Conceptual Scoring of Lexical Organization in Bilingual Children with Language Impairment

Autor/inn/en	Holmström, Ketty; Salameh, Eva-Kristina; Nettelbladt, Ulrika; Dahlgren-Sandberg, Annika
Titel	Conceptual Scoring of Lexical Organization in Bilingual Children with Language Impairment
Quelle	In: Communication Disorders Quarterly, 38 (2016) 1, S.24-34 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-7401
DOI	10.1177/1525740115601999
Schlagwörter	Foreign Countries; Lexicology; Bilingualism; Children; Language Impairments; Scoring; Monolingualism; Comparative Analysis; Associative Learning; Semitic Languages; Swedish; Semantics; Form Classes (Languages); Scores; Disability Identification; Matrices; Cognitive Ability; Check Lists; Language Tests; Speech Language Pathology; Statistical Analysis; Sweden + Suchen Sie Ihr Suchwort? Ausland; Lexikologie; Bilingualismus; Child; Kind; Kinder; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Bewertung; Arabisch; Hebräisch; Schwedisch; Semantik; Analytischer Sprachbau; Matrizenrechnung; Denkfähigkeit; Checkliste; Language test; Sprachtest; Statistische Analyse; Schweden
Abstract	The aim was to evaluate conceptual scoring of lexical organization in bilingual children with language impairment (BLI) and to compare BLI performance with monolingual children with language impairment (MLI). Word associations were assessed in 15 BLI and 9 MLI children. BLI were assessed in Arabic and Swedish, MLI in Swedish only. A number of syntagmatic (semantic link, different word class) and paradigmatic associations (semantic link, same word class) were calculated. Arabic and Swedish scores were compared with a conceptual score (total number of concepts from both languages). For BLI, the paradigmatic conceptual score was significantly higher than single language scores, confirming the distribution of lexical knowledge across languages. The BLI group had significantly higher conceptual paradigmatic scores than the MLI group. Conceptual scoring may reduce the over-identification of language impairment (LI) and underestimation of lexical knowledge in bilingual populations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01