Article/Report  |   October 2006
Nonword Repetition: A Comparison of Tests
Author Notes
  • Contact author: Lisa M. D. Archibald, Department of Psychology, University of Western Ontario, London, Canada N5X 3V6. E-mail: larchiba@uwo.ca
  • Susan E. Gathercole is now at University of York, York, United Kingdom.
    Susan E. Gathercole is now at University of York, York, United Kingdom.×
Language Disorders / Specific Language Impairment / Attention, Memory & Executive Functions / Speech, Voice & Prosody / Language
Article/Report   |   October 2006
Nonword Repetition: A Comparison of Tests
Journal of Speech, Language, and Hearing Research October 2006, Vol.49, 970-983. doi:10.1044/1092-4388(2006/070)
History: Accepted 13 Jan 2006 , Received 12 May 2005 , Revised 08 Sep 2005
Journal of Speech, Language, and Hearing Research October 2006, Vol.49, 970-983. doi:10.1044/1092-4388(2006/070)
History: Accepted 13 Jan 2006 , Received 12 May 2005 , Revised 08 Sep 2005

Purpose: This study compared performance of children on 2 tests of nonword repetition to investigate the factors that may contribute to the well-documented nonword repetition deficit in specific language impairment (SLI).

Method: Twelve children with SLI age 7 to 11 years, 12 age-matched control children, and 12 control children matched for language ability completed 2 tests of nonword repetition: the Children’s Test of Nonword Repetition (CNRep) and the Nonword Repetition Test (NRT).

Results: The children with SLI performed significantly more poorly on both tests than typically developing children of the same age. The SLI group was impaired on the CNRep but not the NRT relative to younger children with similar language abilities when adjustments were made for differences in general cognitive ability. The children with SLI repeated the lengthiest nonwords and the nonwords containing consonant clusters significantly less accurately than the control groups.

Conclusion: The evidence suggests that the nonword repetition deficit in SLI may arise from a number of factors, including verbal short-term memory, lexical knowledge, and output processes.

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