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ERIC Number: EJ951058
Record Type: Journal
Publication Date: 2011-Oct
Pages: 11
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0161-1461
Grammatical Morphology in School-Age Children with and without Language Impairment: A Discriminant Function Analysis
Moyle, Maura Jones; Karasinski, Courtney; Weismer, Susan Ellis; Gorman, Brenda K.
Language, Speech, and Hearing Services in Schools, v42 n4 p550-560 Oct 2011
Purpose: The purpose of this study was to test Bedore and Leonard's (1998) proposal that a verb morpheme composite may hold promise as a clinical marker for specific language impairment (SLI) in English speakers and serve as an accurate basis for the classification of children with and without SLI beyond the preschool level. Method: The language transcripts of 50 school-age children with SLI (M[subscript age] = 7;9 [years;months]) and 50 age-matched typically developing peers (M[subscript age] = 7;9) were analyzed. Following the Bedore and Leonard (1998) procedure, 3 variables were measured: a finite verb morpheme composite, a noun morpheme composite, and mean length of utterance in morphemes (MLU[subscript m]). Results: Overall findings indicated that neither grammatical morpheme composite alone adequately discriminated the groups at this developmental level. However, combining the verb and noun grammatical morpheme composite measures with MLU[subscript m] resulted in good discriminant accuracy in classifying subgroups of the youngest children with and without SLI in the school-age sample. Conclusion: Verb morphology alone is not a useful clinical marker of SLI in school-age children. Potential explanations for these findings and ideas for future research are discussed.
American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: subscribe@asha.org; Web site: http://lshss.asha.org/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Mean Length of Utterance