Chapter 3
Repetition tasks for evaluating language abilities in monolingual and bilingual children on the autism spectrum
Article outline
- 3.1Introduction
- 3.2Exploring performance of monolingual and bilingual children on the autism spectrum via NWR and SR
- 3.2.1Nonword repetition (NWR) tasks
- 3.2.1.1Studies employing NWR tasks
- 3.2.2General conclusions on NWR tasks
- 3.2.3Final remarks and limitation of studies using NWR tasks
- Methodological tools used for evaluating structural language abilities [RQ1 and RQ3]
- Profiles of phonological abilities via NWR tasks [RQ2]
- 3.2.4Sentence Repetition (SR) tasks
- 3.2.4.1Literature review on studies that employed SR tasks
- 3.2.5General conclusions on SR tasks
- 3.2.6Final remarks and limitation of studies using SR tasks
- Methodological tools used for evaluating structural language abilities [RQ1 and RQ3]
- Profiles of morphosyntactic abilities via SR tasks [RQ2]
- 3.3General conclusions on structural language abilities in monolingual and bilingual children on the autism spectrum: The use of repetition tasks
- Methodological tools used for evaluating structural language abilities
- 3.4Summary and concluding remarks
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Notes