A5076838909- Language Development and Disorders
- Reading and Literacy Development
- Neurobiology of Language and Bilingualism
- Education, Psychology, and Social Research
- Multilingual Education and Policy
- Family and Disability Support Research
- Stuttering Research and Treatment
- Phonetics and Phonology Research
- Natural Language Processing Techniques
- Digital Storytelling and Education
- Hearing Impairment and Communication
- EFL/ESL Teaching and Learning
- Linguistics, Language Diversity, and Identity
- Semantic Web and Ontologies
- Child Development and Digital Technology
- Language, Discourse, Communication Strategies
- Down syndrome and intellectual disability research
- Linguistic Education and Pedagogy
- Second Language Learning and Teaching
- Child and Animal Learning Development
- Eastern European Communism and Reforms
- Medical and Biological Sciences
- Autism Spectrum Disorder Research
- Artificial Intelligence in Education
- Infant Development and Preterm Care
Comenius University Bratislava
2012-2025
University of Manchester
2018
Detská Fakultná Nemocnica s Poliklinikou
2017
Aalborg University
2016
University of Notre Dame
2016
Significance Although much research has been devoted to the acquisition of number words, relatively little is known about other expressions quantity. We propose that order quantifiers related features inherent meaning each term. Four specific dimensions and use are found capture robust similarities in similar ways across 31 languages, representing 11 language types.
This article investigates the cross-linguistic comparability of newly developed lexical assessment tool Cross-linguistic Lexical Tasks (LITMUS-CLT). LITMUS-CLT is a part Language Impairment Testing in Multilingual Settings (LITMUS) battery (Armon-Lotem, de Jong & Meir, 2015). Here we analyse results on receptive and expressive word knowledge tasks for nouns verbs across 17 languages from eight different language families: Baltic (Lithuanian), Bantu (isiXhosa), Finnic (Finnish), Germanic...
<title>Abstract</title> This study investigates children’s narrative skills, using the Multilingual Assessment Instrument for Narratives (MAIN), a theory-based tool adapted to 100 languages. How do overall including use of factual and inferred components, development complete episodes, differ across languages between monolinguals bilinguals? To answer this, we examined 2608 comparable fictional narratives 1189 monolingual bilingual children aged 3-13 years, speaking 33 Children told or...
Abstract Background Non‐word repetition (NWR) tasks have been found to correlate with language skills and discriminate between groups of typically developing (TD) children specific impairment (SLI) across languages. Aims The main aim was develop an easily‐administered NWR screening test that could Slovak‐speaking TD SLI. second establish if the novel scoring methods for were equally effective at differentiating versus SLI groups. As Slovak vowels are not reduced in unstressed syllables, it...
ABSTRACT This study investigates macrostructure skill transfer in successive bilingual children speaking Slovak and English, a new language combination for narrative research. We examined whether performance reflected dominance assessed relationships between nonword repetition (NWR) skills within across languages. Forty typically developing Slovak–English (mean age = 5 years, 10 months) were evaluated microstructure both languages through story telling retelling tasks. In addition, NWR was...
Purpose: A range of nonword repetition (NWR) tasks are used in research and clinical applications, but compliance rates among young children remain low. Live presentation is usually to improve rates, this lacks the consistency recorded stimuli. In study, authors examined whether a novel delivery NWR stimuli based on material could provide improved children, thereby reducing bias.Method: The task with 26 items was administered 391 typically developing ages 2–6 years. were presented story that...
Purpose The study aims to describe receptive language skills in children with intellectual disability (ID) and contribute the debate on deviant versus delayed development. This is 1st of ID who speak a Slavic language, providing insight into how development affected by also typology. Method Twenty-eight Slovak-speaking participated (14 14 typically developing [TD] matched nonverbal reasoning abilities). were assessed tasks targeting words, sentences, stories, groups compared quantitatively...
This study compared a sample of children with primary language impairment (PLI) and typically developing age-matched using the crosslinguistic lexical tasks (CLT-SK). We also PLI language-matched younger who were matched on basis receptive vocabulary. Overall, statistical testing showed that vocabulary was significantly different from children, but not statistically their size. Qualitative analysis correct answers revealed higher rigidity to are able use more synonyms or derivations across...
A training study examined novel word learning in 2-year-old children and assessed two nonverbal mechanisms, pictures gestures, which are commonly used as communication support. The aim was to (1) compare these support mechanisms measure their effects on expressive (2) investigate production over an extended time period. At baseline, the children’s performance vocabulary grammatical skills, groups were matched key variables. Eighteen participants taught words either accompanied by a gesture...

 The adaptation of the Multilingual Assessment Instrument for Narratives (LITMUS-MAIN) use with Slovak speaking children is a vital step in process creating transparent evaluation children’s narrative abilities. Since its first translation and 2012, new pilot data from different groups has been collected Slovakia. This paper describes adapting instrument to fit language reports on analyses production monolingual (103 Slovak-speaking children) bilingual (37 Slovak-English speaking)...
Hodnotenie komunikácie rizikových detí v ranom veku, rovnako ako aj s vývinovou jazykovou poruchou mladšom predškolskom môže prebiehať viacerými metódami. V štúdii predstavíme jednu z nich, konkrétne sociolingvistický prístup reprezentovaný modelom Margaret Laheyovej. Nízkoštruktúrovaný model je vhodný na opis silných a slabých stránok dieťaťa to prípade, že ešte dieťa nie verbálne. Model časovo náročnejší, ale za veľmi presný relatívne komplexný. K jeho veľkým výhodám patrí najmä logické...
Patomechanizmus špecificky narušeného vývinu reči (šNVR) je všeobecne vnímaný ako narušenie spracovania akustického signálu a oslabenie krátkodobej pracovnej pamäte pre materiál fonologickej povahy (Smolík, 2009 ). Zároveň sa ukazuje, že v niektorých rodinách výskyt tohto narušenia komunikačnej schopnosti výrazne vyšší (Leonard, 1998) iných rodinách. Test opakovania pseudoslov citlivým rýchlym nástrojom na identifikáciu rizika šNVR u detí práve kvôli tomu, založený analýze spracovaní rýchlo...
V Európskych krajinách v posledných rokoch pribúda detí, ktoré pred zaškolením hovoria viac ako len jedným jazykom. Zároveň však často tieto deti neovládajú jazyk krajiny, ktorej žijú na dostatočnej úrovni. Horšia úroveň znalosti jazyka, ktorom budú vzdelávané, môže veľmi pripomínať prvý pohľad symptómy detí s diagnózou špecificky narušený vývin reči alebo narušeného vývinu reči. Kvôli prekrývaniu znakov jazykovom obraze viacjazyčných sa preto stáva, že rámci diagnostiky dochádza k mylnému...