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Cited by 1Language Development and DisordersVoice and Speech DisordersPhonetics and Phonology Research

Studying some elicited verbal prosodic patterns in Egyptian specific language impaired children

Azab, Safinaz Nagib, Ashour, Heba·2015·International Journal of Pediatric Otorhinolaryngology
DOI 10.1016/j.ijporl.2014.11.001
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Abstract

Background Prosody is the aspect of language that conveys emotion by changes in tone, rhythm, and emphasis during speech and the term specific language impairment (SLI) refers to children whose language development is substantially below their chronological age, despite a normal nonverbal intelligence and no obvious neurological or physiological impairments, or emotional and/or social difficulties that could impact language use.Purpose To assess prosodic skills in Arabic speaking children with specific language impairment, in order to answer the question "Are SLI children dysprosodic?" And to be put in consideration while choosing and applying the training procedure hence, qualifies the rehabilitation program.Methods Thirty Egyptian normal children and 30 Egyptian children with specific language impairment (SLI) aged between 4 and 6 years were included in this study and were subjected to psychometric evaluation, audio logical assessment, Arabic language test, articulation test, and assessment protocol of prosody.Results Egyptian specific language impaired children have lower prosodic skills scores than control group with positive significant correlation between total language ages of specific language impaired children and total prosodic scores.Conclusion Egyptian specific language impaired children have dysprosodic skills and the intervention program must include prosodic rehabilitation program in order to achieve higher improvement level.

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  • Non-linguistic abilities (e.g., sound discrimination, expressive prosody, phonological working memory, associative learning, executive skills) may significantly contribute to children's linguistic difficulties.

    “The assessment should also be extended to non-linguistic abilities (e.g., sound discrimination, expressive prosody, phonological working memory, associative learning, executive skills) that may significantly contribute to children’s linguistic difficulties [90,91,92,93,94].”

    From Developmental Language Disorder: Early Predictors, Age for the Diagnosis, and Diagnostic Tools. A Scoping Review (2021) · cites this paper as [91]

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Authors
Azab, S. N., & Ashour, H.
Affiliations
Beni-Suef University (EG)
Corresponding author
Azab, Safinaz Nagib
Venue
International Journal of Pediatric Otorhinolaryngology
Publisher
Elsevier BV
Published
2015-01
Volume
79
Issue
1
Pages
36-41
ISSN
0165-5876 (ISSN-L)
DOI
10.1016/j.ijporl.2014.11.001
OpenAlex
W2036892025
Cited by
1
References
27
Citations by year
2021: 1
FWCI
0.00
Type
journal article
Language
en
Open access
closed
Licence
www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations
  • International Journal of Pediatric Otorhinolaryngology (publishedVersion)
  • PubMed (publishedVersion)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
  • Health Sciences › Medicine › Physiology › Voice and Speech Disorders
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Phonetics and Phonology Research
Keywords
specific language impairment, prosody, dysprosody, Arabic-speaking children, language development, speech therapy, children aged 4-6 years
MeSH terms
Child, Child, Preschool, Egypt, Female, Humans, Language Development Disorders, Language Tests, Male, Phonetics, Speech Articulation Tests, Speech Disorders, Case-Control Studies

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