Language Impairment in Multilingual Settings : LITMUS in Action Across Europe.

Intro -- Language Impairment in Multilingual Settings -- Editorial page -- Title page -- Copyright page -- Table of contents -- Introduction -- 1. The origins of LITMUS -- 2. LITMUS in Europe and beyond -- 3. Overview of the volume -- References -- Part I. LITMUS in typical bilingual development -- MAIN story comprehension: What can we expect of a typically developing child? -- 1. Introduction -- 2. Background -- 2.1 Children's narrative production, comprehension and inferencing -- 2.2 Narrative comprehension in the MAIN -- 3. Method -- 3.1 Participants -- 3.2 Materials -- 3.3 Procedure -- 3.4 Coding and analysis -- 4. Results -- 4.1 Overall comprehension scores -- 4.2 Performance on specific comprehension questions -- 5. Discussion and conclusions -- References -- How oral texts are organized in monolingual and heritage Russian: Evidence from six countries -- 1. Introduction -- 2. Story grammar and the development of the narrative macrostructure -- 2.1 Story grammar models -- 2.2 Assessment of macrostructure using LITMUS-MAIN -- 2.3 Story Structure and Story Complexity as the constituents of story grammar -- 4. Method -- 4.1 Participants -- 4.2 Materials -- 4.3 Procedure -- 4.4 Transcription and coding -- 4.5 Analysis -- 5. Results -- 5.1 Story structure -- 5.2 Story complexity -- 6. Discussion -- 6.1 Bilinguals vs. monolinguals -- 6.2 Episodic structure -- 7. Conclusion -- Funding -- References -- A case study of a quadrilingual child: The influence of exposure and cognates when developing multiple languages -- 1. Introduction -- 2. Literature review -- 2.1 Development of vocabulary -- 2.2 Language exposure -- 2.3 Cognate vocabulary -- 2.4 Distributed vocabulary -- 3. The present study -- 3.1 Research questions -- 3.2 Method -- 4. Results -- 4.1 General proficiency in the four languages -- 4.2 Influence of exposure -- 4.3 Cognates.

4.4 Distribution of vocabulary -- 5. Discussion -- 6. Concluding remarks -- References -- Lexical diversity in bilingual speakers of Croatian and Italian -- 1. Introduction -- 2. Background -- 2.1 LD measures -- 2.2 LD measures in bilingual research -- 2.3 Croatian and Italian language features -- 2.4 Aims of the study -- 3. Method -- 3.1 Participants -- 3.2 Materials -- 4. Results -- 4.1 PPVT -- 4.2 Quantitative LD measures -- 4.3 TTR and its transformations -- 4.4 Model-based indices -- 4.5 Correlations among measures -- 4.6 LD measures as predictors of PPVT performance -- 4.7 Analyses of differences across languages in bilinguals -- 5. Discussion -- 6. Conclusion -- Funding -- References -- Language performance of sequential bilinguals on an Irish and English sentence repetition task -- 1. Introduction -- 2. Language proficiency in bilinguals -- 3. Bilingualism and Language impairments -- 4. Sentence repetition task -- 5. Method -- 5.1 Construction of Irish SRep task -- 5.2 Participants -- 5.3 Procedure -- 5.4 Scoring -- 5.5 Data analysis -- 6. Results -- 6.1 Reliability and validity of the SRep tasks -- 6.2 Effect of age and length of exposure on language skills -- 6.3 Analysis across languages -- 6.4 Analysis across sentence types within each language -- 6.5 Error analyses -- 7. Discussion -- 7.1 Reliability and validity of Irish SRep task -- 7.2 Factors that influence L2 performance -- 7.3 Language skills in L1 and L2 -- 7.4 Clinical application -- 7.5 Future studies -- 8. Conclusion -- Acknowledgements -- References -- Appendix A. Sentences presented in the Irish and English SRep tasks -- Appendix B. Error analysis across sentence types in Irish and English -- Part II. Using LITMUS for identifying SLI (DLD) -- Identification of bilingual children with Specific Language Impairment in France -- 1. Introduction -- 2. Methods and participants.

2.1 Participants: Recruitment and assignment into groups -- 2.2 The experimental protocol -- 3. Results -- 3.1 Do NWR and SR identify SLI in bilingual children? -- 3.2 Are age and French exposure/use linked to performance on NWR and SR? -- 4. Discussion -- 4.1 The accuracy of LITMUS-SR-FR and LITMUS-NWR-FR -- 4.2 The LITMUS tools and the impact of bilingualism factors -- 5. Conclusion -- Acknowledgements -- Funding -- References -- Effects of Specific Language Impairment (SLI) and bilingualism on verbal short-term memory -- 1. Introduction -- 1.1 Verbal short-term memory (vSTM) -- 1.2 Effects of Specific Language Impairment (SLI) on verbal short-term memory (vSTM) -- 1.3 Effect of bilingualism on verbal short-term memory (vSTM) -- 1.4 The current study -- 2. Method -- 2.1 Participants -- 2.2 Stimuli: FWD, NWR and SRep in Russian and Hebrew -- 2.3 Procedure and coding -- 2.4 Analysis -- 3. Results -- 3.1 The effect of SLI and bilingualism in Russian -- 3.2 The effect of SLI and bilingualism in Hebrew -- 3.3 The effect of SLI and vSTM limitation -- 3.4 The effect of bilingualism and vocabulary size -- 4. Discussion -- 4.1 Independent and combined effects of SLI and bilingualism on vSTM -- 4.2 The effects of SLI and deficient vSTM -- 4.3 The effects of bilingualism and vocabulary size -- 5. Conclusions -- Acknowledgments -- Funding -- References -- The influence of different first languages on LITMUS nonword-repetition and sentence repetition in second language French and second language German: A crosslinguistic approach -- 1. Introduction -- 2. L1 influence in child bilingualism and consequences for the LITMUS-QU-NWR and LITMUS-SR tasks -- 3. The LITMUS nonword repetition and sentence repetition tasks -- 3.1 Nonword repetition and contrastive linguistic features relevant for the LITMUS-QU-NWR.

3.2 Sentence repetition and contrastive linguistic features relevant for LITMUS-SR -- 4. Research questions and aims of the study -- 5. Participants and procedures -- 6. Results -- 6.1 Background comparisons -- 6.2 Quantitative Comparisons on the QU-NWR and the SR results -- 7. Discussion -- 8. Conclusion -- Funding -- References -- Appendix A -- Appendix B -- Appendix C -- Appendix D -- Appendix E -- Appendix F -- Appendix G -- Phonology and sentential semantics: Markers of SLI in bilingual children at age 6? -- 1. Introduction -- 2. Markers and subtypes of SLI -- 2.1 Monolingual SLI -- 2.2 Bilingual TD and SLI -- 3. Construction of the tasks -- 3.1 The German LITMUS-QU-NWR -- 3.2 The Exhaustivity task -- 4. Previous findings on LITMUS-QU-NWR and exhaustivity in wh-questions -- 4.1 Previous results on the German LITMUS-QU-NWR -- 4.2 Previous findings on exhaustivity -- 5. Research questions -- 6. Study -- 6.1 Recruitment -- 6.2 Identification of SLI -- 6.3 Participant characteristics -- 6.4 Procedure -- 6.5 Scoring -- 6.6 Statistical analysis -- 6.7 Results -- 7. Discussion -- 7.1 Group differences between TD vs. SLI children -- 7.2 Subtypes -- 8. Conclusion -- Acknowledgements -- Funding -- Ethical statement -- References -- Crosslinguistic nonword repetition and narrative performance over time: A longitudinal study on 5- to 8-year-old children with diverse language skills -- 1. Introduction -- 2. Background -- 2.1 Promising diagnostic tools -- 2.2 Nonword repetition and narrative skills over time -- 2.3 The present study -- 3. Methods -- 3.1 Participants -- 3.2 Materials and procedures -- 3.3 Data-analysis -- 4. Results -- 4.1 Correlations -- 4.2 Effects of DLD and bilingualism -- 4.3 Diagnostic validity -- 5. Discussion -- References -- Index.

This volume presents research on one or more of the LITMUS tasks in bilingual children with typical language development.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.