What we can learn from naming errors of children with language impairment at preschool age

Michal Biran, Rama Novogrodsky, Efrat Harel-Nov, Mali Gil, Aviva Mimouni-Bloch

نتاج البحث: نشر في مجلةمقالةمراجعة النظراء

ملخص

Naming is a complex, multi-level process. It is composed of distinct semantic and phonological levels. Children with naming deficits produce different error types when failing to retrieve the target word. This study explored the error characteristics of children with language impairment compared to those with typical language development. 46 preschool children were tested on a naming test: 16 with language impairment and a naming deficit and 30 with typical language development. The analysis compared types of error in both groups. In a group level, children with language impairment produced different error patterns compared to the control group. Based on naming error analysis and performance on other language tests, two case studies of contrasting profiles suggest different sources for lexical retrieval difficulties in children. The findings reveal differences between the two groups in naming scores and naming errors, and support a qualitative impairment in early development of children with naming deficits. The differing profiles of naming deficits emphasise the importance of including error analysis in the diagnosis.

اللغة الأصليةالإنجليزيّة
الصفحات (من إلى)298-315
عدد الصفحات18
دوريةClinical Linguistics and Phonetics
مستوى الصوت32
رقم الإصدار4
المعرِّفات الرقمية للأشياء
حالة النشرنُشِر - 3 أبريل 2018

All Science Journal Classification (ASJC) codes

  • !!Speech and Hearing
  • !!Language and Linguistics
  • !!Linguistics and Language

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