Profiling relative clause constructions in children with specific language impairment

Abstract

This study highlights the importance of error analysis in providing a comprehensive profile of an individual’s grammatical ability with regard to relative clause (RC) constructions. The aim was to identify error patterns in the production of RCs by English-speaking, school-aged children with specific language impairment (SLI) and to relate them to their level of competence with these structures. Children with SLI (mean age = 6;10, n = 32) and two control groups – a typically developing group matched for age (mean age = 6;11, n = 32) and a younger typically developing group (mean age = 4;9, n = 20), repeated sentences containing RCs that represented a range of syntactic roles. Data are presented on three distinct error patterns – the provision of simple sentences, obligatory relativizer omission and RC conversions. Each is related to the level of competence on RCs that each child has achieved.

• Assessment
• relative clauses
• SLI
• syntax

Acknowledgements

We wish to extend our thanks – to the children, families and schools who helped make this research possible, to Gina Conti-Ramsden and Fiona Gibbon for their helpful comments and advice – to Michael Garman and Emma Gleeson for assistance with reliability and finally to Paul Corcoran for statistical advice.