Reading outcomes in children with developmental language disorder: A person-centered approach / Marja C ERISMAN in Autism & Developmental Language Impairments, 5 (January-December 2020)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 5 (January-December 2020) Titre : Reading outcomes in children with developmental language disorder: A person-centered approach Type de document : Texte imprimé et/ou numérique Auteurs : Marja C ERISMAN, Auteur ; Elma BLOM, Auteur Langues : Anglais (eng) Mots-clés : Developmental Language Disorder  reading difficulties  phonology  executive functioning  person-centered approach Index. décimale : PER Périodiques Résumé : Background and aimsMany children with Developmental Language Disorder (DLD) develop reading difficulties. The purpose of this study is to better understand variation in the reading outcomes of children with DLD using a person-centered approach.Method87 monolingual Dutch children diagnosed with DLD performed at ages 5 or 6?years nine tests of nonverbal IQ, oral language proficiency, phonological memory (PM) and executive functioning (EF). Two years later, the same children were tested on single (non-)word reading. Latent profile analyses were conducted to identify profiles based on oral language proficiency, phonological memory and executive functioning at age 5–6?years, which, in turn, were related to nonverbal IQ and to single-word reading two years later.ResultsFour profiles were identified and labelled relative to their position within the DLD-sample: 1. Weak performance overall, 2. Strong EF-average language and PM, 3. Mild working memory (WM) deficiencies-average language and PM, 4. Strong development overall. Profiles 1 and 3 had below average nonverbal IQ scores and were associated with low word reading outcomes two years later.ConclusionsWithin the group of children with DLD, children with relatively weak oral language, phonological memory and executive functioning, or children with working memory deficiencies are most at risk for developing reading difficulties. The findings support a multiple risk framework and confirm that a person-centered approach is promising in predicting reading outcomes in DLD.Implications: Research into individual differences in DLD is dominated by variable-centered approaches. This study illustrates how a person-centered approach, which views variables as properties of individuals, captures variation in the DLD-population. Using this bottom-up approach, the study highlights how an individual’s strengths and weaknesses across different developmental domains can be combined into profiles that relate to later reading outcomes. As such, it can provide an example for future DLD research. En ligne : http://dx.doi.org/10.1177/2396941520979857 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438 [article] Reading outcomes in children with developmental language disorder: A person-centered approach [Texte imprimé et/ou numérique] / Marja C ERISMAN, Auteur ; Elma BLOM, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 5 (January-December 2020) Mots-clés : Developmental Language Disorder  reading difficulties  phonology  executive functioning  person-centered approach Index. décimale : PER Périodiques Résumé : Background and aimsMany children with Developmental Language Disorder (DLD) develop reading difficulties. The purpose of this study is to better understand variation in the reading outcomes of children with DLD using a person-centered approach.Method87 monolingual Dutch children diagnosed with DLD performed at ages 5 or 6?years nine tests of nonverbal IQ, oral language proficiency, phonological memory (PM) and executive functioning (EF). Two years later, the same children were tested on single (non-)word reading. Latent profile analyses were conducted to identify profiles based on oral language proficiency, phonological memory and executive functioning at age 5–6?years, which, in turn, were related to nonverbal IQ and to single-word reading two years later.ResultsFour profiles were identified and labelled relative to their position within the DLD-sample: 1. Weak performance overall, 2. Strong EF-average language and PM, 3. Mild working memory (WM) deficiencies-average language and PM, 4. Strong development overall. Profiles 1 and 3 had below average nonverbal IQ scores and were associated with low word reading outcomes two years later.ConclusionsWithin the group of children with DLD, children with relatively weak oral language, phonological memory and executive functioning, or children with working memory deficiencies are most at risk for developing reading difficulties. The findings support a multiple risk framework and confirm that a person-centered approach is promising in predicting reading outcomes in DLD.Implications: Research into individual differences in DLD is dominated by variable-centered approaches. This study illustrates how a person-centered approach, which views variables as properties of individuals, captures variation in the DLD-population. Using this bottom-up approach, the study highlights how an individual’s strengths and weaknesses across different developmental domains can be combined into profiles that relate to later reading outcomes. As such, it can provide an example for future DLD research. En ligne : http://dx.doi.org/10.1177/2396941520979857 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438

Reciprocal relationships between lexical and syntactic skills of children with Developmental Language Disorder and the role of executive functions / Elma BLOM in Autism & Developmental Language Impairments, 4 (January-December 2019)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 4 (January-December 2019) Titre : Reciprocal relationships between lexical and syntactic skills of children with Developmental Language Disorder and the role of executive functions Type de document : Texte imprimé et/ou numérique Auteurs : Elma BLOM, Auteur ; Tessel BOERMA, Auteur Langues : Anglais (eng) Mots-clés : Bidirectional bootstrapping  lexicon-grammar relations  nonverbal cognition  language impairment  cross-lagged analyses Index. décimale : PER Périodiques Résumé : Background and aimsRecent research indicates that children with Developmental Language Disorder (DLD) often also score lower than their peers with typical development (TD) on tasks testing nonverbal executive functioning (EF). This study investigated whether there is evidence that children with DLD use linguistic and EF resources to support their lexical and syntactic development. Three questions were addressed: (1) How do children with DLD develop in the domains of lexicon and syntax, and how does their development compare to TD controls? (2) To what extent do children with DLD show reciprocal relations between lexical and syntactic skills, and how does this compare to TD controls? (3) Is EF ability related to DLD children?s lexical and syntactic skills, and how does this compare to TD controls?MethodsData from 117 children (NDLD=78; NTD=39) were collected three times with yearly intervals. At time 1, the children were 5 or 6 years old. Standardized receptive vocabulary and sentence repetition tests measured lexicon and syntax, respectively. Nonverbal EF tasks tested selective attention, interference control and working memory. Cross-lagged analyses were conducted to determine the direction of relationships.ResultsBoth groups showed stable lexical and syntactic growth. In children with DLD, but not in TD controls, syntactic skills predicted lexical skills. In the DLD group, EF predicted lexical skills. Reversely, in the TD group, lexical skills predicted EF.ConclusionsThe results of this study are consistent with the hypothesis that the lexical development of children with DLD is supported by both their verbal abilities in the domain of syntax and their nonverbal EF abilities.ImplicationsInterventions that improve the syntactic and EF abilities of children with DLD may have spreading effects and positively impact on word learning by children with DLD. En ligne : https://doi.org/10.1177/2396941519863984 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=409 [article] Reciprocal relationships between lexical and syntactic skills of children with Developmental Language Disorder and the role of executive functions [Texte imprimé et/ou numérique] / Elma BLOM, Auteur ; Tessel BOERMA, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 4 (January-December 2019) Mots-clés : Bidirectional bootstrapping  lexicon-grammar relations  nonverbal cognition  language impairment  cross-lagged analyses Index. décimale : PER Périodiques Résumé : Background and aimsRecent research indicates that children with Developmental Language Disorder (DLD) often also score lower than their peers with typical development (TD) on tasks testing nonverbal executive functioning (EF). This study investigated whether there is evidence that children with DLD use linguistic and EF resources to support their lexical and syntactic development. Three questions were addressed: (1) How do children with DLD develop in the domains of lexicon and syntax, and how does their development compare to TD controls? (2) To what extent do children with DLD show reciprocal relations between lexical and syntactic skills, and how does this compare to TD controls? (3) Is EF ability related to DLD children?s lexical and syntactic skills, and how does this compare to TD controls?MethodsData from 117 children (NDLD=78; NTD=39) were collected three times with yearly intervals. At time 1, the children were 5 or 6 years old. Standardized receptive vocabulary and sentence repetition tests measured lexicon and syntax, respectively. Nonverbal EF tasks tested selective attention, interference control and working memory. Cross-lagged analyses were conducted to determine the direction of relationships.ResultsBoth groups showed stable lexical and syntactic growth. In children with DLD, but not in TD controls, syntactic skills predicted lexical skills. In the DLD group, EF predicted lexical skills. Reversely, in the TD group, lexical skills predicted EF.ConclusionsThe results of this study are consistent with the hypothesis that the lexical development of children with DLD is supported by both their verbal abilities in the domain of syntax and their nonverbal EF abilities.ImplicationsInterventions that improve the syntactic and EF abilities of children with DLD may have spreading effects and positively impact on word learning by children with DLD. En ligne : https://doi.org/10.1177/2396941519863984 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=409

---

1 (1 - 2 / 2)