158
Views
1
CrossRef citations to date
0
Altmetric
Research Article

Disfluencies in the narratives of Russian-Hebrew bilingual children with and without Developmental Language Disorder (DLD)

&
Pages 307-331 | Received 03 Nov 2021, Accepted 04 Apr 2023, Published online: 03 May 2023

References

  • Abutbul-Oz, H., & Armon-Lotem, S. (2022). Parent questionnaires in screening for developmental language disorder among bilingual children in speech and language clinics. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2022.846111
  • Altman, C., Armon-Lotem, S., Fichman, S., & Walters, J. (2016). Macrostructure, microstructure, and mental state terms in the narratives of English–Hebrew bilingual preschool children with and without specific language impairment. Applied Psycholinguistics, 37(1), 165–193.
  • Altman, C., Harel, E., Meir, N., Iluz-Cohen, P., Walters, J., & Armon-Lotem, S. (2021). Using a monolingual screening test for assessing bilingual children. Clinical Linguistics & Phonetics, 36(12), 1–21. https://doi.org/10.1080/02699206.2021.2000644
  • Ambrose, N. G., & Yairi, E. (1999). Normative disfluency data for early childhood stuttering. Journal of Speech, Language, and Hearing Research, 42(4), 895–909. https://doi.org/10.1044/jslhr.4204.895
  • Au-Yeung, J., Howell, P., & Pilgrim, L. (1998). Phonological words and stuttering on function words. Journal of Speech, Language, and Hearing Research, 41(5), 1019–1030. https://doi.org/10.1044/jslhr.4105.1019
  • Balčiūnienė, I., & Kornev, A. N. (2023). Linguistic disfluencies in Russian-speaking typically and atypically developing children: Individual variability in different contexts. Clinical Linguistics & Phonetics, 1–20.
  • Bangert, K. J., & Finestack, L. H. (2020). Linguistic maze production by children and adolescents with attention-deficit/hyperactivity disorder. Journal of Speech, Language, and Hearing Research, 63(1), 274–285. https://doi.org/10.1044/2019_JSLHR-19-00187
  • Bates, D., Mäechler, M., Bolker, B., Walker, S., Christensen, R., Singmann, H., Dai, B., Scheipl, F., Grothendieck, G., & Green, P. (2020). Package ‘lme4’ (Version 1.1-26) [Computer software]. Comprehensive R Archive Network.
  • Bedore, L. M., Fiestas, C. E., Peña, E. D., & Nagy, V. J. (2006). Cross-language comparisons of maze use in Spanish and English in functionally monolingual and bilingual children. Bilingualism: Language and Cognition, 9(3), 233–247. https://doi.org/10.1017/S1366728906002604
  • Bergmann, C., Sprenger, S. A., & Schmid, M. S. (2015). The impact of language co-activation on L1 and L2 speech fluency. Acta Psychologica, 161, 25–35. https://doi.org/10.1016/j.actpsy.2015.07.015
  • Bernstein Ratner, N., & Costa-Sih, C. (1987). Effects of gradual increases in sentence length and complexity on children’s dysfluency. The Journal of Speech and Hearing Disorders, 52(3), 278–287. https://doi.org/10.1044/jshd.5203.278
  • Boersma, P. (2002). PRAAT, a system for doing phonetics by computer. Glot International, 5(9/10), 341–345.
  • Bortfeld, H., Leon, S. D., Bloom, J. E., Schober, M. F., & Brennan, S. E. (2001). Disfluency rates in conversation: Effects of age, relationship, topic, role, and gender. Language and Speech, 44(2), 123–147. https://doi.org/10.1177/00238309010440020101
  • Boscolo, B., Bernstein Ratner, N., & Rescorla, L. (2002). Fluency of school-aged children with a history of specific expressive language impairment: An exploratory study. American Journal of Speech-Language Pathology, 11(1), 41–49. https://doi.org/10.1044/1058-0360(2002/005)
  • Braudt, D. B., Lawrence, E. M., Tilstra, A. M., Rogers, R. G., & Hummer, R. A. (2019). Family socioeconomic status and early life mortality risk in the United States. Maternal and Child Health Journal, 23(10), 1382–1391. https://doi.org/10.1007/s10995-019-02799-0
  • Brundage, S. B., & Bernstein Ratner, N. (2022). Linguistic aspects of stuttering: Research updates on the language–fluency interface. Topics in Language Disorders, 42(1), 5–23. https://doi.org/10.1097/TLD.0000000000000269
  • Byrd, C. T., Bedore, L. M., & Ramos, D. (2015). The disfluent speech of bilingual Spanish–English children: Considerations for differential diagnosis of stuttering. Language, Speech, and Hearing Services in Schools, 46(1), 30–43. https://doi.org/10.1044/2014_LSHSS-14-0010
  • Choi, D., Sim, H., Park, H., Clark, C. E., & Kim, H. (2020). Loci of stuttering of English-and Korean-speaking children who stutter: Preliminary findings. Journal of Fluency Disorders, 64, 105762. https://doi.org/10.1016/j.jfludis.2020.105762
  • Clark, H. H., & Wasow, T. (1998). Repeating words in spontaneous speech. Cognitive Psychology, 37(3), 201–242. https://doi.org/10.1006/cogp.1998.0693
  • Colozzo, P., Gillam, R. B., Wood, M., Schnell, R. D., & Johnston, J. R. (2011). Content and form in the narratives of children with specific language impairment. Journal of Speech, Language, and Hearing Research, 54(6), 1609–1627. https://doi.org/10.1044/1092-4388(2011/10-0247)
  • Delage, H., & Frauenfelder, U. H. (2020). Relationship between working memory and complex syntax in children with developmental language disorder. Journal of Child Language, 47(3), 600–632. https://doi.org/10.1017/S0305000919000722
  • Delage, H., Stanford, E., & Durrleman, S. (2021). Working memory training enhances complex syntax in children with developmental language disorder. Applied Psycholinguistics, 42(5), 1341–1375. https://doi.org/10.1017/S0142716421000369
  • Dijkstra, T., & Van Heuven, W. (2002). The architecture of the bilingual word recognition system: From identification to decision. Bilingualism: Language and Cognition, 5(3), 175–197. https://doi.org/10.1017/S1366728902003012
  • Eggers, K., Van Eerdenbrugh, S., & Byrd, C. T. (2020). Speech disfluencies in bilingual Yiddish-Dutch speaking children. Clinical Linguistics & Phonetics, 34(6), 576–592.
  • Ellis Weismer, S., Evans, J., & Hesketh, L. J. (1999). An examination of verbal working memory capacity in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 42(5), 1249–1260. https://doi.org/10.1044/jslhr.4205.1249
  • Ferreira, F. (1991). Effects of length and syntactic complexity on initiation times for prepared utterances. Journal of Memory and Language, 30(2), 210–233. https://doi.org/10.1016/0749-596X(91)90004-4
  • Fichman, S., Altman, C., Voloskovich, A., Armon-Lotem, S., & Walters, J. (2017). Story grammar elements and causal relations in the narratives of Russian-Hebrew bilingual children with SLI and typical language development. Journal of Communication Disorders, 69, 72–93. https://doi.org/10.1016/j.jcomdis.2017.08.001
  • Fiestas, C. F., Bedore, L. M., Peña, E. D., & Nagy, V. J. (2005). Use of mazes in the narrative language samples of bilingual and monolingual 4- to 7-year old children. In J. Cohen, K. T. McAlister, K. Rolstad, & J. MacSwan (Eds.), ISB4: Proceedings of the 4th International Symposium on Bilingualism (pp. 730–740). Cascadilla Press.
  • Finneran, D. A., Leonard, L. B., & Miller, C. A. (2009). Disfluencies in the sentence formulation of school‐age children with specific language impairment. International Journal of Language & Communication Disorders, 44(3), 271–286. https://doi.org/10.1080/13682820902841385
  • Gagarina, N., Klassert, A., & Topaj, N. (2010). Russian language proficiency test for multilingual children = Sprachstandstest Russisch für mehrsprachige Kinder. ZAS Papers in Linguistics, 54, 54. Berlin: ZAS. https://doi.org/10.21248/zaspil.54.2010.402
  • Gagarina, N., Klop, D., Kunnari, S., Tantele, K., Välimaa, T., Balčiūnienė, I., Bohnacker, U., & Walters, J. (2012). MAIN— Multilingual Assessment Instrument for Narratives. ZAS Papers in Linguistics, 56, 155. Berlin: ZAS. https://doi.org/10.21248/zaspil.56.2019.414
  • Gámez, P. B., Lesaux, N. K., & Rizzo, A. A. (2016). Narrative production skills of language minority learners and their English-only classmates in early adolescence. Applied Psycholinguistics, 37(4), 933. https://doi.org/10.1017/S0142716415000314
  • German, D. J., & Simon, E. (1991). Analysis of children’s word-finding skills in discourse. Journal of Speech, Language, and Hearing Research, 34(2), 309–316. https://doi.org/10.1044/jshr.3402.309
  • Glaser, R. E. (1983). Levene’s robust test of homogeneity of variances. Encyclopedia of Statistical Sciences 4. Wiley, NY, 608–610.
  • Goldman-Eisler, F. (1968). Psycholinguistics: Experiments in spontaneous speech. Academic Press.
  • Goralnik, E. (1995). Language screening test for Hebrew-speaking preschool children. Gai Agencies.
  • Grosjean, F., Grosjean, L., & Lane, H. (1979). The patterns of silence: Performance structures in sentence production. Cognitive Psychology, 11(1), 58–81. https://doi.org/10.1016/0010-0285(79)90004-5
  • Guo, L. Y., Tomblin, J. B., & Samelson, V. (2008). Disfluencies in the narratives of english-speaking children with specific language impairment. Journal of Speech, Language, and Hearing Research, 51(3), 722–738. https://doi.org/10.1044/1092-4388(2008/051)
  • Gutiérrez-Clellen, V. F. (2002). Narratives in two languages: Assessing performance of bilingual children. Linguistics and Education, 13(2), 175–197.
  • Håkansson, G., Salameh, E., & Nettelbladt, U. (2003). Measuring language development in bilingual children: Swedish-Arabic children with and without language impairment. Linguistics, 41(2), 255–288. https://doi.org/10.1515/ling.2003.009
  • Hall, N. E. (1996). Language and fluency in child language disorders: Changes over time. Journal of Fluency Disorders, 21(1), 1–32. https://doi.org/10.1016/0094-730X(95)00026-4
  • Hallgren, K. A. (2012). Computing inter-rater reliability for observational data: An overview and tutorial. Tutorials in Quantitative Methods for Psychology, 8(1), 23. https://doi.org/10.20982/tqmp.08.1.p023
  • Hartsuiker, R. J., & Notebaert, L. (2009). Lexical access problems lead to disfluencies in speech. Experimental Psychology, 57(3), 167–177. https://doi.org/10.1027/1618-3169/a000021
  • Higby, E., Donnelly, S., Yoon, J., & Obler, L. K. (2020). The effect of second-language vocabulary on word retrieval in the native language. Bilingualism: Language and Cognition, 23(4), 812–824. https://doi.org/10.1017/S136672891900049X
  • Holmes, V. M. (1988). Hesitations and sentence planning. Language and Cognitive Processes, 3(4), 323–361. https://doi.org/10.1080/01690968808402093
  • Howell, P., Au-Yeung, J., & Sackin, S. (1999). Exchange of stuttering from function words to content words with age. Journal of Speech, Language, and Hearing Research, 42(2), 345–354. https://doi.org/10.1044/jslhr.4202.345
  • Jansson-Verkasalo, E., Silvén, M., Lehtiö, I., & Eggers, K. (2021). Speech disfluencies in typically developing Finnish-speaking children–preliminary results. Clinical Linguistics & Phonetics, 35(8), 707–726. https://doi.org/10.1080/02699206.2020.1818287
  • Koo, T. K., & Li, M. Y. (2016). A guideline of selecting and reporting intraclass correlation coefficients for reliability research. Journal of Chiropractic Medicine, 15(2), 155–163.
  • Kroll, J. F., Bobb, S. C., & Wodniecka, Z. (2006). Language selectivity is the exception, not the rule: Arguments against a fixed locus of language selection in bilingual speech. Bilingualism: Language and Cognition, 9(2), 119–135. https://doi.org/10.1017/S1366728906002483
  • Leclercq, A. L., Suaire, P., & Moyse, A. (2018). Beyond stuttering: Speech disfluencies in normally fluent French-speaking children at age 4. Clinical Linguistics & Phonetics, 32(2), 166–179. https://doi.org/10.1080/02699206.2017.1344878
  • Lenth, R. V. (2022, February). Emmeans: Estimate marginal means, aka least-squares means. R package version 1.7.2. https://CRAN.R-project. org/package=emmeans
  • Leonard, L. B. (2014). Children with specific language impairment. MIT Press.
  • Levelt, W. J. (1992). Accessing words in speech production: Stages, processes and representations. Cognition, 42(1–3), 1–22. https://doi.org/10.1016/0010-0277(92)90038-J
  • Levelt, W. J. M. (1989). Speaking: From intention to articulation. MIT Press.
  • Levelt, W. J., Roelofs, A., & Meyer, A. S. (1999). A theory of lexical access in speech production. The Behavioral and Brain Sciences, 22(1), 1–38. https://doi.org/10.1017/S0140525X99001776
  • Lickley, R. J. (2015). Fluency and disfluency. In M. A. Redford (Ed.), The handbook of speech production (pp. 445–474). John Wiley & Sons.
  • Loban, W. (1976). Language development: Kindergarten through Grade Twelve. National Council of Teachers of English.
  • Lüdecke, D. (2021). sjPlot: Data visualization for statistics in social science. R package version 2.8.10.
  • MacFarlane, H., Gorman, K., Ingham, R., Presmanes Hill, A., Papadakis, K., Kiss, G., & Van Santen, J. (2017). Quantitative analysis of disfluency in children with autism spectrum disorder or language impairment. PloS One, 12(3), e0173936. https://doi.org/10.1371/journal.pone.0173936
  • MacWhinney, B. (2000). The CHILDES project: Tools for analyzing talk. Erlbaum.
  • Mazzoni, D., & Dannenberg, R. (2000). Audacity [software]. Carnegie Mellon University.
  • McDaniel, D., McKee, C., & Garrett, M. F. (2010). Children’s sentence planning: Syntactic correlates of fluency variations. Journal of Child Language, 37(1), 59–94. https://doi.org/10.1017/S0305000909009507
  • Merritt, D. D., & Liles, B. Z. (1987). Story grammar ability in children with and without language disorder: Story generation, story retelling, and story comprehension. Journal of Speech, Language, and Hearing Research, 30(4), 539–552. https://doi.org/10.1044/jshr.3004.539
  • Oomen, C. C., & Postma, A. (2001). Effects of divided attention on the production of filled pauses and repetitions. Journal of Speech, Language, and Hearing Research, 44(5), 997–1004. https://doi.org/10.1044/1092-4388(2001/078)
  • Otwinowska, A., Meir, N., Ringblom, N., Karpava, S., & La Morgia, F. (2021). Language and literacy transmission in heritage language: Evidence from Russian-speaking families in Cyprus, Ireland, Israel and Sweden. Journal of Multilingual and Multicultural Development, 42(4), 357–382. https://doi.org/10.1080/01434632.2019.1695807
  • Otwinowska, A., Mieszkowska, K., Białecka-Pikul, M., Opacki, M., & Haman, E. (2018). Retelling a model story improves the narratives of polish-English bilingual children. International Journal of Bilingual Education and Bilingualism, 23(9), 1083–1107. https://doi.org/10.1080/13670050.2018.1434124
  • Pham, G. T., Pruitt-Lord, S., Snow, C. E., Nguyen, Y. H. T., Phạm, B., Dao, T. B. T., Tran, N. B. T., Pham, L. T., Hoang, H T., Dam, Q. D. (2019). Identifying developmental language disorder in Vietnamese children. Journal of Speech, Language, and Hearing Research, 62(5), 1452–1467. https://doi.org/10.1044/2019_JSLHR-L-18-0305
  • Postma, A., Kolk, H., & Povel, D. J. (1990). Speech planning and execution in stutterers. Journal of Fluency Disorders, 15(1), 49–59. https://doi.org/10.1016/0094-730X(90)90032-N
  • R Core Team. (2018, December 20). R. A language and environment for statistical computing. R version 4.0.2.
  • Raven, J. (1998). Raven’s colored progressive matrices. Psychological Corporation.
  • Redford, M. A. (2013). A comparative analysis of pausing in child and adult storytelling. Applied Psycholinguistics, 34(3), 569–589. https://doi.org/10.1017/S0142716411000877
  • Rojas, R., & Irani, F. (2020). Classifying disfluencies in preschool-and school-age Spanish–English bilinguals who do not stutter: An exploratory study. Perspectives of the ASHA Special Interest Groups, 5(1), 119–130.
  • Sarkar, D. (2008). Lattice: Multivariate data visualization with R. Springer. ISBN 978-0-387-75968-5. http://lmdvr.r-forge.r-project.org
  • Schmid, M. S., & Fägersten, K. B. (2010). Disfluency markers in L1 attrition. Language Learning, 60(4), 753–791. https://doi.org/10.1111/j.1467-9922.2010.00575.x
  • Schneider, P., & Dubé, R. V. (2005). Story presentation effects on children’s retell content. American Journal of Speech-Language Pathology, 14(1), 52–60. https://doi.org/10.1044/1058-0360(2005/007)
  • Shriberg, E. (2001). To ‘errrr’ is human: Ecology and acoustics of speech disfluencies. Journal of the International Phonetic Association, 31(1), 153–169. https://doi.org/10.1017/S0025100301001128
  • Singer, C. M., Walden, T. A., & Jones, R. M. (2019). Differences in the relation between temperament and vocabulary based on children’s stuttering trajectories. Journal of Communication Disorders, 78, 57–68. https://doi.org/10.1016/j.jcomdis.2019.01.004
  • Smith, S. A., Choo, A. L., & Seitz, S. R. (2022). Disfluencies in English speech produced by Spanish-English bilinguals. Folia Phoniatrica Et Logopaedica, 74(2), 122–130.
  • Smolak, E., McGregor, K. K., Arbisi-Kelm, T., & Eden, N. (2020). Sustained attention in developmental language disorder and its relation to working memory and language. Journal of Speech, Language, and Hearing Research, 63(12), 4096–4108. https://doi.org/10.1044/2020_JSLHR-20-00265
  • Swets, B., Jacovina, M. E., & Gerrig, R. J. (2014). Individual differences in the scope of speech planning: Evidence from eye-movements. Language and Cognition, 6(1), 12–44. https://doi.org/10.1017/langcog.2013.5
  • Taliancich-Klinger, C. L., Summers, C., & Greene, K. J. (2022). Mazes in Spanish-English dual language learners after language enrichment: A case study. Speech, Language and Hearing Research, 25(3), 269–282. https://doi.org/10.1080/2050571X.2021.1877049
  • Tumanova, V., Conture, E. G., Lambert, E. W., & Walden, T. A. (2014). Speech disfluencies of preschool-age children who do and do not stutter. Journal of Communication Disorders, 49, 25–41. https://doi.org/10.1016/j.jcomdis.2014.01.003
  • Wagner, V., Jescheniak, J. D., & Schriefers, H. (2010). On the flexibility of grammatical advance planning during sentence production: Effects of cognitive load on multiple lexical access. Journal of Experimental Psychology Learning, Memory, and Cognition, 36(2), 423. https://doi.org/10.1037/a0018619
  • Winters, K. L., Jasso, J., Pustejovsky, J. E., & Byrd, C. T. (2022). Investigating narrative performance in children with developmental language disorder: A systematic review and meta-analysis. Journal of Speech, Language, and Hearing Research, 65(10), 3908–3929. https://doi.org/10.1044/2022_JSLHR-22-00017

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.