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Grammatical morphology and speech perception in children with specific language impairment.

L B Leonard¹, K K McGregor, G D Allen

¹Purdue University, West Lafayette, IN.

Journal of Speech and Hearing Research

|October 1, 1992

Summary

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Children with specific language impairment (SLI) struggle with grammatical morphology and perceiving rapid speech sounds. This study found SLI children were significantly weaker at discriminating speech with short contrastive durations, confirming a link between morphology and auditory perception.

Area of Science:

Linguistics
Developmental Psychology
Auditory Perception

Background:

Children with specific language impairment (SLI) often exhibit difficulties with grammatical morphology.
A separate body of research indicates that children with SLI also face challenges in perceiving rapid acoustic changes in speech.
This study investigates the potential connection between these two areas of difficulty in SLI.

Purpose of the Study:

To explore the relationship between grammatical morphology deficits and auditory perception skills in English-speaking children with SLI.
To determine if limitations in processing short-duration speech elements correlate with morphological weaknesses.

Main Methods:

The study involved a group of eight children diagnosed with SLI and documented morphological impairments.

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Participants completed tasks assessing their ability to discriminate speech stimuli.

Stimuli were designed such that contrastive phonetic portions varied in duration relative to non-contrastive portions.

Main Results:

Children with SLI demonstrated significant weaknesses in discriminating speech stimuli where the contrastive elements were shorter in duration.
This finding supports the hypothesis that difficulties with short-duration acoustic cues are linked to morphological deficits in SLI.
Performance varied across different perceptual contrasts, suggesting a nuanced relationship.

Conclusions:

A parallel exists between the grammatical morphological limitations and the auditory perception profiles of children with SLI.
The duration of acoustic cues in speech appears to be a critical factor for children with SLI.
Further research is needed to fully understand the underlying mechanisms and potential intervention strategies for these interconnected challenges.