Factors Affecting Syntax Comprehension in Turkish: Chronological Age or Receptive Language Skills?

Gözde Akoğlu, Çiğdem Kızılöz

Abstract


The developmental literature contains studies that indicate disabilities limit verbal and non-verbal communication skills (Akoğlu & Acarlar, 2014; Miller & Paul, 2000) and Owens (1984) suggests that syntax comprehension might underlie the challenges in language comprehension. There are also studies that show syntactic skills develop in parallel with vocabulary and other receptive/expressive language skills (Moyle et al., 2007; Tomblin & Zhang, 2006). Therefore, it is imperative to investigate the characteristics of syntax comprehension skills specific to different diagnostic groups. The study was aimed at identifying possible differences in the syntax comprehension performance of individuals with typical development (TD), specific learning disability (LD) and mild intellectual disability (Mild ID) matched according to chronological age. The participants of the study comprised 12 TD children (6 female, 6 male) attending elementary school, and 12 Mild ID children (5 female, 7 male) and 12 LD children (4 female, 8 male) attending special education and rehabilitation centers in Ankara city center. The participants matched by chronological age (Mean=133.64 months; S=24.66) had not been diagnosed with any physical, neurological and/or sensory disability. The Peabody Picture Vocabulary Test (Katz, Demir, Önen, Uzlukaya, & Uludağ, 1972) and the Complex Syntax Comprehension Skills Assessment Tool (Akoğlu & Acarlar, 2014; Akoğlu, 2014) were used in the assessment of the participants’ receptive language skills and syntax comprehension performances, respectively. The Kolmogorov–Smirnov test was used to test the study data for normality of distribution (p>.05). Correlation analysis revealed a strong positive correlation of the TD children’s syntax comprehension performance with both their chronological age (r=.821, p<.05) and receptive language raw scores (r=742, p<.05), and a strong positive correlation of the Mild ID and LD children’s syntactic comprehension performance with their receptive language skills (r=676, p<.05; r=.739, p<.05; respectively). The results of the One-Way ANOVA test conducted for the comparison of syntax comprehension performance by diagnostic groups indicated a statistically significant difference between the TD, Mild ID and LD children’s mean scores (F(2,33)=24.10, p<.01). The results of the Dunnett-C test performed to identify the source of the difference showed that the TD children’s mean score (Mean=29.16, S=2.36) was greater than LD (Mean=28.58, S=2.46) and Mild ID (Mean=20.25, S=5.04) children’s mean scores, in order of magnitude. The study results will be discussed in regard of the possible effects of intellectual disabilities on syntax comprehension

References


Akoğlu, G., Acarlar, F. (2014). Gelişimsel dil bozukluklarında söz dizimi anlama ve sözel çalışma belleği ilişkisinin incelenmesi. Türk Psikoloji Dergisi, 29(73), 89-103.

Akoğlu, G. (2014). 4-7 yaş arası Türk çocuklarında sözdizimini anlama becerileri. Başkent University Journal of Education, 1(2), 31-42.

Miller,J., Paul,R. (2000). The Clinical Assessment of Language Comprehension. Baltimore: Paul H. Brookes Pub.

Owens, E.R. (1984). Language Development. An Introduction. Ohio: Merrill Pub.

Moyle, M.J., Weismer, S.E., Evans, J.L., Lindstrom, M,J, (2007). Longitudinal relationships between lexical and grammatical development in typical and late-talking children. Journal of Speech, Language, and Hearing Research, 50, 508–28.

Katz, J., Önen, F., Demir., N., Uzlukaya, A. & Uludağ, P. (1974). Peabody Resim Kelime Testi Form B. Hacettepe Bulletin of Social Sciences and Humanities, 6, 129-140.

Tomblin B.J., Zhang, X. (2006). The dimensionality of language ability in school-age children. Journal of Speech, Language, and Hearing Research, 49, 1193–1208.


Refbacks

  • There are currently no refbacks.


............................................................................................................................................................................................................................

HOW DO YOU REGISTER and SUBMIT AN ARTICLE?

Registering and Logging in

Submitting an Article