Sentence Production in Students with Dyslexia

Autor/inn/en	Altmann, Lori J. P.; Lombardino, Linda J.; Puranik, Cynthia
Titel	Sentence Production in Students with Dyslexia
Quelle	In: International Journal of Language & Communication Disorders, 43 (2008) 1, S.55-76 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1368-2822
Schlagwörter	Sentences; Verbs; Oral Language; Dyslexia; Young Adults; Language Impairments; Syntax; Children; Comparative Analysis; Stimuli; Reading Difficulties; Grammar; Decoding (Reading); Word Recognition; Reading Skills; Developmental Stages; Reading Fluency; Error Patterns + Suchen Sie Ihr Suchwort? Sentence analysis; Satzanalyse; Oral interpretation; Mündlicher Sprachgebrauch; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Young adult; Junger Erwachsener; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Child; Kind; Kinder; Anreizsystem; Reading difficulty; Leseschwierigkeit; Grammatik; Dekodierung; Worterkennung; Reading skill; Lesefertigkeit; Fehlertyp
Abstract	Background: While spoken language deficits have been identified in children with developmental dyslexia, microanalysis of sentence production proficiency in these children is a largely unexplored area. Aims: The current study examines proficiency of syntactic production in children and young adults with dyslexia and typically developing age-matched controls on a constrained sentence production task targeting two advanced argument structures, theme-experiencer verbs and irregular past participles. Methods & Procedures: Participants aged between 8 and 22 years produced sentences that included three stimulus words, a proper name, an inanimate noun and a verb from one of three categories: control verbs (agent-patient verbs with regular morphology); theme-experiencer verbs, which require an inanimate subject in active sentences (e.g. The book bored Sarah); and irregular past participles, which require awareness of the syntactic requirements associated with the -en past participle ending, i.e. that this verb form cannot be used as a simple past tense (e.g. *Mary _____ hidden the candy). Outcomes & Results: Students with dyslexia produced more dysfluent, ungrammatical and incomplete responses than normal readers; however, the developmental trajectories of the verb types varied between groups. Normal readers performed similarly with both experimental verb types, but those with dyslexia were particularly impaired using irregular past participles in sentences. Conclusions: The findings support a model of lexical representation in which development of grammar hinges on the acquisition of lexical knowledge. Furthermore, the data suggest that individuals with dyslexia may have difficulties with sentence formulation that persist into adulthood. (Contains 4 tables and 7 figures.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10