Show simple item record

dc.contributor.authorPigdon, L
dc.contributor.authorWillmott, C
dc.contributor.authorReilly, S
dc.contributor.authorConti-Ramsden, G
dc.contributor.authorMorgan, AT
dc.date.accessioned2019-10-28T02:03:52Z
dc.date.available2019-10-28T02:03:52Z
dc.date.issued2019
dc.identifier.issn0929-7049
dc.identifier.doi10.1080/09297049.2019.1674799
dc.identifier.urihttp://hdl.handle.net/10072/388706
dc.description.abstractDespite the widespread use of nonword repetition in child neuropsychological research and clinical practice, the specific cognitive, linguistic and motor processes that contribute to variability in performance are unclear. The aim of this work was to determine the role of phonological memory, word reading, oromotor sequencing, and oromotor control on nonword repetition performance in the context of children's speech and language abilities. Ninety one children between the ages of 9 and 11 years, with a broad range of speech and language abilities participated in the study. Hierarchical regression was used to a) evaluate the contribution of phonological memory, word reading, oromotor sequencing and oromotor control to nonword repetition and b) determine whether speech and/or language ability moderated the relationship between these specific skills and nonword repetition performance. Results showed all four predictor variables were related to nonword repetition performance, accounting for 59% of variance. The variable with the strongest association with nonword repetition was phonological memory, followed by oromotor sequencing ability, word reading, and oromotor control. Contrary to expectations, neither speech nor language ability were significantly associated with the degree to which these specific skills were drawn upon to perform the nonword repetition task. These findings underline the multidimensional nature of the nonword repetition task and provide further evidence of the major contributions made by phonological memory, word reading, speech sequencing and control to performance on this task. Further, findings suggest that speech and language ability, as measured here, do not significantly influence the skills employed for nonword repetition performance.
dc.description.peerreviewedYes
dc.languageeng
dc.publisherTaylor & Francis Group
dc.relation.ispartofpagefrom1
dc.relation.ispartofpageto16
dc.relation.ispartofjournalChild Neuropsychology
dc.relation.urihttp://purl.org/au-research/grants/NHMRC/APP1023493
dc.relation.urihttp://purl.org/au-research/grants/NHMRC/APP1041892
dc.relation.urihttp://purl.org/au-research/grants/NHMRC/APP1041947
dc.relation.grantIDAPP1023493
dc.relation.grantIDAPP1041892
dc.relation.grantIDAPP1041947
dc.relation.fundersNHMRC
dc.subject.fieldofresearchMedical and Health Sciences
dc.subject.fieldofresearchPsychology and Cognitive Sciences
dc.subject.fieldofresearchcode11
dc.subject.fieldofresearchcode17
dc.subject.keywordsLanguage
dc.subject.keywordsdevelopment
dc.subject.keywordsnonword repetition
dc.subject.keywordsoromotor
dc.subject.keywordsreading
dc.titleWhat predicts nonword repetition performance?
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationPigdon, L; Willmott, C; Reilly, S; Conti-Ramsden, G; Morgan, AT, What predicts nonword repetition performance?, Child Neuropsychol, 2019, pp. 1-16
dc.date.updated2019-10-23T04:42:53Z
gro.description.notepublicThis publication has been entered into Griffith Research Online as an Advanced Online Version
gro.hasfulltextNo Full Text
gro.griffith.authorReilly, Sheena


Files in this item

FilesSizeFormatView

There are no files associated with this item.

This item appears in the following Collection(s)

  • Journal articles
    Contains articles published by Griffith authors in scholarly journals.

Show simple item record