Este estudo tem por objetivo investigar o comportamento das crianças com Distúrbio Específico de Linguagem (doravante DEL) em relação à produção de uma estrutura sintática complexa, a interrogativa QU de longa distância (doravante pergunta QULD) no português brasileiro, e compará-lo ao das crianças com Desenvolvimento Típico (doravante DT). Foram coletados dados desses 2 grupos de crianças (DEL e DT) entre 5 e 11 anos de idade. Utilizou-se a metodologia de eliciação, implantada em Thornton (1990), para realizar o experimento. Foram eliciadas 16 perguntas QU LD para cada criança, sendo que 8 dessas perguntas eram com extração de sujeito (4 QU nu e 4 QU+N) e 8 com extração de objeto (4 QU nu e 4 QU+N). Os dados da produção dos 2 grupos foram comparados e observou-se que as crianças de ambos os grupos dominam a estrutura de pergunta-QU LD a partir dos 5 anos. Contudo, a produção de tal estrutura sintática pelo grupo das crianças com DEL (36,65%) mostrou-se menos frequente do que a produção do grupo com DT (89,70%), sugerindo que o grupo com DEL enfrenta dificuldades com as estruturas complexas que envolvem movimento. Considerando-se a produção das crianças com DEL, as perguntas-QU de objeto foram produzidas a taxas semelhantes às perguntas QU de sujeito (QU-que simples de sujeito com movimento-QU (44,44%) e QU simples de objeto (55,55%)) pelo grupo com DEL. A análise dos dados nos sugere que as crianças com DEL, embora apresentem dificuldades relacionadas aos movimentos sintáticos, são capazes de processar ambas as estruturas, diferentemente do que outros estudos com essa população encontrou (por exemplo, Van der Lely e Battell (2003) e Friedmman e Novogrodsky, (2011)). Curiosamente, as crianças não produziram perguntasQU com QU in situ, embora a produção de tal estrutura fosse esperada como uma estratégia de minimização de custo de processamento da informação, algo que foi encontrado em estudos anteriores (como em Corrêa e Augusto (2011)). / The present study investigates the behavior of children with Specific Language Impairment (SLI) when producing the complex syntactic structure of Long Distance WH- Question and compares it to the production of the same structure by Typically Developing children (TD) at the age of language acquisition in Brazilian Portuguese. Data was taken from 2 groups of children (TD and SLI) aged from 5 to 11 years old. The elicitation method, implemented by Thornton (1990), was used for the experiment. 16 WH-questions were elicited from each child, i.e., 8 with object extraction (4 WH-bare and 4 WHICH+N) and 8 with subject extraction (4 WH-bare and 4 WHICH+N). Data obtained from the 2 groups showed that TD children as well as the SLI group master the complex WH-questions at the age of 5, however, SLI children produced this syntactic structure less frequently (36,65%) than the TD group (89,70%). SLI children certainly faced difficulties in producing it. However, this group of children produced WH-questions with object extraction (55,55%) as frequently as the production of the WH-questions with subject extraction (44,44%). Data analysis suggests that SLI children are able to deal with both syntactic structures (subject and object WH-questions) the same way. SLI children did not produce WH- in situ (a syntactic structure licensed in Brazilian Portuguese).

Past tense verb production in children with specific language impairment and language-matched children with typical language was compared using language samples and a standardized probe (Rice/Wexler Test of Early Grammatical Impairment). Analyses revealed accuracy and error type differences between elicitation types and groups. Results have important clinical practice implications.

Regular (e.g., jumped) and irregular (e.g., fell) past tense verb acquisition in children with typical language development (TL) occurs between ages 3-5. In children with specific language impairment (SLI), acquisition of these forms is extended and errors in spontaneous conversation may even continue into adulthood. However, there is a lack of consensus as to whether probed or spontaneous language samples give a more accurate representation of a child’s linguistic skills. The first aim of this study was to determine if there were differences in regular and irregular past tense verb production accuracy between two Elicitation Methods: probed vs. spontaneous language sampling. The second aim was to determine if accuracy and error patterns differed between children with SLI and children with TL. The participants included 11 children with SLI (mean age: 5 years) and 20 children with TL (mean age: 3 years 6 months). Each participant received a battery of tests to determine language status. This battery included two elicitation methods for regular and irregular past tense: a probe and a spontaneous language sample. The Rice/Wexler Test of Early Grammatical Impairment probed past tense verb production using picture prompts and a standardized verbal routine. Additionally, a language sample was recorded in which participants told three thematically related stories provided spontaneous productions. The first two stories were read by the examiner first and the child was asked to retell it. The first story was presented in the present tense. The second story was presented in the past tense. The third story was made up by the child based on the pictures and the tense was free to vary. These stories provided the language sample that was then transcribed and coded for a statistical analysis of verb production. Within and between groups ANOVAs revealed statistically significant differences between the probe and spontaneous language samples, with the probe yielding higher accuracy for regular and irregular past tense verb production in both groups. There was no significant Group effect or Group by Elicitation Method interaction. Analysis of the types of errors produced revealed a statistically significant Group by Elicitation Method interaction. Post hoc analysis found for regular past tense verbs, children with SLI produced more stem-form errors than children with TL. For irregular past tense forms, children with SLI produced more stem form errors, while children with TL produce more overregularization errors. The observed pattern of errors is consistent with inclusionary criteria for SLI, the literature, and theoretical foundations. The results add to the literature about the accuracy of probe and spontaneous language sample elicitation methods.

Speech-language pathologists are challenged with providing children with treatment that results in the greatest amount of improvement in the least amount of time. To aid in this challenge, we examined how quickly and efficaciously seven children with a specific language impairment (SLI) learned verbs compared to seven children with typical language (TL) development. Each child was taught the meaning and use of six nonsense verbs. Nonsense verbs were used to ensure that the target verbs had never been heard by any of the participants before the experiment and allowed us to control verb exposure. Each participant received up to four training sessions of 30-minutes each. During these sessions, the examiner utilized naturalistic conversational techniques and play activities with carefully selected sets of toys that corresponded to the meaning of the target words. The training sessions were ended when children demonstrated 100% accuracy in their understanding of the verbs and 50% accuracy in their production during a probe task. All sessions were audio-recorded and the experimenters and childs utterances were reliably coded. Analysis revealed that the two groups received the same input from the experimenter in terms of the number and type of exposures to the verbs. We examined the childrens nonsense verb productions for their rate and quality. Rate of verb acquisition was measured by counting: 1) the number of sessions required before the criteria for learning was met; 2) the number of exposures before childs first spontaneous production of each target verb; and 3) the number of exposures before childs first elicited production of each target verb. Quality of verb acquisition was measured by counting: 1) the number of alternative real verbs substituted for a nonsense verb and 2) the accuracy of transitive target verb usage. Although the results were not statistically significant for any of the measures tested, there was a trend for children with SLI to learn the target nonsense verbs more slowly but just as

Der vorliegende Tagungsband enthält alle Beiträge des 1. Herbsttreffens Patholinguistik, das am 24.11.2007 an der Universität Potsdam stattgefunden hat. Sowohl die drei Hauptvorträge zum Thema „Der Erwerb von Lexikon und Semantik – Meilensteine, Störungen und Therapie“ als auch die Kurzvorträge promovierter Patholinguisten sind ausführlich dokumentiert. Außerdem enthält der Tagungsband die Abstracts der präsentierten Poster. / These proceedings contain the contributions presented at the “1st Herbsttreffen Patholinguistik” that took place on November 24, 2007 at the University of Potsdam. Three main lectures focused on "The acquisition of lexicon and semantics - milestones, impairments, and intervention". In addition, the proceedings contain short presentations on patholinguistic research and the abstracts of the presented posters.

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Kinder mit Sprachentwicklungsstörungen haben besondere Bildungsbedürfnisse. Didaktisch-methodische Entscheidungen für die Unterrichtsgestaltung müssen sich an den individuellen Lernvoraussetzungen auszurichten, um einen erfolgreichen Bildungsprozess, z.B. im Bereich der Schriftsprache, sicherzustellen. Sowohl in Förderschulen, als auch im Hinblick auf die Gestaltung Gemeinsamen Unterrichts ist damit die Frage nach den Qualitätsmerkmalen eines Unterrichtsangebotes für sprachbeeinträchtigte Kindern von hoher Relevanz. Hierzu liegen vielfach konzeptuelle Überlegungen und vereinzelt auch Befragungen vor, jedoch keine Untersuchungen mit einem systematisch entwickelten Instrument. Ausgehend vom Angebot-Nutzungs-Modell des Unterrichts (Helmke 2009) und Merkmalen allgemein guten Unterrichts wurden Experten befragt hinsichtlich der Merkmale, die sie für die Gestaltung von Bildungsprozessen sprachbeeinträchtigter Kinder für besonders bedeutsam halten (Theisel & Glück 2012). Diese Ergebnisse fanden Eingang in einen Fragebogen, der bundesweit an sonderpädagogische Lehrkräfte verteilt wurde, die unabhängig vom Lernort mit sprachbeeinträchtigten Kindern unterrichtlich tätig sind. Im Vergleich mit den Angaben von Grundschullehrkräften lässt sich zeigen, wie einzelne Subskalen des Fragebogens auf spezifische Gestaltungsmerkmale des Unterrichts hinweisen, wie sie für die Arbeit mit sprachbeeinträchtigten Kindern typisch sind. Im Rahmen der KiSSES-Studie in B.-W. wurde die Schulleistungsentwicklung der Kinder im Längsschnitt verfolgt. Gleichzeitig wurden die Lehrkräfte nach Prozessmerkmalen ihres Unterrichts befragt. Es lassen sich Zusammenhänge zwischen einzelnen Bereichen der Schulleistung (Mathematik, Lesen, Schreiben) und Unterrichtsmerkmalen zeigen, die die Kriteriumsvalidität und Reliabilität des entwickelten Instrumentes deutlich machen.

The diploma thesis is focused on the problems and relationship of specific language impairment and learning disabilities, as developmental disorders affecting not only speech and language, but also other areas influencing the educational process and school success of pupils. The introductory chapters are devoted to the theoretical definition of individual disorders with a focus on their terminology, etiology, symptomatology, diagnostics and therapy. Attention is also focused on the reciprocal context of specific language impairment and difficulties in reading, writing and orthography. The thesis is a comparative case study whose aim is to describe and compare the symptoms of the abovementioned disorders in a selected group of pupils of younger school age as reflected in basic school skills - reading and writing. The purpose of the thesis is to point out their interdependence and similarity in the field of education, but also certain specifics of each of the disorders depending on the individual peculiarities of each pupil.

The diploma thesis deals the children with developmental language disorder, which are included in the regular type of school, and analysis of advantages and disadvantages resulting from this integration. The thesis includes a brief description of the development of a younger school age child, the possibilities of education in the Czech Republic and the complete terminological definition of developmental language disorder from etiology, diagnostics to therapies. The main objective of the thesis is to analyze the process of integration of pupils with developmental language disorder at the first stage of a basic elementary school and to find out the possibilities of their inclusive education. It may be an inspiration for pedagogues, speech therapists, parents, and caregivers of children with developmental language disorder. The thesis can be a starting point for further scientific work that deals with similar issues.

Dans la littérature, relativement peu d’études ont porté sur les processus de rééducation en situation naturelle. La majorité des recherches ont été menées surtout comme une évaluation de l’efficacité de certaines méthodes d’intervention (e.g. méthode métalinguistique, guidance parentale) ou modes d’intervention (e.g. recast, imitation, modelage) sur l’acquisition d’une forme ou d’une structure linguistique ou de manière plus générale sur le développement de l’enfant. Or la compréhension des processus par lesquels les enfants se développent nécessite de travailler sur ce qui se passe pendant la rééducation sur le plan interactionnel et dans la façon dont émergent des pratiques orthophoniques dans l’interaction.L’objectif de notre étude est de comprendre la manière dont les interventions des orthophonistes soutiennent le développement langagier des enfants dysphasiques dans l’interaction. Cette étude s’inscrit dans une approche interactionniste en s’inspirant des travaux de Vygotski (1936/1997) et de Bruner (1983a).L’étude porte sur l’observation de quatre dyades orthophoniste-enfant dysphasique d’âge scolaire suivies lors de séances de rééducation pendant sept mois. Au début et à la fin de cette phase d’observation, une phase de test a été mise en place pour évaluer les compétences langagières des enfants et leur évolution. Les résultats montrent que les orthophonistes mettent en place des activités portant sur divers aspects du fonctionnement du langage. Leurs pratiques s’inscrivent dans la dynamique de l’échange et elles sont fortement influencées par les interventions des enfants et leurs difficultés à accomplir une tâche langagière. En outre, elles sont efficaces car elles permettent aux enfants de réaliser à deux ce qu’ils ne pouvaient accomplir seul. Nos analyses mettent en évidence des gestes professionnels communs aux orthophonistes relevant ainsi leur appartenance à une communauté de pratiques. / The literature reports relatively few studies that focused on Speech-Language pathologists’ (SLPs) interventions in natural context. Most of the studies explored the clinical effectiveness of intervention strategies with children with Specific Language Impairment (SLI) by assessing language outcomes (e.g. the acquisition of a particular form or structure, improvements on particular language measures) both studying particular features (e.g. recast, imitation, model, etc) or entire clinical methods and programs (e.g. metalinguistic approach, parental guidance, etc.). However, to better understand the processes underlying children’s development, it is necessary to analyse in detail what happens during SLP sessions at an interactional level and focus on the emergence of practices during Speech-language pathologist- child interactions. The aim of the present study was to better understand how clinical interventions support the language development of child with SLI during interactions. In line with Vygotski (1936/1997) or Bruner (1983a), we adopted a socio-interactionist approach/perspective.This study observed four school-aged children with SLI interacting with their SLP during clinical sessions. The dyads were followed-up for seven months. At the beginning and the end of the observation period, children’s linguistic, discursive and interactional abilities were assessed through standardized language tests and through the analysis of mother-child interactions.The results showed that SLPs enrolled the children in activities focusing on various aspects of language. Their practices were part of the dialogical dynamic and were strongly influenced by the accomplishment of the task (by children). In addition, the effectiveness of these practices was proven by the fact that children achieved, supported by the SLP, tasks that they were not able to accomplish by themselves. Our analyses also highlighted common professional gestures, such as discursive strategies, among all the SLP who participated in the study, showing that they belong to a community of practice.