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Published on: October 11, 2010
Counting span and the identification of primary language impairment
Kerry Danahy1, Jennifer Windsor, Kathryn Kohnert
1Department of Speech-Language-Hearing Sciences, University of Minnesota, Minneapolis, MN 55455, USA. dana0007@umn.edu
Summary
A working-memory task showed limited diagnostic power for identifying language impairment (LI) in children. While useful for older children (10+), it is insufficient alone for linguistically diverse learners.
Area of Science:
- Cognitive Psychology
- Developmental Psychology
- Linguistics
Background:
- Verbal working memory deficits are linked to language impairment (LI) in children.
- Non-linguistic task research suggests LI deficits extend beyond language.
- Developing non-biased assessment tools is crucial for linguistically diverse children.
Purpose of the Study:
- To evaluate a low-linguistic-load working memory task as a potential LI screening tool.
- To assess the diagnostic utility of the Counting Span task for children with LI.
Main Methods:
- Compared three groups: monolingual LI, typical monolingual, and typical bilingual children (ages 7-13).
- Administered the Counting Span task to assess working memory performance.
- Utilized group comparisons and likelihood ratios for data analysis.
Main Results:
- Children with LI performed significantly worse on the Counting Span task than typical peers.
- Task performance did not strongly differentiate LI from typical groups overall.
- Age was a significant factor, with better diagnostic power for children aged 10 and above.
Conclusions:
- The Counting Span task alone is insufficient for identifying LI in diverse learners.
- It can be a valuable component of a comprehensive LI assessment battery.
- Its utility is enhanced for screening children aged 10 and older.
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