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Nonword Repetition and Child Language Impairment
Abstract
A brief, processing-dependent, nonword repetition task, designed to minimize biases associated with traditional language tests, was investigated. In Study 1, no overlap in nonword repetition performance was found between a group of 20 school-age children enrolled in language intervention (LI) and a group of 20 age-matched peers developing language normally (LN). In Study 2, a comparison of likelihood ratios for the nonword repetition task and for a traditional language test revealed that nonword repetition distinguished between children independently identified as LI and LN with a high degree of accuracy, by contrast with the traditional language test. Nonword repetition may have considerable clinical utility as a screening measure for language impairment in children. Information on the likelihood ratios associated with all diagnostic tests of language is badly needed.
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“as for non-word repetition, the results were not sufficiently consistent across different studies, so it cannot be considered as an accurate diagnostic tool if used individually”
From Developmental Language Disorder: Early Predictors, Age for the Diagnosis, and Diagnostic Tools. A Scoping Review (2021) · cites this paper as [158]
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Items 301–400 of 999
Evans, J. L., Selinger, C., & Pollak, S. D. (2011) · Brain Research · doi:10.1016/j.brainres.2011.02.010 · Cited by 41
“Verbal working memory was assessed by the nonword repetition task (Dollaghan and Campbell, 1998).”
MethodCultural Competence Needed to Distinguish Disorder from Difference: Beyond Kumbaya
Crowley, C., Guest, K., & Sudler, K. (2015) · Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations · doi:10.1044/cds22.2.64 · Cited by 40
Nonword repetition and phoneme elision skills in school‐age children who do and do not stutter
Sasisekaran, J., & Byrd, C. T. (2013) · International Journal of Language & Communication Disorders · doi:10.1111/1460-6984.12035 · Cited by 40
“These authors also tested their participants in a nonword repetition task (NRT; Dollaghan and Campbell 1998), consisting of four nonword lengths (1–4) and four nonwords at each length.”
BackgroundPhonological encoding of young children who stutter
Pelczarski, K. M., & Yaruss, J. S. (2013) · Journal of Fluency Disorders · doi:10.1016/j.jfludis.2013.10.003 · Cited by 42
Pham, G. T., & Ebert, K. D. (2020) · Journal of Speech Language and Hearing Research · doi:10.1044/2020_jslhr-19-00366 · Cited by 40
“Across all systems, phoneme distortions and additions were not counted as errors; this practice is consistent with English NWR scoring (Dollaghan & Campbell, 1998) and is designed to reduce the impact of articulatory errors from influencing NWR scores (see Pham et al. 1521–1536 • May 2020 2018, for…”
MethodStanford, E., Durrleman, S., & Delage, H. (2019) · American Journal of Speech-Language Pathology · doi:10.1044/2019_ajslp-18-0238 · Cited by 39
The clinical utility of nonword repetition for children living in the rural south of the US
Oetting, J. B., & Cleveland, L. H. (2006) · Clinical Linguistics & Phonetics · doi:10.1080/02699200500266455 · Cited by 39
“The stimuli were Dollaghan and Campbell’s (1998) 16 nonce words (see Table II).”
BackgroundNonlinguistic cognitive treatment for bilingual children with primary language impairment
Ebert, K. D., Disher, J. R., & Kohnert, K. J. (2012) · Clinical Linguistics & Phonetics · doi:10.3109/02699206.2012.660226 · Cited by 39
“Scoring was conducted according to Dollaghan and Campbell (1998), resulting in a percent phonemes correct (PPC) score for each language.”
MethodSources of Working Memory Deficits in Children and Possibilities for Remediation
Minear, M. E., & Shah, P. (2006) · Elsevier eBooks · doi:10.1016/b978-012554465-8/50012-0 · Cited by 39
Computer-Assisted Language Intervention Using Fast ForWord®
Gillam, R. B. (1999) · Language Speech and Hearing Services in Schools · doi:10.1044/0161-1461.3004.363 · Cited by 39
Mohan, R., & Weber, C. (2015) · Journal of Neurodevelopmental Disorders · doi:10.1186/s11689-015-9124-7 · Cited by 38
“Providing further evidence for the role of phonology in stuttering, Spencer and Weber-Fox [4] found that performance on the Bankson and Bernthal Test of Phonology—consonant inventory subtest (BBTOP-CI; [29]) as well as the Dollaghan and Campbell nonword repetition test [30] was predictive of stuttering persistence in…”
BackgroundProsody perception and production by children with cochlear implants
van de Velde, D. J., Schiller, N. O., Levelt, C. C., van Heuven, V. J., Beers, M., Briaire, J. J., & Frijns, J. H. M. (2018) · Journal of Child Language · doi:10.1017/s0305000918000387 · Cited by 40
“Subsequently, the number of phonemes repeated correctly was divided by the total number of target phonemes per word yielding a Percentage of Phonemes Correct (PPC) per stimulus length in number of words (ranging between one and five) (Dollaghan & Campbell, 1998).”
BackgroundMethodInfluentialThe complexity of the Spanish subjunctive in bilingual children with SLI
Castilla-Earls, A. P., Pérez‐Leroux, A. T., Restrepo, M. A., Gaile, D. G., & Chen, Z. (2016) · Language Acquisition · doi:10.1080/10489223.2016.1192636 · Cited by 37
Ramos, M. N., Collins, P., & Peña, E. D. (2022) · Journal of Speech Language and Hearing Research · doi:10.1044/2022_jslhr-22-00121 · Cited by 37
Early Language Delay and Specific Language Impairment
Moyle, J., Stokes, S. F., & Klee, T. M. (2011) · Developmental Disabilities Research Reviews · doi:10.1002/ddrr.1110 · Cited by 47
Sasisekaran, J., & Weisberg, S. (2012) · Journal of Psycholinguistic Research · doi:10.1007/s10936-012-9218-2 · Cited by 37
“Nonword repetition and vocabulary skills Nonword repetition, a skill deemed critical for nonword learning (Gathercole 2006), was determined using the Nonword Repetition test (Dollaghan and Campbell 1998).”
MethodHøien, T., & Lundberg, I. (2000) · Neuropsychology and cognition · doi:10.1007/978-94-017-1329-0_4 · Cited by 37
Ching, T. Y. C., Cupples, L., & Marnane, V. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.02180 · Cited by 36
“Cognition and Language in Diverse Groups of DHH Individuals Figueras et al. (2008) reported evidence to suggest that hearing-related group differences in executive function were underpinned by differences in language ability.”
BackgroundInfluentialImplicit Statistical Learning and Language Skills in Bilingual Children
Yim, D., & Rudoy, J. D. (2012) · Journal of Speech Language and Hearing Research · doi:10.1044/1092-4388(2012/11-0243 · Cited by 45
Sack, L., Dollaghan, C. A., & Goffman, L. (2021) · International Journal of Speech-Language Pathology · doi:10.1080/17549507.2021.1998629 · Cited by 36
“Children with DLD perform poorly on nonword repetition tasks, especially those that incorporate sequences of increasing length and complexity (e.g. Dollaghan & Campbell, 1998; Graf Estes, Evans, & Else-Quest, 2007; but see Pawlowska, 2014).”
BackgroundMethodSelf-citationWhat Children with Developmental Language Disorder Teach Us About Cross‐Situational Word Learning
McGregor, K. K., Smolak, E., Jones, M., Oleson, J., Eden, N. M., Arbisi‐Kelm, T., & Pomper, R. (2022) · Cognitive Science · doi:10.1111/cogs.13094 · Cited by 42
Association of the ROBO1 gene with reading disabilities in a family‐based analysis
Tran, C., Wigg, K., Zhang, K., Cate‐Carter, T., Kerr, E. N., Field, L. L., Kaplan, B. J., Lovett, M. W., & Barr, C. L. (2014) · Genes Brain & Behavior · doi:10.1111/gbb.12126 · Cited by 36
“Bates et al. (2011) assessed phonological memory using a combined score from two non-word repetition tests (Dollaghan & Campbell 1998; Gathercole et al. 1994), whereas short-term and working memory were assessed using the Wechsler Adult Intelligence Scale-III (WAIS-III) Digits Forward and Letter…”
MethodGene × Environment interactions in speech sound disorder predict language and preliteracy outcomes
McGrath, L. M., Pennington, B. F., Willcutt, E. G., Boada, R., Shriberg, L. D., & Smith, S. D. (2007) · Development and Psychopathology · doi:10.1017/s0954579407000533 · Cited by 40
Working memory in school-age children with and without a persistent speech sound disorder
Farquharson, K., Hogan, T. P., & Bernthal, J. E. (2017) · International Journal of Speech-Language Pathology · doi:10.1080/17549507.2017.1293159 · Cited by 36
Benham, S., Goffman, L., & Schweickert, R. (2018) · Journal of Speech Language and Hearing Research · doi:10.1044/2018_jslhr-l-18-0036 · Cited by 35
“Speech deficits in children with DLD have been widely documented, especially in novel word learning tasks (e.g., C. Dollaghan & Campbell, 1998; C.”
BackgroundIdentifying Language Comprehension Impairment in Preschool Children
Skarakis‐Doyle, E., Dempsey, L., & Lee, C. W. (2007) · Language Speech and Hearing Services in Schools · doi:10.1044/0161-1461(2008/006 · Cited by 35
The contribution of polysyllabic words in clinical decision making about children's speech
James, D. G. H., van Doorn, J., & McLeod, S. L. (2008) · Clinical Linguistics & Phonetics · doi:10.1080/02699200801919240 · Cited by 35
“…1997; Lewis, Freebairn & Taylor, 2000; Bernhardt & Major, 2005) N language (Gathercole & Baddeley, 1990; James, Steenbrugge, & Chiveralls, 1994; Dollaghan & Campbell, 1998; Ellis Weismer, Tomblin, Zhang, Buckwalter, Chynoweth, & Jones, 2000; Aguilar-Mediavilla, Sanz-Torrent, & Serra-Raventos,…”
Effects of phonological awareness and semantic intervention on word-learning in children with SLI
Zens, N., Gillon, G. T., & Moran, C. N. (2009) · International Journal of Speech-Language Pathology · doi:10.3109/17549500902926881 · Cited by 35
“…the phonological processing abilities of children with SLI, revealing that these children often perform more poorly on phonological processing tasks than age-matched control children (Dollaghan & Campbell, 1998; Ellis Weismer, Evans, & Hesketh, 1999; Gray, 2006; Horohov & Oetting, 2004).”
BackgroundEbert, K. D. (2014) · International Journal of Language & Communication Disorders · doi:10.1111/1460-6984.12090 · Cited by 35
“Children's productions were recorded and later scored on a phoneme-by-phoneme basis, following the procedures in Dollaghan and Campbell (1998), resulting in a Percent Phonemes Correct (PPC) score for each language.”
RESEARCH ON SPOKEN LANGUAGE PROCESSING
Dillon, C. M., Cleary, M., Pisoni, D. B., & Carter, A. K. (1998) · Cited by 35
Hailpern, J. M., Harris, A., LaBotz, R., Birman, B., & Karahalios, K. G. (2012) · Designing Interactive Systems Conference · doi:10.1145/2317956.2317977 · Cited by 33
“Given that the children from the typical group could reportedly say all words listed on the CDI, three- or four-syllable nonsense [9] and lowfrequency vocabulary words[28] were used instead.”
MethodNag, S., Snowling, M. J., & MIRKOVIĆ, J. (2017) · Applied Psycholinguistics · doi:10.1017/s0142716417000200 · Cited by 34
“Thus, whereas nonword repetition performance reflects language production mechanisms at the lexical and sublexical levels (e.g., Coady & Evans, 2008; Dollaghan & Campbell, 1998), sentence repetition may reflect conceptual processing and grammatical encoding, including the mechanisms of assembling…”
BackgroundWorking, Declarative, and Procedural Memory in Children With Developmental Language Disorder
Jackson, E., Leitão, S., Claessen, M., & Boyes, M. E. (2020) · Journal of Speech Language and Hearing Research · doi:10.1044/2020_jslhr-20-00135 · Cited by 34
Markers for persistent specific expressive language delay in 3-4-year-olds.
Everitt, A., Hannaford, P., & Conti-Ramsden, G. (2013) · International journal of language and communication disorders · doi:10.1111/1460-6984.12028 · Cited by 42
Characterizing the Overlap Between SLI and Dyslexia in Chinese: The Role of Phonology and Beyond
Wong, A. M. ‐., Kidd, J. C., Ho, C. S., & Au, T. K.-F. (2010) · Scientific Studies of Reading · doi:10.1080/10888430903242043 · Cited by 34
Guiberson, M., & Rodríguez, B. L. (2010) · American Journal of Speech-Language Pathology · doi:10.1044/1058-0360(2010/09-0058 · Cited by 34
Investigating the underlying causes of SLI: A non-sign repetition test in British Sign Language
Marshall, C. R., Denmark, T., & Morgan, G. (2006) · International Journal of Speech-Language Pathology · doi:10.1080/14417040600970630 · Cited by 33
“…transcriptions was 93% for handshape, 97.5% for path movement and 93.75% for hand-internal movement, which compares favourably with spoken non-word repetition tests (e.g., 94% for English non-words, Dollaghan & Campbell, 1998; 93% for Swedish non-words, Reuterskiold-Wagner, Sahlen, & Nyman, 2005).”
BackgroundResultInfluentialClassification Accuracy of Nonword Repetition When Used With Preschool-Age Spanish-Speaking Children
Guiberson, M., & Rodríguez, B. L. (2013) · Language Speech and Hearing Services in Schools · doi:10.1044/0161-1461(2012/12-0009 · Cited by 33
Fabiano‐Smith, L., & Hoffman, K. (2017) · Language Speech and Hearing Services in Schools · doi:10.1044/2017_lshss-17-0043 · Cited by 34
“High variability creates overlap between typical and disordered biano-Smith & Hoffman: Diagnostic Accuracy for Bilinguals 131 groups, and this overlap impacts the validity of a criterion to differentiate between typical and disordered speech (Dollaghan & Campbell, 1998).”
BackgroundThe Challenge of Rich Vocabulary Instruction for Children With Developmental Language Disorder
McGregor, K. K., Horne, A. O. V., Curran, M. K., Cook, S. W., & Cole, R. S. (2021) · Language Speech and Hearing Services in Schools · doi:10.1044/2020_lshss-20-00110 · Cited by 42
Skarakis‐Doyle, E., & Dempsey, L. (2008) · Journal of Speech Language and Hearing Research · doi:10.1044/1092-4388(2008/07-0136 · Cited by 33
Alt, M., & Spaulding, T. J. (2011) · Journal of Communication Disorders · doi:10.1016/j.jcomdis.2011.07.001 · Cited by 33
“Important to this investigation, children with SLI typically perform worse than their peers on phonological short-term memory tasks (e.g., Bishop, North, & Donlan, 1996; Dollaghan & Campbell, 1998; Edwards & Lahey, 1998; Gathercole & Baddeley, 1990; Gray, 2003; Montgomery, 1995).”
Nonbiased Assessment of English Language Learners
Roseberry-McKibbin, C., & O’Hanlon, L. (2005) · Communication Disorders Quarterly · doi:10.1177/15257401050260030601 · Cited by 33
Non‐linguistic cognitive treatment for primary language impairment
Ebert, K. D., & Kohnert, K. J. (2009) · Clinical Linguistics & Phonetics · doi:10.1080/02699200902998770 · Cited by 37
“Scores were calculated as percentage phonemes correct (PPC), following the guidelines used by Dollaghan and Campbell (1998).”
BackgroundMethodSkarakis‐Doyle, E., Campbell, W. N., & Dempsey, L. (2009) · American Journal of Speech-Language Pathology · doi:10.1044/1058-0360(2009/08-0035 · Cited by 32
Alt, M., Fox, A. B., Levy, R., Hogan, T. P., Cowan, N., & Gray, S. I. (2021) · Dyslexia · doi:10.1002/dys.1699 · Cited by 40
A Comparison of Oral Motor and Production Training for Children with Speech Sound Disorders
Forrest, K., & Iuzzini-Seigel, J. (2008) · Seminars in Speech and Language · doi:10.1055/s-0028-1103394 · Cited by 32
Verbal short-term memory deficits in Down syndrome: phonological, semantic, or both?
Lee, N., Pennington, B. F., & Keenan, J. M. (2009) · Journal of Neurodevelopmental Disorders · doi:10.1007/s11689-009-9029-4 · Cited by 36
“Nonwords were created following a modified version of Dollaghan and Campbell’s [59] criteria and adhered to English phonotactics and stress patterns.”
MethodGabani, K., Sherman, M., Solorio, T., Liu, Y., Bedore, L. M., & Peña, E. D. (2009) · North American Chapter of the Association for Computational Linguistics · doi:10.3115/1620754.1620762 · Cited by 35
“…ability rely heavily on exposure to mainstream language and experiences, and have been found to be biased against children from families with low parental education and socioeconomic status, as well as children from different ethnic backgrounds (Campbell et al., 1997; Dollaghan and Campbell, 1998).”
BackgroundKaganovich, N., Schumaker, J., Leonard, L. B., Gustafson, D., & Macias, D. (2014) · Journal of Speech Language and Hearing Research · doi:10.1044/2014_jslhr-l-13-0192 · Cited by 35
“…shown to have high sensitivity and specificity when identifying children with language disorders (Archibald & Gathercole, 2006; Conti-Ramsden, Botting, & Faragher, 2001; Dollaghan & Campbell, 1998; Ellis Weismer et al., 2000; Graf Estes, Evans, & Else-Quest, 2007; Hesketh & Conti-Ramsden, 2013).”
BackgroundMethodRapid Naming by Children With and Without Specific Language Impairment
Coady, J. A. (2012) · Journal of Speech Language and Hearing Research · doi:10.1044/1092-4388(2012/10-0144 · Cited by 32
Motor Control and Nonword Repetition in Specific Working Memory Impairment and SLI
Archibald, L. M. D., Joanisse, M. F., & Munson, B. (2013) · Topics in Language Disorders · doi:10.1097/tld.0b013e31829cf5e7 · Cited by 32
“…of this article on the journal’s Web site (www.topicsinlanguagedisorders.com). has become a hallmark of the developmental language delay known as specific language impairment (SLI; e.g., Archibald & Gathercole, 2006; Conti-Ramsden, Botting, & Faragher, 2001; Dollaghan & Campbell, 1998; Gray, 2003).”
BackgroundInflectional morphology and dyslexia: Italian children’s performance in a nonword pluralization task
Vender, M., Mantione, F., Savazzi, S., Delfitto, D., & Melloni, C. (2017) · Annals of Dyslexia · doi:10.1007/s11881-017-0152-8 · Cited by 31
“Following Dollaghan and Campbell (1998), no consonants or vowels occurred more than once within each nonword, in order to assure that each of the phonemes constituting the nonword is recalled independently.”
BackgroundAlt, M., Gray, S. I., Hogan, T. P., Schlesinger, N., & Cowan, N. (2019) · Language Speech and Hearing Services in Schools · doi:10.1044/2019_lshss-voia-18-0138 · Cited by 31
“…we also collected descriptive data for maternal level of education and parental ratings of attention and administered a nonword repetition task (Dollaghan & Campbell, 1998), an expressive vocabulary test (Expressive Vocabulary Test– Edition; Williams, 2007), and a reading comprehension test…”
MethodThe Relationship Between Phonological Memory, Phonological Sensitivity, and Incidental Word Learning
Ramachandra, V., Hewitt, L. E., & Brackenbury, T. (2010) · Journal of Psycholinguistic Research · doi:10.1007/s10936-010-9157-8 · Cited by 31
“On the other hand, the nonwords by Dollaghan and Campbell (1998 ) u sed in this study, which were low in wordlikeness, may be dependent on phonological processing skills that are less influenced by prior linguistic knowledge (Archibald and Gathercole 2006; Estes et al. 2007).”
BackgroundMethodInfluentialChapman, R. S., Sindberg, H. A., Bridge, C., Gigstead, K., & Hesketh, L. J. (2006) · Journal of Speech Language and Hearing Research · doi:10.1044/1092-4388(2006/001 · Cited by 31
Archibald, L. M. D. (2018) · Language Speech and Hearing Services in Schools · doi:10.1044/2018_lshss-17-0094 · Cited by 39
Button, L., Peter, B., Stoel‐Gammon, C., & Raskind, W. H. (2013) · Clinical Linguistics & Phonetics · doi:10.3109/02699206.2012.744097 · Cited by 30
“The Nonword Repetition Task (NRT; Dollaghan & Campbell, 1998) is less complex than the NWR regarding its phoneme inventory and word shapes.”
BackgroundAcquisition, retention, and generalization of rhotics with and without ultrasound visual feedback
Sjolie, G. M., Leece, M. C., & Preston, J. L. (2016) · Journal of Communication Disorders · doi:10.1016/j.jcomdis.2016.10.003 · Cited by 30
Identifiers of Language Impairment for Spanish–English Dual Language Learners
Lazewnik, R., Creaghead, N. A., Smith, A. B., Prendeville, J., Raisor-Becker, L., & Silbert, N. H. (2018) · Language Speech and Hearing Services in Schools · doi:10.1044/2018_lshss-17-0046 · Cited by 29
Gordon, K. R., Storkel, H. L., Lowry, S. L., & Ohlmann, N. B. (2021) · Journal of Speech Language and Hearing Research · doi:10.1044/2021_jslhr-21-00046 · Cited by 30
“Children completed 231 the Peabody Picture Vocabulary Test – 4 (PPVT-4; Dunn & Dunn, 2007) to assess receptive 232 vocabulary abilities and a non-word repetition test [NWR, (Dollaghan & Campbell, 1998)] to 233 assess phonological working memory abilities (Table 1).”
MethodThe role of phonological representation in decoding skills of young readers
Hester, E., & Hodson, B. W. (2004) · Child Language Teaching and Therapy · doi:10.1191/0265659004ct266oa · Cited by 30
Lexical profiles of bilingual children with primary language impairment
Ebert, K. D., Pham, G. T., & Kohnert, K. J. (2014) · Bilingualism Language and Cognition · doi:10.1017/s1366728913000825 · Cited by 33
“Both sets of nonwords were constructed to follow language-specific phonotactic patterns (see Dollaghan & Campbell, 1998; Ebert et al., 2008), resulting in Spanish nonwords that are longer but have simpler syllable structure than English nonwords.”
BackgroundMethodBone Lead Levels and Language Processing Performance
Campbell, T. F., Needleman, H. L., Riess, J. A., & Tobin, M. J. (2000) · Developmental Neuropsychology · doi:10.1207/s15326942dn1802_2 · Cited by 29
“An alternative strategy would be to employ “processing-dependent” measures of language that require a child to conduct psycholinguistic processing operations that are minimally dependent on prior knowledge or experience (Campbell et al., 1997; Dollaghan & Campbell, 1998).”
BackgroundResultInfluentialSelf-citationHemsley, G., Holm, A., & Dodd, B. J. (2006) · International Journal of Bilingualism · doi:10.1177/13670069060100040401 · Cited by 29
“The nonwords were more “word like” for English (Dollaghan & Campbell, 1998) than Samoan, which has a markedly different syllable structure and phoneme repertoire.”
BackgroundMethodAsh, A., Redmond, S., Timler, G. R., & Kean, J. (2016) · Clinical Linguistics & Phonetics · doi:10.1080/02699206.2016.1257655 · Cited by 32
Ehrhorn, A. M., Adlof, S. M., Fogerty, D., & Laing, S. (2020) · Scientific Studies of Reading · doi:10.1080/10888438.2020.1849223 · Cited by 33
“© 2020 Society for the Scientific Study of Reading (Dollaghan & Campbell, 1998; Redmond, Thompson, & Goldstein, 2011; Saiegh-Haddad & GhawiDakwar, 2017).”
InfluentialNon-word repetition performance in Korean-English bilingual children
Lee, H. J., Kim, Y. T., & Yim, D. (2013) · International Journal of Speech-Language Pathology · doi:10.3109/17549507.2012.752866 · Cited by 28
“The results of our study on typical bilingual and monolingual Korean speakers replicate the results of previous studies (Dollaghan & Campbell, 1998; Gathercole & Baddeley, 1990; Gathercole et al., 1991; Girbau & Schwartz, 2008; Radeborg et al., 2006).”
BackgroundMethodResultInfluentialHick, R. F., Botting, N., & Conti‐Ramsden, G. (2007) · Developmental Medicine & Child Neurology · doi:10.1111/j.1469-8749.2005.tb01187.x · Cited by 29
“…with SLI show poor verbal short-term memory when compared with 532 Developmental Medicine & Child Neurology 2005, 47: 532–538 language-matched, typically developing children (Gathercole and Baddeley 1990, Montgomery 1995, Bishop et al. 1996, Dollaghan and Campbell 1998, Conti-Ramsden et al. 2001a).”
BackgroundShahmahmood, T. M., Jalaie, S., Soleymani, Z., Haresabadi, F., & Nemati, P. (2016) · Journal of Research in Medical Sciences · doi:10.4103/1735-1995.189648 · Cited by 28
“[40] After that, many studies were conducted to investigate this suggestion (e.g., Conti‑Ramsden, 2003; Conti‑Ramsden, Botting and Faragher, 2001; Archibald and Gathercole 2007).”
Cross-situational statistical learning in children with developmental language disorder
Ahufinger, N., Guerra, E., Ferinu, L., Andreu, L., & Sanz‐Torrent, M. (2021) · Language Cognition and Neuroscience · doi:10.1080/23273798.2021.1922723 · Cited by 31
“Indeed, there is a large consensus about deficits in the working memory system in children with DLD (Archibald, 2018; Dollaghan & Campbell, 1998; Gathercole et al., 1994; Marton, 2008; Vugs et al., 2013) to the extent that some authors have even suggested that lexical difficulties could be related…”
BackgroundPurdy, J., Leonard, L., Weber-Fox, C., & Kaganovich, N. (2014) · Journal of Speech, Language and Hearing Research · doi:10.1044/2014_jslhr-l-13-0176 · Cited by 28
“For nonword repetition, mean percentages correct on the Nonword Repetition Test (Dollaghan & Campbell, 1998) were 81.34 (SD = 7.18) and 90.54 (SD = 3.31), t(22) = 4.03, p .001, d = 1.65, respectively.”
InfluentialThe Diagnostic Accuracy of Two Tense Measures for Identifying 3-Year-Olds With Language Impairment
Guo, L.-Y., & Eisenberg, S. L. (2014) · American Journal of Speech-Language Pathology · doi:10.1044/2013_ajslp-13-0007 · Cited by 28
“Using the intervention status as the identification criteria, rather than simply relying on norm-referenced tests, was consistent with other studies (e.g., Dollaghan & Campbell, 1998).”
ResultDispaldro, M., Deevy, P., Altoè, G., Benelli, B., & Leonard, L. B. (2011) · International Journal of Language & Communication Disorders · doi:10.1111/j.1460-6984.2011.00008.x · Cited by 28
“For both languages and for both word types, productions were scored using the method of Dollaghan and Campbell (1998).”
BackgroundMethodThe Journal of Speech - Language Pathology and Applied Behavior Analysis
Carbone, V. J., Lewis, L. M., Sweeney‐Kerwin, E. J., Dixon, J., & Quinn, S. (2006) · Cited by 28
Girbau, D. (2016) · First Language · doi:10.1177/0142723715626069 · Cited by 27
“…and the length effect beginning with the three-syllable non-words have been reported also in English-speaking children with SLI/LI and TLD (e.g., Dollaghan & Campbell, 1998; Rodekohr & Haynes, 2001) and in smaller samples for other languages, including French (Le Foll et al., 1995) and Italian…”
InfluentialKleeck, A. E. V., Gillam, R. B., & Hoffman, L. M. (2006) · The Journal of Speech and Language Pathology – Applied Behavior Analysis · doi:10.1037/h0100201 · Cited by 28
“Studies outside of the area of reading corroborate that children with language impairment perform more poorly than age- and language-matched peers on nonword repetition and nonword span tasks, suggesting that these children have a diminished phonological WM capacity (e.g., Bishop, North, & Donlan, 1996; Dollaghan & Ca…”
BackgroundLexical and Phonological Variability in Preschool Children With Speech Sound Disorder
Macrae, T., Tyler, A. A., & Lewis, K. E. (2014) · American Journal of Speech-Language Pathology · doi:10.1044/1058-0360(2013/12-0037 · Cited by 27
Jackson, E., Leitão, S., Claessen, M., & Boyes, M. E. (2019) · Journal of Communication Disorders · doi:10.1016/j.jcomdis.2019.02.001 · Cited by 27
Counting Span and the Identification of Primary Language Impairment
Ebert, K. D., Windsor, J., & Kohnert, K. J. (2007) · International Journal of Language & Communication Disorders · doi:10.1080/13682820600940083 · Cited by 29
Multisyllabic nonwords: More than a string of syllables
Archibald, L. M. D., Gathercole, S. E., & Joanisse, M. F. (2009) · The Journal of the Acoustical Society of America · doi:10.1121/1.3076200 · Cited by 27
Beccaluva, E. A., Catania, F., Arosio, F., & Garzotto, F. (2024) · Human–Computer Interaction · doi:10.1080/07370024.2023.2242837 · Cited by 24
“show that repeated practice within a given domain increases cognitive and behavioral efficiency in the targeted domain, which is more easily transferred to other untrained domains, increasing generalization (Dollaghan & Campbell, 1998; Owens, 2009; Pham & Ebert, 2020).”
BackgroundDiscourse and cognition in speakers with acquired brain injury (ABI): a systematic review
Hill, E., Claessen, M., Whitworth, A., Boyes, M. E., & Ward, R. (2018) · International Journal of Language & Communication Disorders · doi:10.1111/1460-6984.12394 · Cited by 32
Bowers, A. L., Bowers, L. M., Hudock, D., & Ramsdell-Hudock, H. L. (2018) · Journal of Fluency Disorders · doi:10.1016/j.jfludis.2018.08.006 · Cited by 26
Coalson, G. A., & Byrd, C. T. (2017) · PLoS ONE · doi:10.1371/journal.pone.0188111 · Cited by 25
“Two of the most frequently used nonword repetition tasks in the stuttering literature (Nonword Repetition Task [74], Children’s Test of Nonword Repetition [75]) require participants to repeat nonword targets immediately after auditory cues, and include primarily trochaic nonword targets (e.”
MethodWorking Memory Performance in Children With Developmental Language Disorder: The Role of Domain
Larson, C., & Weismer, S. E. (2022) · Journal of Speech Language and Hearing Research · doi:10.1044/2022_jslhr-21-00420 · Cited by 30
Phonological Representations in Children with Articulation and Phonological Disorders
Kim, N.-Y., & Ha, J.-W. (2014) · Eon'eo cheong'gag jang'ae yeon'gu/Communication sciences & disorders · doi:10.12963/csd.14105 · Cited by 25
“언어장애아동과 일반아동 간 비단어 따라말하기 수행력의 차이는 자극어 음절 길 이의 영향을 받는다(Dollaghan & Campbell, 1998).”
Gibson, T. A., Summers, C., Peña, E. D., Bedore, L. M., Gillam, R., & Bohman, T. (2014) · Bilingualism · doi:10.1017/s1366728914000248 · Cited by 26
A Study of Language Development and Affecting Factors in Children Aged 5 to 27 Months
Muluk, N. B., Bayoğlu, B., & Anlar, B. (2016) · Ear Nose & Throat Journal · doi:10.1177/014556131609500107 · Cited by 25
A verbal strength in children with Tourette syndrome? Evidence from a non-word repetition task
Dye, C. D., Walenski, M., Mostofsky, S. H., & Ullman, M. T. (2016) · Brain and Language · doi:10.1016/j.bandl.2016.07.005 · Cited by 26
“The results suggest that one or more processes that are involved in the NRT are speeded in TS. Based on previous research on nonword repetition, and the NRT in particular, both the (de)composition and maintenance of phonological elements in short-term memory appear to be particularly important processes in the task (s…”
BackgroundMethodInfluentialEvans, J. L., Gillam, R. B., & Montgomery, J. W. (2018) · Journal of Speech Language and Hearing Research · doi:10.1044/2018_jslhr-l-17-0150 · Cited by 31
“Cognitive Variables pWM Children’s pWM was measured using the Dollaghan and Campbell (1998) nonword repetition task.”
MethodPerformance of Children With Hearing Loss on an Audiovisual Version of a Nonword Repetition Task
Al-Salim, S., Moeller, M. P., & McGregor, K. K. (2020) · Language Speech and Hearing Services in Schools · doi:10.1044/2019_lshss-ochl-19-0016 · Cited by 27
“The NWR task incorporated the instructions and 16 nonwords developed by Dollaghan and Campbell (1998) into an auditory–visual format as described by Nittrouer et al. (2014).”
BackgroundMethodInfluentialNiu, T., Wang, S., Ma, J., Zeng, X., & Xue, R. (2024) · Frontiers in Neuroscience · doi:10.3389/fnins.2024.1390987 · Cited by 34
“…subgroup analyses by the specific test, the DR task was dominated by WMTB-C (Studies = 3), WIS-C (Studies = 4), and AWMA (Studies = 5); the NWR task mainly included the NWR Task (Dollaghan and Campbell 1998, studies = 7), and the WLR was dominated by the AWMA (Studies = 1) and WMTB-C (Studies = 2).”
MethodBishop, D. (2006) · Applied Psycholinguistics · doi:10.1017/s0142716406210397 · Cited by 24
PROCESSING LIMITATIONS AND THE GRAMMATICAL PROFILE OF CHILDREN WITH SPECIFIC LANGUAGE IMPAIRMENT
Leonard, L. B. (2007) · Advances in child development and behavior · doi:10.1016/b978-0-12-009735-7.50009-8 · Cited by 24
Focus of attention and speech motor performance
Lisman, A. L., & Sadagopan, N. (2013) · Journal of Communication Disorders · doi:10.1016/j.jcomdis.2013.02.002 · Cited by 24
Plante, E., Bahl, M., Vance, R., & Gerken, L. (2010) · Journal of Communication Disorders · doi:10.1016/j.jcomdis.2010.07.005 · Cited by 24
“TOLD-P2: GU =Test of Language Development-Primary, Second Edition (standard score mean=10); NWR=Nonword Word Repetion Test (Dollaghan & Campbell, 1998) reported as number of items correct.”
BackgroundSpeech Perception in Dyslexic Children With and Without Language Impairments
Manis, F. R., & Keating, P. (2005) · Cited by 24
Hailpern, J. M., Harris, A., LaBotz, R., Birman, B., Karahalios, K. G., DeThorne, L. S., & Halle, J. (2012) · CHI Conference Extended Abstracts on Human Factors in Computing Systems (CHI EA) · doi:10.1145/2212776.2212469 · Cited by 24
“Given that the children from the typical group could reportedly say all words listed on the CDI, three- or four-syllable nonsense [9] and lowfrequency vocabulary words[28] were used instead.”
MethodPredictors of Reading in Urdu: Does Deep Orthography Have an Impact?
Farukh, A., & Vulchanova, M. (2014) · Dyslexia · doi:10.1002/dys.1474 · Cited by 22
“There is convincing evidence in research on reading that NWR alone can be used as a good, reliable and efficient tool for phonological measures (Bishop, North, & Donlan, 1996; de Bree et al., 2010; Conti-Ramsden, Botting, & Faragher, 2001; Dollaghan & Campbell, 1998; Weismer et al., 2000).”
Background
Metadata
- Authors
- Dollaghan, C., & Campbell, T. F.
- Affiliations
- University of Pittsburgh (US)
- ORCID
- Campbell, Thomas F.
- Venue
- Journal of Speech, Language, and Hearing Research
- Published
- 1998-10
- Volume
- 41
- Issue
- 5
- Pages
- 1136-1146
- ISSN
- 1092-4388 (ISSN-L)
- 1558-9102
- OpenAlex
- W1986346898
- Cited by
- 1,006
- References
- 34
- Citations by year
- 2026: 22 · 2025: 15 · 2024: 23 · 2023: 51 · 2022: 41 · 2021: 43 · 2020: 58 · 2019: 49 · 2018: 46 · 2017: 60 · 2016: 49 · 2015: 44 · 2014: 52 · 2013: 48 · 2012: 53
- FWCI
- 12.23
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Speech Language and Hearing Research (publishedVersion)
- PubMed (publishedVersion)
- Funders
- National Institutes of Health (5r29dc001858-05)
- National Institute on Deafness and Other Communication Disorders (R29DC01858)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Health Sciences › Health Professions › Speech and Hearing › Hearing Loss and Rehabilitation
- Keywords
- non-word repetition, language impairment, children, language screening, likelihood ratios, language intervention, diagnostic test validity, language assessment
- MeSH terms
- Adolescent, Child, Child, Preschool, Female, Humans, Language Disorders, Language Tests, Male, Phonetics, Speech Disorders
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