College of Fine Arts and Communication
Permanent URI for this collectionhttps://hdl.handle.net/10877/17050
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Browsing College of Fine Arts and Communication by Author "Domsch, Celeste"
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Item Children with Late Language Emergence: Effects of Maternal Education and Language Use(Texas Speech-Language-Hearing Association, 2008-01) Domsch, Celeste; Camarata, StephenThis study investigated the effects of maternal education and language use on vocabulary and mean-length-of-utterance (MLU) in 20 children with late language emergence (LLE). Multiple home visits were conducted over an 8-month period to measure child vocabulary growth using a standardized checklist and to collect spontaneous mother-child language samples. Standardized receptive and expressive test scores for the 20 children were obtained at the end of the 8 months. Results indicated that maternal education was positively associated with child MLU. Furthermore, the number of different words (NDW) used by mothers was positively associated with child receptive vocabulary scores but curiously not with expressive vocabulary scores. Hierarchical Linear Modeling (HLM) indicated that children with LLE differed in their vocabulary sizes and rates of growth, but that these differences were not accounted for by maternal education. Children with LLE appeared to benefit from hearing a wide variety of words, even though they may not immediately produce them. The primary mechanism driving vocabulary growth in children with LLE may differ from that in typical children, where maternal education has been argued to play a significant role. In any case, SLPs have further evidence that use of a large variety of words may be helpful in treating children with LLE, and they should continue to recommend this strategy to parents.Item Infinitival Clauses in Children with Typical and Late Language Emergence: Supporting a Dimensional Account of Language Delay(Pennsylvania Speech-Language-Hearing Association, 2013-12) Domsch, Celeste; Richels, Corrin; Resendiz, MariaChildren who do not speak single words by 2 years of age have been labeled as having late language emergence (LLE). While the majority of children with LLE recover by school-age, it has been argued that they often still perform below the level of their typical peers for specific linguistic skills. In this case, speech-language pathologists (SLPs) should consider language skills as varying along a dimension, rather than as simply impaired vs. unimpaired. To examine the dimensionality of language skill, this study compared infinitival clause production in 22 school-age children with and without LLE. The infinitive clauses were: catenatives, such as gonna; let us + verb, typically produced as let’s; unmarked infinitives such as make it go; and simple infinitives such as We want to run. The 22 participants included 11 with typical development and 11 with a history of LLE, sampled in a conversational context at 8-years of age. Analysis indicated that the groups did not statistically differ for use of the four types of infinitival clauses. However, the LLE group did use fewer simple infinitives, offering support for a dimensional model of language development.