The Acquisition of Tense and Agreement Morphemes by Children With Specific Language Impairment During Intervention: Phase 3 Purpose The goals of this investigation were to determine whether gains in the use of tense and agreement morphemes by children with specific language impairment (SLI) during a 96-session intervention period would still be evident 1 month following treatment and whether these treatment effects would be greater than those seen ... Research Note
Research Note  |   February 01, 2008
The Acquisition of Tense and Agreement Morphemes by Children With Specific Language Impairment During Intervention: Phase 3
 
Author Affiliations & Notes
  • Laurence B. Leonard
    Purdue University, West Lafayette, IN
  • Stephen M. Camarata
    Vanderbilt University, Nashville, TN
  • Monika Pawłowska
    Purdue University
  • Barbara Brown
    Purdue University
  • Mary N. Camarata
    Vanderbilt University
  • Contact author: Laurence B. Leonard, Speech, Language, and Hearing Sciences, Heavilon Hall, 500 Oval Drive, Purdue University, West Lafayette, IN 47907. E-mail: xdxl@purdue.edu.
Article Information
Language Disorders / Specific Language Impairment / Language / Research Note
Research Note   |   February 01, 2008
The Acquisition of Tense and Agreement Morphemes by Children With Specific Language Impairment During Intervention: Phase 3
Journal of Speech, Language, and Hearing Research, February 2008, Vol. 51, 120-125. doi:10.1044/1092-4388(2008/008)
History: Received December 11, 2006 , Revised April 19, 2007 , Accepted June 25, 2007
 
Journal of Speech, Language, and Hearing Research, February 2008, Vol. 51, 120-125. doi:10.1044/1092-4388(2008/008)
History: Received December 11, 2006; Revised April 19, 2007; Accepted June 25, 2007
Web of Science® Times Cited: 21

Purpose The goals of this investigation were to determine whether gains in the use of tense and agreement morphemes by children with specific language impairment (SLI) during a 96-session intervention period would still be evident 1 month following treatment and whether these treatment effects would be greater than those seen in children with SLI receiving otherwise similar treatment that did not emphasize tense and agreement morphemes.

Method Thirty-three children with SLI (age 3;0 to 4;8 [years;months]) served as participants. The children participated in 1 of 3 treatment conditions. The conditions emphasized 3rd person singular –s, auxiliary is/are/was, or general language stimulation. The children’s use of 3rd person singular –s, auxiliary is/are/was, and past tense –ed was assessed through probes administered throughout treatment and 1 month later.

Results The children in the conditions that targeted 3rd person singular –s and auxiliary is/are/was showed significant gains on their respective target morphemes, and these gains were maintained 1 month later. These gains were significantly greater than the gains seen on the same morphemes by the children receiving general language stimulation. For most children, use of the target morphemes did not approach mastery levels by the end of the study.

Conclusion Intervention that emphasizes morphemes that mark both tense and agreement can be relatively successful, with gains still apparent at least 1 month following intervention.

Acknowledgments
The research reported in this article was supported by National Institute on Deafness and Other Communication Disorders Research Grant R01 DC004544. We thank Meghan Fitzgerald and Wenonah Campbell for their expertise in preparing the stories used in the treatment sessions and for their help in creating the appropriate scoring forms. Several people played major roles in recruitment, clinical training, and organization; these individuals are Catherine Bush, Jill Omer, and Sonja Solomonson. Thanks also go to Patricia Deevy for her expert technical assistance. We gratefully acknowledge the many individuals who served as clinicians, assistants during assessment, or transcribers. These individuals are Whitney Boone, Emily Durnil, Katie Camarata, Rholanda Cleveland, Angie Fontenot, Tara Robinson, Kate Kardel, Vanessa Smith, Katie Woodworth, Amy Hanrahan, Elly Huskey, Marlo Mewherter, Cindy Shamburger, Gretchen Melpolder, Deb Riley, Kristen Witte, Darcy Kazarian, Stephanie Cotton, Martha Levien, Sharon Murphy, Dana Gombus, Courtney Copeland, Michelle Stoller, and Christine Frazier.
Order a Subscription
Pay Per View
Entire Journal of Speech, Language, and Hearing Research content & archive
24-hour access
This Article
24-hour access