title: Non-word repetition performance in Slovak-speaking children with and without SLI: novel scoring methods.
abstract: BACKGROUND
  Non-word repetition (NWR) tasks have been found to correlate with language skills and to discriminate between groups of typically developing (TD) children and children with specific language impairment (SLI) across languages.
  
  
  OBJECTIVE
  The main aim was to develop an easily-administered NWR screening test that could discriminate between Slovak-speaking TD children and children with SLI. The second aim was to establish if the novel scoring methods for NWR tasks were equally effective at differentiating between the TD versus SLI groups. As Slovak vowels are not reduced in unstressed syllables, it was also sought to establish whether scoring vowels (in addition to the consonants usually assessed in English language tests) would be informative.
  
  
  METHODS
  The paper evaluated the performance of a new NWR task for Slovak-speaking children. Study 1 compared the performance of 60 TD children in three age groups: 3-year-olds (N = 20), 4-your-olds (N = 20) and 5-year-olds (N = 20). Five types of scoring methods were examined: whole-item, number of syllables, syllable structure, consonants, and vowels. Study 2 compared performance on the NWR task administered in Study 1 across three groups of child participants: an SLI group (N = 16), a TD age-matched group (N = 16), and a TD language-matched group (N = 14).
  
  
  RESULTS
  Study 1 found an age effect in the TD sample for three out of five of the scoring methods tested (number of syllables, syllable structure, and consonants). Study 2 showed that all five of the scoring methods discriminated between: (1) the group of children with SLI and the TD language-matched (TDLM) sample and (2) the group of children with SLI and the TD age-matched (TDAM) group.
  
  
  CONCLUSIONS
  The novel NWR tool reliably differentiated between children with SLI and TD children. Scoring cut-off points which demonstrated high rates of success at verifying true-positives (93.75%) and true-negatives (100%) are provided. The most informative scoring methods for Slavic languages (whole-item scoring and vowels correct) are identified and discussed.
authors: Faculty of Education, Institute of Psychology and Speech Therapy Studies, Comenius University, Bratislava, Slovakia. kamila.polisenska.1@city.ac.uk
authors: Svetlana
authors: S
authors: Kapalková
authors: Kamila
authors: K
authors: Polišenská
authors: Zuzana
authors: Z
authors: Vicenová
mesh_terms: D000367:Age Factors; D002648:Child; D002675:Child, Preschool; D005260:Female; D006801:Humans; D007805:Language Development Disorders / Q000145:classification* / Q000175:diagnosis*; D008297:Male; D008403:Mass Screening / Q000379:methods / Q000706:statistics & numerical data; D010700:Phonetics; D011594:Psychometrics; D012016:Reference Values; D018154:Slovakia; D013067:Speech Perception; D013068:Speech Production Measurement / Q000379:methods* / Q000706:statistics & numerical data*; D013223:Statistics as Topic