Canadian Journal of Speech-Language Pathology and Audiology

Syntactic Comprehension of Kindergarten French-Speaking Children with Developmental Language Disorder: Simple and Complex Sentences

 
Author(s) Élody Ross-Lévesque
Chantal Desmarais
Caroline Arsenault
Geneviève Demers-Jacques
Volume 43
Number 1
Year 2019
Page(s) 1-20
Language French
Category Research Article
Keywords Trouble développemental du langage
Compréhension
Syntaxe
Abstract Children with developmental language disorder have difficulties with the grammatical features of language. This creates communicative challenges in many aspects of their lives. There is limited data on the syntactic comprehension of French-speaking children with developmental language disorder. This study explores the comprehension of simple and complex sentences among francophone kindergarten children with developmental language disorder. A sentence comprehension task was used. Results showed that kindergarten children with developmental language disorder have greater difficulty understanding syntactically complex sentences compared to typically developing children, especially relative, passive, pronominal sentences and wh-questions.

Les enfants ayant un trouble développemental du langage ont un déficit marqué à maîtriser la grammaire de leur langue, ce qui les place à risque d’avoir des difficultés communicatives dans plusieurs sphères de leur vie. Or, peu de données franco-québécoises sont actuellement disponibles sur la compréhension syntaxique des enfants ayant un trouble développemental du langage. Cette étude vise à explorer les habiletés de compréhension de phrases simples et complexes des enfants franco-québécois de maternelle ayant un trouble développemental du langage. Une tâche de compréhension de phrases a été utilisée. Les résultats montrent que les enfants de maternelle ayant un trouble développemental du langage ont plus de difficultés à comprendre les phrases complexes que les enfants au développement typique, notamment les phrases relatives, passives, avec un pronom en position objet et les questions avec le pronom interrogatif « qui ».
Record ID 1235
Link http://cjslpa.ca/files//2019_CJSLPA_Vol_43/No_1/CJSLPA_Vol_43_No_1_2019_MS_1109.pdf
 
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