This study confirms the hypothesis that measures of narrative macro-structure are not biased against children who have less experience with a particular language, like bilinguals. The narrative task adequately differentiated between both mono- and bilingual children with and without LI, with story elements related to internal states being more effective than elements related to the basic episode structure. Negative effects of LI were found on all narrative measures, whereas no effects of bilingualism emerged.
Binary logistic regressions were conducted to evaluate the instrument's diagnostic value. A multivariate analysis of covariance (MANCOVA) was used to investigate the effects of LI and bilingualism on their narrative abilities. Methods & Proceduresįive- and 6-year-old mono- and bilingual children with and without LI ( N = 33 per group) were tested on production and comprehension measures of narrative macro-structure. Requesting: Bilingual/monolingual Vision Impaired/vision Therapy Services. Moreover, it evaluated the diagnostic validity of a narrative task within a monolingual and bilingual sample. Bilingual/monolingual Vision Impaired/vision Therapy Services. The present study aimed to investigate the effects of LI and bilingualism on macrostructural narrative skills. A narrative task is therefore assumed to be a less biased method of language assessment for bilingual children than many other norm-referenced tests and may thus be particularly valuable to identify language impairment (LI) in a bilingual context. Keyword: Specific language impairment, Bilingualism, Monolingual, Word definition skill.Understanding and expressing a narrative's macro-structure is relatively independent of experience in a specific language. Therefore, LPC hypothesis about SLI is rejected. Result: There is no meaningful difference between bilingual and monolingual children with SLI (p=0.394) (p=0.394).There is meaningful difference in structural aspect of definition skills (p=0.02) between Persian and Azeri language of bilingual children but in content aspect there is not significant difference (p=0.17).Ĭonclusion: Findings showed that there is no meaningful difference in comparison between Bilingual and monolingual children with SLI. We used specific language impairment and language development tests for diagnosis and Man Whitney and Wilcox tests for analyzing data. Crowd-based Audio Clips to Improve Online Video Access for the Visually Impaired. Impaired children were diagnosed as exhibiting a significant delay (more than one year) in language that cannot be explained by intelligence deficits, hearing loss or visual impairment. into two sections, the first on monolingual corpora and the second. Materials and Methods: Six (7-8 years old) bilingual (Azeri- Persian) children with specific language impairment were evaluated about their word definition and then compared with 12 normal children. , (4813 Views)īackground and Aim: In order to compare word definition skill between bilingual and monolingual SLI (specific language impairment), we can investigate characteristics of these children and limited processing capacity (LPC) hypothesis about SLI. Comparison of word definition skills between children with specific language impairment and normal children in bilingualsĪssistant Professor, Institute for Humanities Science and Cultural Studies.
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