ERIC Number: EJ731418
Record Type: Journal
Publication Date: 2004-Feb
"Frog, Where Are You?" Narratives in Children with Specific Language Impairment, Early Focal Brain Injury, and Williams Syndrome
Reilly, Judy; Losh, Molly; Bellugi, Ursula; Wulfeck, Beverly
Brain and Language, v88 n2 p229-247 Feb 2004
In this cross-population study, we use narratives as a context to investigate language development in children from 4 to 12 years of age from three experimental groups: children with early unilateral focal brain damage (FL; N=52); children with specific language impairment (SLI; N=44); children with Williams syndrome (WMS; N=36), and typically developing controls. We compare the developmental trajectories of these groups in the following domains: morphological errors, use of complex syntax, complexity of narrative structure, and types and frequency of evaluative devices. For the children with early unilateral brain damage, there is initial delay. However, by age 10, they are generally within the normal range of performance for all narrative measures. Interestingly, there are few, if any, side specific differences. Children with SLI, who have no frank neurological damage and show no cognitive impairment demonstrate significantly more delay on all morphosyntactic measures than the FL group. Quantitatively, on morphosyntactic measures, the SLI group clusters with those children with WMS who are moderately retarded. Together these data help us to understand the extent and nature of brain plasticity for language development and those aspects of language and discourse that are dissociable.
Descriptors: Language Impairments, Morphology (Languages), Brain, Language Acquisition, Children, Developmental Delays, Syntax, Experimental Groups, Mental Retardation, Narration, Error Analysis (Language), Neurological Impairments, Language Impairments
Elsevier Customer Service Department, 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126 (Toll Free); Fax: 407-363-1354; e-mail: email@example.com.
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A