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Kornev AN, Balčiūnienė I. Lexical and Grammatical Errors in Developmentally Language Disordered and Typically Developed Children: The Impact of Age and Discourse Genre. Children (Basel). 2021;8(12)doi: 10.3390/children8121114.
Kornev, A. N., & Balčiūnienė, I. (2021). Lexical and Grammatical Errors in Developmentally Language Disordered and Typically Developed Children: The Impact of Age and Discourse Genre. Children (Basel, Switzerland), 8(12), . https://doi.org/10.3390/children8121114
Kornev, Aleksandr N, and Balčiūnienė, Ingrida. "Lexical and Grammatical Errors in Developmentally Language Disordered and Typically Developed Children: The Impact of Age and Discourse Genre." Children (Basel, Switzerland) vol. 8,12 (2021). doi: https://doi.org/10.3390/children8121114
Kornev AN, Balčiūnienė I. Lexical and Grammatical Errors in Developmentally Language Disordered and Typically Developed Children: The Impact of Age and Discourse Genre. Children (Basel). 2021 Dec 02;8(12). doi: 10.3390/children8121114. PMID: 34943310; PMCID: PMC8700286.
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Children (Basel). 2021 Dec 02;8(12). doi: 10.3390/children8121114.

Lexical and Grammatical Errors in Developmentally Language Disordered and Typically Developed Children: The Impact of Age and Discourse Genre.

Children (Basel, Switzerland)

Aleksandr N Kornev, Ingrida Balčiūnienė

Affiliations

  1. Department of Logopathology, Saint-Petersburg State Pediatric Medical University, 194100 Saint-Petersburg, Russia.
  2. Department of Lithuanian Studies, Vytautas Magnus University, 44248 Kaunas, Lithuania.

PMID: 34943310 PMCID: PMC8700286 DOI: 10.3390/children8121114

Abstract

Persistent lexical and grammatical errors in children's speech are usually recognized as the main evidence of language delay or language disorder. These errors are usually treated as a sign of a deficit in language competence. On the other hand, some studies have revealed the same kinds of grammatical errors in children with developmental language disorder (DLD) and in typically developed (TD) children. Quite often, DLD children use grammatical markers properly, but sometimes they do this erroneously. It has been suggested that the main area of the limitations in DLD children is language performance but not language competence. From the perspective of the resource deficit model, the error rate in DLD children should be influenced by the cognitive demands of utterance and text production. We presume that different genres of discourse demand a different number of cognitive resources and, thus, should differently impact the error rate in children's speech production. To test our hypothesis, we carried out an error analysis of two corpora of child discourse. The first corpus contained longitudinal data of discourse (personal narratives, fictional stories, chats, and discussions) collected from 12 children at four age points (4 years 3 months., 4 years 8 months., 5 years 3 months., and 5 years 9 months. years). Another corpus contained discourse texts (fictional stories and discussions) collected in the framework of a cross-sectional study from 6-year-old TD and DLD children; the DLD children had language expression but not comprehension difficulties. A comparative analysis between different discourse genres evidenced that the genre of discourse and age of assessment impacted the error distribution in the DLD and TD children. Such variables as the lexical and morphological error rates were impacted the most significantly. The results of the two studies confirmed our hypothesis regarding the probabilistic nature of lexical and grammatical errors in both DLD and TD children and the relationship between a cognitive loading of the genre and the error rate.

Keywords: derivational errors; developmental language disorder; grammatical errors; language errors; lexical errors; preschool age

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