language impairment: a study of diagnostic accuracy.

Dispaldro Marco M Leonard Laurence B LB Deevy Patricia P

Journal of speech, language, and hearing research : JSLHR 20120703 1

<h4>Purpose</h4>Using 2 different scoring methods, the authors examined the diagnostic accuracy of both real-word and nonword repetition in identifying Italian-speaking children with and without specific language impairment (SLI).<h4>Method</h4>A total of 34 children ages 3;11-5;8 (years;months) participated--17 children with SLI and 17 typically developing children matched for age (TD-A children). Children completed real-word and nonword repetition tasks. The capacity of real-word and nonword r ...[more]

PMID: 22761319

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Project description:In bi- and monolingual children, nonword repetition tasks (NWRTs) differentiate between typically developing (TD) and children with Developmental Language Disorder (DLD). Language specificity is a crucial factor in nonword construction especially for multilingual children. While language-specific nonwords seem less artificial than non-specific nonwords, the application of language-specific phonemes may be less suitable for bilingual children who are exposed to the target language less than monolingual peers. This study evaluates the concurrent and predictive value of a novel, computerized NWRT implemented in the MuLiMi web-platform and its potential in the discrimination of bilingual children with and without DLD, investigating the role of nonwords’ language specificity. Thirty-seven children (of whom 17 had an objective risk of phonological disorders) with at least one Italian-speaking parent, living and attending kindergartens in Germany were tested with the MuLiMi NWRT and German standardized language tests. Caregivers and kindergarten teachers filled in questionnaires. Fourteen of the children were re-tested after 8–12 months. The results suggest that the new test’s concurrent and discriminative validity are good. Analysis of variance revealed highly significant differences between children with and without (an objective risk of) phonological disorders and a significant interaction between nonword specificity and risk group. Significant correlations of initial scores with follow-up scores collected after 8–12 months were also found, as well as correlations with improvements in language abilities. In conclusion, although both language-specific and language-non-specific nonword repetition can support DLD risk identification in bilingual children, language-specific stimuli appear to be particularly sensitive indicators. This is interpreted as confirming DLD children’s reduced sensitivity to frequent, familiar characteristics of the linguistic stimuli. The test’s discriminative and concurrent validity showed to be robust to various potentially influencing factors like patterns of language exposure.

Project description:Purpose:We compared teacher ratings as measured by the Teacher Rating of Oral Language and Literacy (TROLL; Dickinson, McCabe, & Sprague, 2001, 2003) and Children's Communication Checklist-Second Edition (CCC-2; Bishop, 2006) to 2 established screeners, the Part II of the Diagnostic Evaluation of Language Variation-Screening Test (DELV-ST-II; Seymour, Roeper, & de Villiers, 2003) and Dynamic Indicators of Basic Early Literacy Skills-Next (DIBELS; Good, Gruba, & Kaminski, 2009), and then examined whether teacher ratings alone or when combined with the DELV-ST-II or DIBELS accurately classify nonmainstream English-speaking kindergartners by their clinical status. Method:Data came from 98 children who lived in the rural South; 47 spoke African American English, and 51 spoke Southern White English. Using the syntax subtest of the Diagnostic Evaluation of Language Variation-Norm Referenced (Seymour, Roeper, & de Villiers, 2005) as the reference standard, 43 were language impaired and 55 were typically developing. Analyses included analysis of variance, correlations, and discriminant function with sensitivity and specificity indices. Results:The TROLL, CCC-2, DELV-ST-II, and DIBELS showed clinical status but not dialect effects, and they correlated with each other, the Diagnostic Evaluation of Language Variation-Norm Referenced, and other language measures. Classification accuracies of all 4 tools were too low for screening purposes; however, empirically derived cut scores improved the results, and a discriminant function selected the TROLL and DELV-ST-II as optimal for determining who should be referred for an evaluation, with the TROLL yielding the highest level of sensitivity (77%). Conclusion:Findings support teacher ratings as measured by the TROLL when screening nonmainstream English-speaking kindergartners for language impairment in the rural South, while also calling for additional development and study of teacher rating tools and other screening instruments. Supplemental Material:https://doi.org/10.23641/asha.6007712.

Dataset Information

Real-word and nonword repetition in Italian-speaking children with specific language impairment: a study of diagnostic accuracy.

Publications

Real-word and nonword repetition in Italian-speaking children with specific language impairment: a study of diagnostic accuracy.

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