Music skills of Spanish-speaking children with developmental language disorder.
Developmental language disorder
Music
Rhythm
Spanish
Syllable-timed language
Journal
Research in developmental disabilities
ISSN: 1873-3379
Titre abrégé: Res Dev Disabil
Pays: United States
ID NLM: 8709782
Informations de publication
Date de publication:
Sep 2023
Sep 2023
Historique:
received:
15
12
2021
revised:
11
05
2023
accepted:
19
07
2023
medline:
6
9
2023
pubmed:
30
7
2023
entrez:
29
7
2023
Statut:
ppublish
Résumé
According to temporal sampling theory, deficits in rhythm processing contribute to both language and music difficulties in children with developmental language disorder (DLD). Evidence for this proposition is derived mainly from studies conducted in stress-timed languages, but the results may differ in languages with different rhythm features (e.g., syllable-timed languages). This research aimed to study a previously unexamined topic, namely, the music skills of children with DLD who speak Spanish (a syllable-timed language), and to analyze the possible relationships between the language and music skills of these children. Two groups of 18 Spanish-speaking children with DLD and 19 typically-developing peers matched for chronological age completed a set of language tests. Their rhythm discrimination, melody discrimination and music memory skills were also assessed. Children with DLD exhibited significantly lower performance than their typically-developing peers on all three music subtests. Music and language skills were significantly related in both groups. The results suggest that similar music difficulties may be found in children with DLD whether they speak stress-timed or syllable-timed languages. The relationships found between music and language skills may pave the way for the design of possible language intervention programs based on music stimuli.
Sections du résumé
BACKGROUND
BACKGROUND
According to temporal sampling theory, deficits in rhythm processing contribute to both language and music difficulties in children with developmental language disorder (DLD). Evidence for this proposition is derived mainly from studies conducted in stress-timed languages, but the results may differ in languages with different rhythm features (e.g., syllable-timed languages).
AIMS
OBJECTIVE
This research aimed to study a previously unexamined topic, namely, the music skills of children with DLD who speak Spanish (a syllable-timed language), and to analyze the possible relationships between the language and music skills of these children.
METHODS AND PROCEDURES
METHODS
Two groups of 18 Spanish-speaking children with DLD and 19 typically-developing peers matched for chronological age completed a set of language tests. Their rhythm discrimination, melody discrimination and music memory skills were also assessed.
OUTCOMES AND RESULTS
RESULTS
Children with DLD exhibited significantly lower performance than their typically-developing peers on all three music subtests. Music and language skills were significantly related in both groups.
CONCLUSIONS AND IMPLICATIONS
CONCLUSIONS
The results suggest that similar music difficulties may be found in children with DLD whether they speak stress-timed or syllable-timed languages. The relationships found between music and language skills may pave the way for the design of possible language intervention programs based on music stimuli.
Identifiants
pubmed: 37515985
pii: S0891-4222(23)00153-1
doi: 10.1016/j.ridd.2023.104575
pii:
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
104575Informations de copyright
Copyright © 2023 The Authors. Published by Elsevier Ltd.. All rights reserved.