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Article ; Online: Understanding variation in prospective poor decoders: A person-centred approach from kindergarten to Grade 2.

Dams, Judi E / Schaars, Moniek M H / Segers, Eliane / Blom, Elma

2023 Volume 29, Issue 4, Page(s) 312–329

Abstract: In the present study, we aimed to clarify variation in prospective poor decoders by studying the development of their word decoding skills during the first 1½ years of formal reading education and their unique pre-reading profiles before the onset of ... ...

Abstract	In the present study, we aimed to clarify variation in prospective poor decoders by studying the development of their word decoding skills during the first 1½ years of formal reading education and their unique pre-reading profiles before the onset of formal reading education. Using structural equation modelling and a factorial mixed model analysis of variance (ANOVA), we found autoregression and growth in the word decoding efficiency of prospective poor decoders (n = 90) and matched prospective adequate decoders (n = 90) in first and second grade. However, the gap between the two groups widened over time. Next, we zoomed in on the group of poor decoders by retrospectively studying their individual variation regarding cognitive and linguistic pre-reading skills. Using latent profile analysis, we found three distinct pre-reading profiles: (1) Poor PA, Letter Knowledge, RAN, and Verbal STM; (2) Poor PA and Letter Knowledge; and (3) Poor RAN. Together, these findings suggest that reading difficulties emerge at the intersection of multiple risk factors which can be detected in kindergarten, and that these reading problems persist throughout early reading education.
MeSH term(s)	Humans ; Dyslexia/psychology ; Prospective Studies ; Retrospective Studies ; Reading ; Cognition ; Phonetics
Language	English
Publishing date	2023-07-30
Publishing country	England
Document type	Journal Article
ZDB-ID	1501502-6
ISSN	1099-0909 ; 1076-9242
ISSN (online)	1099-0909
ISSN	1076-9242
DOI	10.1002/dys.1750
Database	MEDical Literature Analysis and Retrieval System OnLINE

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Book: Reference and referentiality in native and learner grammars

Blom, Elma

(Lingua : Special issue ; 147.2014, August)

2015

Title variant	Special issue
Author's details	guest ed. by Elma Blom
Series title	Lingua : Special issue ; 147.2014, August
Language	English
Size	S. [1] - 153, graph. Darst.
Publisher	Elsevier
Publishing place	Amsterdam u.a.
Document type	Book
Database	Former special subject collection: coastal and deep sea fishing

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Article ; Online: Reading outcomes in children with developmental language disorder: A person-centered approach.

Erisman, Marja C / Blom, Elma

Autism & developmental language impairments

2020 Volume 5, Page(s) 2396941520979857

Abstract: Background and aims: Many children with Developmental Language Disorder (DLD) develop reading difficulties. The purpose of this study is to better understand variation in the reading outcomes of children with DLD using a person-centered approach.: ... ...

Abstract	Background and aims: Many children with Developmental Language Disorder (DLD) develop reading difficulties. The purpose of this study is to better understand variation in the reading outcomes of children with DLD using a person-centered approach. Method: 87 monolingual Dutch children diagnosed with DLD performed at ages 5 or 6 years nine tests of nonverbal IQ, oral language proficiency, phonological memory (PM) and executive functioning (EF). Two years later, the same children were tested on single (non-)word reading. Latent profile analyses were conducted to identify profiles based on oral language proficiency, phonological memory and executive functioning at age 5-6 years, which, in turn, were related to nonverbal IQ and to single-word reading two years later. Results: Four profiles were identified and labelled relative to their position within the DLD-sample: 1. Weak performance overall, 2. Strong EF-average language and PM, 3. Mild working memory (WM) deficiencies-average language and PM, 4. Strong development overall. Profiles 1 and 3 had below average nonverbal IQ scores and were associated with low word reading outcomes two years later. Conclusions: Within the group of children with DLD, children with relatively weak oral language, phonological memory and executive functioning, or children with working memory deficiencies are most at risk for developing reading difficulties. The findings support a multiple risk framework and confirm that a person-centered approach is promising in predicting reading outcomes in DLD.
Language	English
Publishing date	2020-12-22
Publishing country	United States
Document type	Journal Article
ZDB-ID	2863109-2
ISSN	2396-9415 ; 2396-9415
ISSN (online)	2396-9415
ISSN	2396-9415
DOI	10.1177/2396941520979857
Database	MEDical Literature Analysis and Retrieval System OnLINE

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Article ; Online: Do Children With Developmental Language Disorder (DLD) Have Difficulties With Interference Control, Visuospatial Working Memory, and Selective Attention? Developmental Patterns and the Role of Severity and Persistence of DLD.

Blom, Elma / Boerma, Tessel

Journal of speech, language, and hearing research : JSLHR

2020 Volume 63, Issue 9, Page(s) 3036–3050

Abstract: Purpose Many children with developmental language disorder (DLD) have weaknesses in executive functioning (EF), specifically in tasks testing interference control and working memory. It is unknown how EF develops in children with DLD, if EF abilities are ...

Abstract	Purpose Many children with developmental language disorder (DLD) have weaknesses in executive functioning (EF), specifically in tasks testing interference control and working memory. It is unknown how EF develops in children with DLD, if EF abilities are related to DLD severity and persistence, and if EF weaknesses expand to selective attention. This study aimed to address these gaps. Method Data from 78 children with DLD and 39 typically developing (TD) children were collected at three times with 1-year intervals. At Time 1, the children were 5 or 6 years old. Flanker, Dot Matrix, and Sky Search tasks tested interference control, visuospatial working memory, and selective attention, respectively. DLD severity was based on children's language ability. DLD persistence was based on stability of the DLD diagnosis. Results Performance on all tasks improved in both groups. TD children outperformed children with DLD on interference control. No differences were found for visuospatial working memory and selective attention. An interference control gap between the DLD and TD groups emerged between Time 1 and Time 2. Severity and persistence of DLD were related to interference control and working memory; the impact on working memory was stronger. Selective attention was unrelated to DLD severity and persistence. Conclusions Age and DLD severity and persistence determine whether or not children with DLD show EF weaknesses. Interference control is most clearly impaired in children with DLD who are 6 years and older. Visuospatial working memory is impaired in children with severe and persistent DLD. Selective attention is spared.
MeSH term(s)	Attention ; Child ; Executive Function ; Humans ; Language Development Disorders ; Memory, Short-Term
Language	English
Publishing date	2020-07-28
Publishing country	United States
Document type	Journal Article
ZDB-ID	1364086-0
ISSN	1558-9102 ; 1092-4388
ISSN (online)	1558-9102
ISSN	1092-4388
DOI	10.1044/2020_JSLHR-20-00012
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Article ; Online: Effects of developmental language disorder and bilingualism on children's executive functioning: A longitudinal study.

Boerma, Tessel / Blom, Elma

Research in developmental disabilities

2020 Volume 107, Page(s) 103782

Abstract: Background: Children's executive functioning (EF) is often negatively associated with a developmental language disorder (DLD) and positively related to bilingualism. However, both regarding children with DLD and bilingual children, findings are mixed ... ...

Abstract	Background: Children's executive functioning (EF) is often negatively associated with a developmental language disorder (DLD) and positively related to bilingualism. However, both regarding children with DLD and bilingual children, findings are mixed and few studies have investigated the combination of DLD and bilingualism in relation to EF. Aims: This study investigated the effects of DLD and bilingualism on children's EF development. Methods: Monolingual and bilingual children with DLD and typical development (TD; N = 32 in each group) were tested three times with yearly intervals (M Results: Monolinguals and bilinguals with DLD had weak working memory and inhibition skills at each time point compared to TD peers, which could partly be explained by verbal short-term memory limitations. Positive effects of bilingualism emerged when controlling for Dutch vocabulary and morphology skills, and were most pronounced at time 1. Conclusions: Monolinguals and bilinguals with DLD have similar and persistent EF deficits, which are partly secondary to verbal short-term memory weaknesses. Bilinguals performed better on EF than monolinguals when Dutch language knowledge was controlled for. This effect was found regardless of DLD and was most prominent at age 5-6 years.
MeSH term(s)	Child ; Child Language ; Child, Preschool ; Executive Function ; Humans ; Language Development Disorders ; Longitudinal Studies ; Multilingualism
Language	English
Publishing date	2020-11-01
Publishing country	United States
Document type	Journal Article
ZDB-ID	639175-8
ISSN	1873-3379 ; 0891-4222
ISSN (online)	1873-3379
ISSN	0891-4222
DOI	10.1016/j.ridd.2020.103782
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Article ; Online: Language activities in a minority-majority language context: book-reading at home is more important for Frisian than for Dutch.

Bosma, Evelyn / Blom, Elma

Journal of child language

2019 Volume 47, Issue 2, Page(s) 289–308

Abstract: Previous research has shown that in a minority-majority language context, the quantity of language input at home is more important for the development of the minority language than for the development of the majority language. In the current study, we ... ...

Abstract	Previous research has shown that in a minority-majority language context, the quantity of language input at home is more important for the development of the minority language than for the development of the majority language. In the current study, we examined whether the same holds true for the frequency of specific language activities at home. In a group of five- and six-year-old Frisian-Dutch bilingual children (n = 120), we investigated to what extent vocabulary and morphology knowledge were predicted by reading activities, watching TV, and story-telling activities in both languages. The results showed that reading in Frisian predicted both Frisian vocabulary and morphology, while reading in Dutch only predicted Dutch vocabulary. This shows that reading at home is most important for the development of the minority language. This especially holds true for the acquisition of Frisian morphology, a domain that is known to be vulnerable in language acquisition.
MeSH term(s)	Books ; Child ; Child, Preschool ; Ethnic Groups ; Female ; Humans ; Language ; Language Development ; Male ; Minority Groups ; Multilingualism ; Narration ; Netherlands ; Reading ; Television ; Vocabulary
Language	English
Publishing date	2019-02-18
Publishing country	England
Document type	Journal Article ; Research Support, Non-U.S. Gov't
ZDB-ID	1466489-6
ISSN	1469-7602 ; 0305-0009
ISSN (online)	1469-7602
ISSN	0305-0009
DOI	10.1017/S0305000919000023
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Article ; Online: What risk factors for Developmental Language Disorder can tell us about the neurobiological mechanisms of language development.

Boerma, Tessel / Ter Haar, Sita / Ganga, Rachida / Wijnen, Frank / Blom, Elma / Wierenga, Corette J

Neuroscience and biobehavioral reviews

2023 Volume 154, Page(s) 105398

Abstract: Language is a complex multidimensional cognitive system that is connected to many neurocognitive capacities. The development of language is therefore strongly intertwined with the development of these capacities and their neurobiological substrates. ... ...

Abstract	Language is a complex multidimensional cognitive system that is connected to many neurocognitive capacities. The development of language is therefore strongly intertwined with the development of these capacities and their neurobiological substrates. Consequently, language problems, for example those of children with Developmental Language Disorder (DLD), are explained by a variety of etiological pathways and each of these pathways will be associated with specific risk factors. In this review, we attempt to link previously described factors that may interfere with language development to putative underlying neurobiological mechanisms of language development, hoping to uncover openings for future therapeutical approaches or interventions that can help children to optimally develop their language skills.
MeSH term(s)	Child ; Humans ; Language Development Disorders/etiology ; Language Development Disorders/psychology ; Language Development ; Risk Factors
Language	English
Publishing date	2023-09-21
Publishing country	United States
Document type	Journal Article ; Review
ZDB-ID	282464-4
ISSN	1873-7528 ; 0149-7634
ISSN (online)	1873-7528
ISSN	0149-7634
DOI	10.1016/j.neubiorev.2023.105398
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Article ; Online: The Language Environment at Home of Children With (a Suspicion of) a Developmental Language Disorder and Relations With Standardized Language Measures.

Blom, Elma / Fikkert, Paula / Scheper, Annette / van Witteloostuijn, Merel / van Alphen, Petra

Journal of speech, language, and hearing research : JSLHR

2023 Volume 66, Issue 8, Page(s) 2821–2830

Abstract: Purpose: This study compares the home language environments of children with (a suspicion of) developmental language disorder (DLD) with that of children with typical development (TD). It does so by adopting new technology that automatically provides ... ...

Abstract	Purpose: This study compares the home language environments of children with (a suspicion of) developmental language disorder (DLD) with that of children with typical development (TD). It does so by adopting new technology that automatically provides metrics about children's language environment (Language ENvironment Analysis [LENA]). In addition, relationships between LENA metrics and standardized language tests are explored in the DLD group. Method: Ninety-nine 2- to 4-year-old toddlers participated: 59 with (a suspicion of) DLD and 40 with TD. LENA metrics on adult word count, conversational turn count, and child vocalization count were obtained. For all children, data on parental education and multilingualism were available. In the DLD group, data were collected on receptive and expressive vocabulary and grammar, and on nonverbal intelligence, using standardized tests. Results: We found lower adult word count, conversational turn count, and child vocalization count in the DLD group, independent of multilingualism but not of parental education. In the DLD group, receptive vocabulary was related to conversational turn count and child vocalization count, but not to adult word count. Expressive vocabulary, receptive grammar, and expressive grammar were not related to LENA metrics. Conclusions: Toddlers with (a suspicion of) DLD vocalize less at home than children with TD. They also hear fewer adult words and experience fewer conversational turns. Children with DLD's language outcomes are to a limited extent related to language environment at home. Conversational turns and child vocalizations are in this respect more important than adult words, in line with findings for TD populations.
MeSH term(s)	Adult ; Humans ; Child, Preschool ; Language Development Disorders/diagnosis ; Language ; Communication ; Vocabulary ; Language Development ; Language Tests
Language	English
Publishing date	2023-07-07
Publishing country	United States
Document type	Journal Article ; Research Support, Non-U.S. Gov't
ZDB-ID	1364086-0
ISSN	1558-9102 ; 1092-4388
ISSN (online)	1558-9102
ISSN	1092-4388
DOI	10.1044/2023_JSLHR-23-00066
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Article ; Online: Effects of parental input quality in child heritage language acquisition.

Daskalaki, Evangelia / Blom, Elma / Chondrogianni, Vasiliki / Paradis, Johanne

Journal of child language

2020 Volume 47, Issue 4, Page(s) 709–736

Abstract: This study investigates the role of parental input quality on the acquisition of Greek as a heritage language in Western Canada. Focusing on subject use, we tested four groups of Greek speakers: monolingual children, heritage children, and the parents of ...

Abstract	This study investigates the role of parental input quality on the acquisition of Greek as a heritage language in Western Canada. Focusing on subject use, we tested four groups of Greek speakers: monolingual children, heritage children, and the parents of each one of those groups. Participants completed an elicited production task designed to elicit subject placement in wide focus and embedded interrogative contexts, where postverbal subjects are preferred/required in the monolingual variety. Results gave rise to two main conclusions: first, the parental input received by heritage children may be qualitatively different from the parental input received by monolingual children, in that it contains a higher rate of deviant preverbal subjects. Second, parental input quality in addition to quantity may affect the outcome of heritage language acquisition, in that children producing a higher rate of preverbal subjects had parents whose Greek input was not only quantitatively reduced, but also richer in preverbal subjects.
MeSH term(s)	Canada ; Child ; Child Language ; Child, Preschool ; Communication ; Female ; Greece/ethnology ; Humans ; Infant ; Language Development ; Male ; Multilingualism ; Parenting ; Psycholinguistics ; Semantics
Language	English
Publishing date	2020-01-15
Publishing country	England
Document type	Journal Article ; Research Support, Non-U.S. Gov't
ZDB-ID	1466489-6
ISSN	1469-7602 ; 0305-0009
ISSN (online)	1469-7602
ISSN	0305-0009
DOI	10.1017/S0305000919000850
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Article: No Bilingual Benefits Despite Relations Between Language Switching and Task Switching.

Timmermeister, Mona / Leseman, Paul / Wijnen, Frank / Blom, Elma

Frontiers in psychology

2020 Volume 11, Page(s) 1832

Abstract: Previous research has shown that bilingual children outperform monolinguals on tasks testing cognitive control. Bilinguals' enhanced cognitive control is thought to be caused by the necessity to exert more language control in bilingual compared to ... ...

Abstract	Previous research has shown that bilingual children outperform monolinguals on tasks testing cognitive control. Bilinguals' enhanced cognitive control is thought to be caused by the necessity to exert more language control in bilingual compared to monolingual settings. Surprisingly, between-group research of cognitive effects of bilingualism is hardly ever combined with within-group research that investigates relationships between language control and cognitive control. The present study compared 27 monolingual Dutch and 27 bilingual Turkish-Dutch children matched on age and fluid intelligence on their performance in a nonverbal switching task. Within the group of bilinguals, the relationship between nonverbal switching and language switching was examined. The results revealed no between-group differences on nonverbal switching. Within the bilingual sample, response times in the language switching and nonverbal switching tasks were related, although no relationships were found between accuracy, switching cost and mixing cost on both tasks. The results support the hypothesis that children utilize domain-general cognitive control in language switching, but this relationship does not entail that bilinguals have better cognitive control than monolinguals.
Language	English
Publishing date	2020-07-24
Publishing country	Switzerland
Document type	Journal Article
ZDB-ID	2563826-9
ISSN	1664-1078
ISSN	1664-1078
DOI	10.3389/fpsyg.2020.01832
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