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Journal articles on the topic 'Specific language disorders'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Ciobanu, Nicoleta Ramona. "Language and language disorders." New Trends and Issues Proceedings on Humanities and Social Sciences 5, no. 1 (2018): 200–207. http://dx.doi.org/10.18844/prosoc.v5i1.3473.

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   Language is an individual phenomenon of a physiological and psychological nature, conditioned, of course, by the social existence of the individual. Both the lexical, semantic, and grammatical sides are accomplished through all the activities and factors adjacent to the instructive-educational process. Both language and speech have a social character, especially as in the process of communication, speech takes on an individual form. Language requires speech and vice versa. The process of speech has a social basis, because it primarily targets the inter-human understanding.

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Parisse, Christophe, and Christelle Maillart. "Specific language impairment as systemic developmental disorders." Journal of Neurolinguistics 22, no. 2 (2009): 109–22. http://dx.doi.org/10.1016/j.jneuroling.2008.07.004.

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Swank, Linda K. "Specific Developmental Disorders: The Language-Learning Continuum." Child and Adolescent Psychiatric Clinics of North America 8, no. 1 (1999): 89–112. http://dx.doi.org/10.1016/s1056-4993(18)30198-6.

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Chutko, L. S., S. Yu Surushkina, E. A. Yakovenko, T. I. Anisimova, and D. V. Cherednichenko. "Behavioral disorders in children with specific language impairment." Zhurnal nevrologii i psikhiatrii im. S.S. Korsakova 121, no. 5 (2021): 57. http://dx.doi.org/10.17116/jnevro202112105157.

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5

Gentile, Serena, Vincenza Piraino, and Barbara Gaudio. "Prevention in specific language disorders: Preschool age screening." MedPulse International Journal of ENT 9, no. 3 (2019): 111–13. http://dx.doi.org/10.26611/1016939.

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Quintas, A. S., A. Levy Gomes, R. Gouveia, and M. Baptista. "353 Specific developmental language disorders and electroencephalographic abnormalities." European Journal of Paediatric Neurology 3, no. 6 (1999): A142—A143. http://dx.doi.org/10.1016/s1090-3798(99)91359-4.

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7

Catts, Hugh W., Suzanne M. Adlof, Tiffany P. Hogan, and Susan Ellis Weismer. "Are Specific Language Impairment and Dyslexia Distinct Disorders?" Journal of Speech, Language, and Hearing Research 48, no. 6 (2005): 1378–96. http://dx.doi.org/10.1044/1092-4388(2005/096).

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Purpose: The purpose of this study was to determine whether specific language impairment (SLI) and dyslexia are distinct developmental disorders. Method: Study 1 investigated the overlap between SLI identified in kindergarten and dyslexia identified in 2nd, 4th, or 8th grades in a representative sample of 527 children. Study 2 examined phonological processing in a subsample of participants, including 21 children with dyslexia only, 43 children with SLI only, 18 children with SLI and dyslexia, and 165 children with typical language/reading development. Measures of phonological awareness and non

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RICE, MABEL L., STEVEN F. WARREN, and STACY K. BETZ. "Language symptoms of developmental language disorders: An overview of autism, Down syndrome, fragile X, specific language impairment, and Williams syndrome." Applied Psycholinguistics 26, no. 1 (2005): 7–27. http://dx.doi.org/10.1017/s0142716405050034.

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Language deficits occur in a variety of developmental disorders including autism spectrum disorders, Down syndrome, fragile X syndrome, specific language impairment, and Williams syndrome. This paper describes the specific pattern of linguistic deficits in each of these disorders in terms of speech production, semantic, and syntactic abilities as well as the relationship between cognitive and linguistic skills and the presence of a deviant or delayed pattern of development. In the spirit of synthesis across diverse literatures, preliminary comparisons among the language profiles of these disor

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Befi-Lopes, Debora M., and Ana Manhani Cáceres. "Language profiles in Autism Spectrum Disorders (ASD), Specific Language Impairment (SLI) and Attention Deficit Hyperactivity Disorder (ADHD)." Revista da Sociedade Brasileira de Fonoaudiologia 15, no. 2 (2010): 305–6. http://dx.doi.org/10.1590/s1516-80342010000200025.

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Kesuma, Yudianita, Rismarini Rismarini, Theodorus Theodorus, and Mutiara Budi Azhar. "Association between specific language impairment and behavioral disorders among preschool children." Paediatrica Indonesiana 54, no. 1 (2014): 22. http://dx.doi.org/10.14238/pi54.1.2014.22-7.

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BackgroundSpecific language impairment (SU) is the mostcommon developmental disorder in preschool children, causingserious impairmentE on behavioral development. To date, there havebeen few studies on SU and behavioral disorders in Palembang.ObjectiveTo assess for an association between SU and behavioraldisorders in preschool children in Palembang.MethodsSubjects in this cross-sectional study were childrenwho attended kindergarten. Their general characteristics,developmental history and physical examination results (includingweight and height) were recorded. We administered the SpecificLanguag

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Yeo, Helen Chandler, Susan Rickard Liow, and Anthea Fraser Gupta. "Specific Language Disorders in Singaporean Children: Four Case Studies." Singapore Journal of Education 14, no. 2 (1994): 1–10. http://dx.doi.org/10.1080/02188799408547730.

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Ilić Savić, Ivana, Mirjana Petrović Lazić, Gordana Calić, and Snežana Babac. "PERCEPTIVE VOICE ANALYSIS IN CHILDREN WITH SPECIFIC LANGUAGE DISORDERS." Acta Medica Medianae 61, no. 2 (2022): 27–35. http://dx.doi.org/10.5633/amm.2022.0204.

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Aram, Dorothy M. "Comments on Specific Language Impairment as a Clinical Category." Language, Speech, and Hearing Services in Schools 22, no. 2 (1991): 84–87. http://dx.doi.org/10.1044/0161-1461.2202.84.

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This paper views specific language disorders as a heterogeneous group of language-impaired children consisting of distinct subtypes, each potentially accounted for by differing causal factors. Identifying causal factors for subgroups of children with specific language impairment is important (a) to extend our discipline beyond the descriptive stage of science, (b) to address questions motivating referrals from parents and professionals, (c) to plan intervention programs, and to prevent specific language disorders.

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PREDA, Oana. "The etiology and the symptomatology of the specific speech and language disorders." Revista Română de Terapia Tulburărilor de Limbaj şi Comunicare 2, no. 2 (2016): 82–87. http://dx.doi.org/10.26744/rrttlc.2016.2.2.08.

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Fabrizi, A., A. Costa, L. Lucarelli, and E. Patruno. "Comorbidity in specific language disorders and early feeding disorders: mother-child interactive patterns." Eating and Weight Disorders - Studies on Anorexia, Bulimia and Obesity 15, no. 3 (2010): e152-e160. http://dx.doi.org/10.1007/bf03325294.

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Tallal, Paula, Randal Ross, and Susan Curtiss. "Familial Aggregation in Specific Language Impairment." Journal of Speech and Hearing Disorders 54, no. 2 (1989): 167–73. http://dx.doi.org/10.1044/jshd.5402.167.

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Self-report data from the families of children participating in the San Diego Longitudinal Study of specific developmental language impairment were used to assess familial aggregation in the disorder. Families of impaired children reported higher rates of affected first-degree relatives than did families of matched controls. Significantly higher incidence of maternal and paternal childhood language and/or learning disabilities, as well as sibling disability rates, were reported. The extent to which famtiial aggregation reflects genetic or environmental influences in specific language disorders

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Green, Laura. "The Specific Language Impairment/Developmental Language Disorders Forum: Fostering a Discussion of Terminology." Perspectives of the ASHA Special Interest Groups 5, no. 1 (2020): 3–5. http://dx.doi.org/10.1044/2019_persp-19-00184.

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Purpose This prologue provides an introduction to the SIG 1 Perspectives forum addressing use of a more recently applied term, developmental language disorder (DLD), as well as a term that has been used in research for several decades, specific language impairment (SLI), to describe children who exhibit language deficits. Included are brief summaries of the 5 articles that comprise the forum. Conclusion The articles in this SLI/DLD forum offer perspectives on the use of both terms. Implications include their application in clinical practice, advocacy, research, treatment, funding, and public s

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Keilmann, Annerose, Patrick Kluesener, Christina Freude, and Bianka Schramm. "Manifestation of speech and language disorders in children with hearing impairment compared with children with specific language disorders." Logopedics Phoniatrics Vocology 36, no. 1 (2010): 12–20. http://dx.doi.org/10.3109/14015439.2010.517550.

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E, Vishala, Hari Prasad G, Lakshmi Prasanna P, et al. "Raising Awareness of Speech and Language Disorders among School Teachers: Helping teachers to recognize and support students with speech and language problems." International Journal of Health Sciences and Research 15, no. 3 (2025): 118–30. https://doi.org/10.52403/ijhsr.20250319.

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Aim: The study aimed to assess teachers' general awareness, specific knowledge, attitudes, and practices regarding speech and language disorders. Method: A structured questionnaire was developed and validated, covering sections such as biographic data, general awareness, and specific disorders including voice, speech, and language. It was administered to 70 teachers. Results: The researchers analyzed the data using percentage analysis to determine the level of awareness among teachers. This method provides a clear representation of the distribution of responses. Key findings indicates that 84%

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Richtrová, Barbora. "DIAGNOSTIC REFLECTIONS ON THE SPECIFIC DEVELOPMENTAL SPEECH AND LANGUAGE DISORDERS." Listy klinické logopedie 2, no. 1 (2018): 12–16. http://dx.doi.org/10.36833/lkl.2018.004.

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elnoshokaty, ibrahim y. "Skull bone acoustics properties in children with specific language disorders." Journal of the Acoustical Society of America 154, no. 4_supplement (2023): A223. http://dx.doi.org/10.1121/10.0023347.

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The acoustic properties of the skull OF children with specific language disorders and how they might affect hearing were investigated. Broadband noise was isolated throw 2 procedures first by all tests in the audiology room and second by a tailored isolated helmet with six bone mics attached to skull gaps and spectrally analyzed using a Fast Fourier Transform and in 1/3-octave bands. Energetic peaks were found centered near 63 and 125 Hz, and all on the left side of the skull (e.g., range greater than 10 dB around 900 Hz). Acoustic patterns from each skull were subsequently compared with air a

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DÂRJAN, Ioana, Loredana AL GHAZI, and Mihai PREDESCU. "Particularities of language and communication in ASD." Revista Română de Terapia Tulburărilor de Limbaj şi Comunicare IX, no. 2 (2023): 14–25. http://dx.doi.org/10.26744/rrttlc.2023.9.2.03.

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Autism spectrum disorders (AST) are a complex and puzzling cluster of disorders in which social isolation, communication difficulties, and the presence of peculiar and/or repetitive behaviors, in various degrees, are the main characteristics. These characteristics are interlinked and share similar brain and cognitive functioning specificity. This paper focuses on communication and language disorders, their particularities in persons with AST, and their impact on differential diagnostic and specific interventions. Efficient therapeutic strategies and techniques for persons with ASD should addre

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Kelley, Lauren E., and James P. McCann. "Language Intervention Isn't Just Spoken: Assessment and Treatment of a Deaf Signing Child With Specific Language Impairment." Language, Speech, and Hearing Services in Schools 52, no. 4 (2021): 978–92. http://dx.doi.org/10.1044/2021_lshss-21-00038.

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Purpose This case study describes the language evaluation and treatment of a 5-year-old boy, Lucas, who is Deaf, uses American Sign Language (ASL), and presented with a language disorder despite native access to ASL and no additional diagnosis that would explain the language difficulties. Method Lucas participated in an evaluation where his nonverbal IQ, fine motor, and receptive/expressive language skills were assessed. Language assessment included both formal and informal evaluation procedures. Language intervention was delivered across 7 weeks through focused stimulation. Results Evaluation

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Locke, John L. "Gradual Emergence of Developmental Language Disorders." Journal of Speech, Language, and Hearing Research 37, no. 3 (1994): 608–16. http://dx.doi.org/10.1044/jshr.3703.608.

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This article presents a theory of normal and delayed development of language. According to the theory, linguistic capacity develops in critically timed phases that occur gradually and sequentially. Normally, the rapid accumulation of stored utterances activates analytical mechanisms that are needed for the development of linguistic grammar. Children with slowly developing brains have delays in the socially cognitive systems that store utterances, and a critical period for activation of experience-dependent grammatical mechanisms declines without optimal result. Continuing efforts to speak indu

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Bishop, D. V. M., and A. Edmundson. "Is otitis media a major cause of specific developmental language disorders?" International Journal of Language & Communication Disorders 21, no. 3 (1986): 321–38. http://dx.doi.org/10.3109/13682828609019845.

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Weindrich, D., Ch Jennen-Steinmetz, M. Laucht, G. Esser, and M. H. Schmidt. "Epidemiology and prognosis of specific disorders of language and scholastic skills." European Child & Adolescent Psychiatry 9, no. 3 (2000): 186–94. http://dx.doi.org/10.1007/s007870070042.

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Bishop, Dorothy V. M. "Is otitis media a major cause of specific developmental language disorders?" First Language 6, no. 18 (1986): 225–26. http://dx.doi.org/10.1177/014272378600601810.

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Babatsouli, Elena. "Communication Disorders Essentials for Parents." Babylonia Journal of Language Education 3 (December 17, 2024): 28–33. https://doi.org/10.55393/babylonia.v3i.433.

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Between September and December 2023, Babylonia collected questions from parents regarding their children’s language development. This article aims to answer the following questions: What are some red flags for potential communication disorder? How can I foster strong communication skills in children with communication disorders? How can I differentiate between language difficulties and learning difficulties? What resources or therapies are there for children with language delays? What are signs of language delay or disorder? [Summary generated by Claude-3-Haiku-200k - we refer the reader to th

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Wittke, Kacie, and Tammie J. Spaulding. "Which Preschool Children With Specific Language Impairment Receive Language Intervention?" Language, Speech, and Hearing Services in Schools 49, no. 1 (2018): 59–71. http://dx.doi.org/10.1044/2017_lshss-17-0024.

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Purpose Potential biases in service provision for preschool children with specific language impairment (SLI) were explored. Method In Study 1, children with SLI receiving treatment (SLI-T) and those with SLI not receiving treatment (SLI-NT) were compared on demographic characteristics and developmental abilities. Study 2 recruited children with articulation disorders receiving treatment (ARTIC-T) to determine if knowing service provision status influenced the results of Study 1. Results In Study 1, the SLI-T group was rated by teachers as having poorer executive functioning than children in th

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Spanoudis, George C., Timothy C. Papadopoulos, and Spyroula Spyrou. "Specific Language Impairment and Reading Disability: Categorical Distinction or Continuum?" Journal of Learning Disabilities 52, no. 1 (2018): 3–14. http://dx.doi.org/10.1177/0022219418775111.

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Specific language impairment (SLI) and reading disability (RD) are familial, moderately heritable comorbid developmental disorders. The key deficit of SLI is oral language, whereas children with RD exhibit impairment in learning to read. The present study examines the possible co-occurrence of RD and SLI and the nature of this co-occurrence at a linguistic and a cognitive level in an orthographically consistent language. Four groups of children participated in the study: an RD group ( n = 10), an SLI group ( n = 13), a possible comorbid group ( n = 9), and a control–no deficit group ( n = 20).

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Tallal, Paula, Linda S. Hirsch, Teresa Realpe-Bonilla, et al. "Familial Aggregation in Specific Language Impairment." Journal of Speech, Language, and Hearing Research 44, no. 5 (2001): 1172–82. http://dx.doi.org/10.1044/1092-4388(2001/091).

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A case-control family study design, in which the current language-related abilities of all biological, primary relatives (mother, father, siblings) of probands with specific language impairment (SLI) and matched controls were assessed, was used to investigate familial aggregation for language disorders. Current test data from each family member showed the rate of language impairment for mothers, fathers, sisters, and brothers of the SLI probands to be significantly higher than for members of control families. Impairment rates for fathers and mothers were approximately equal, whereas rates for

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Liles, Betty Z. "Narrative Discourse in Children With Language Disorders and Children With Normal Language." Journal of Speech, Language, and Hearing Research 36, no. 5 (1993): 868–82. http://dx.doi.org/10.1044/jshr.3605.868.

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This review and analysis of the literature on narrative discourse in children places particular emphasis on children with language disorder. The review (a) describes theoretical perspectives on narrative use, (b) surveys researchers’ rationales for the investigation of narrative ability, (c) discusses methodological issues relevant to narrative research, and (d) concludes with a discussion regarding future research. Specific topics contained within these discussions include contributions from allied disciplines, the pragmatic nature of narrative use, narrative ability as an index of language d

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Lense, Miriam D., Eniko Ladányi, Tal-Chen Rabinowitch, Laurel Trainor, and Reyna Gordon. "Rhythm and timing as vulnerabilities in neurodevelopmental disorders." Philosophical Transactions of the Royal Society B: Biological Sciences 376, no. 1835 (2021): 20200327. http://dx.doi.org/10.1098/rstb.2020.0327.

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Millions of children are impacted by neurodevelopmental disorders (NDDs), which unfold early in life, have varying genetic etiologies and can involve a variety of specific or generalized impairments in social, cognitive and motor functioning requiring potentially lifelong specialized supports. While specific disorders vary in their domain of primary deficit (e.g. autism spectrum disorder (social), attention-deficit/hyperactivity disorder (attention), developmental coordination disorder (motor) and developmental language disorder (language)), comorbidities between NDDs are common. Intriguingly,

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Hage, Simone Rocha de Vasconcelos, Fernando Cendes, Maria Augusta Montenegro, Dagma V. Abramides, Catarina A. Guimarães, and Marilisa Mantovani Guerreiro. "Specific language impairment: linguistic and neurobiological aspects." Arquivos de Neuro-Psiquiatria 64, no. 2a (2006): 173–80. http://dx.doi.org/10.1590/s0004-282x2006000200001.

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Specific language impairment (SLI) occurs when children present language maturation, at least 12 months behind their chronological age in the absence of sensory or intellectual deficits, pervasive developmental disorders, evident cerebral damage, and adequate social and emotional conditions. The aim of this study was to classify a group of children according to the subtypes of SLI and to correlate clinical manifestations with cortical abnormalities. Seventeen children with SLI were evaluated. Language assessment was based on standardized test (Peabody) and a non-standardized protocol, which in

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Aksoy, Erhan, Ülkühan Öztoprak, Murat Sabancı, et al. "Clinical Significance of Electroencephalography in Children with Specific Learning Disorders." Journal of Pediatric Epilepsy 08, no. 02 (2019): 038–43. http://dx.doi.org/10.1055/s-0039-1694032.

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AbstractA specific learning disorder (SLD) is a neurodevelopmental disorder in which academic skills, such as reading, writing, and mathematics ability, are below the expected range. This study was conducted to determine the relationship between spike-wave index and SLD in children. We recruited 110 child psychiatry outpatients (38 girls, 72 boys) with SLDs for this study between January 2015 and March 2018. The mean ± standard deviation patient age was 9.17 ± 1.87 years. Electroencephalography (EEG) findings were abnormal in 20.9% of children. We found that children with expressive language d

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De la Paz, Susan. "Teaching Writing to Students With Attention Deficit Disorders and Specific Language Impairment." Journal of Educational Research 95, no. 1 (2001): 37–47. http://dx.doi.org/10.1080/00220670109598781.

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Schuchardt, Kirsten, Ann-Katrin Bockmann, Galina Bornemann, and Claudia Maehler. "Working Memory Functioning in Children With Learning Disorders and Specific Language Impairment." Topics in Language Disorders 33, no. 4 (2013): 298–312. http://dx.doi.org/10.1097/01.tld.0000437943.41140.36.

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Friedmann, Naama, and Aviah Gvion. "Modularity in developmental disorders: Evidence from Specific Language Impairment and peripheral dyslexias." Behavioral and Brain Sciences 25, no. 6 (2002): 756–57. http://dx.doi.org/10.1017/s0140525x02270132.

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Evidence from various subtypes of Specific Language Impairment and developmental peripheral dyslexias is presented to support the idea that even developmental disorders can be modular. However, in developmental letter position dyslexia and neglect dyslexia we show that additional errors can occur because of insufficient orthographic-lexical knowledge.

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Melogno, Sergio, Maria Antonietta Pinto, and Mila Vulchanova. "Insights into Oral and Written Competencies in Neurodevelopmental Disorders." Brain Sciences 14, no. 2 (2024): 163. http://dx.doi.org/10.3390/brainsci14020163.

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The study of language abilities offers privileged insights to access the multifaceted world of neurodevelopmental disorders (NDD, henceforth), showing how particular aspects of language may be handled differently as a function of typical neuropsychological features of specific disorders [...]

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Leonard, Laurence B. "Language combinations, subtypes, and severity in the study of bilingual children with specific language impairment." Applied Psycholinguistics 31, no. 2 (2010): 310–15. http://dx.doi.org/10.1017/s0142716409990476.

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I commend Johanne Paradis not only for her interesting Keynote Article but also for the careful research that she has conducted along with her collaborators in the area of bilingual language development and disorders. Her contributions have been significant and are sure to shape our theoretical as well as clinical understanding of specific language impairment (SLI). In this Commentary, I focus on three issues. The first stems quite directly from ideas raised in the Keynote Article; the second and third deal with factors that we need to consider when conducting research involving comparison gro

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LOUCAS, TOM, NICK RICHES, GILLIAN BAIRD, et al. "Spoken word recognition in adolescents with autism spectrum disorders and specific language impairment." Applied Psycholinguistics 34, no. 2 (2011): 301–22. http://dx.doi.org/10.1017/s0142716411000701.

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ABSTRACTSpoken word recognition, during gating, appears intact in specific language impairment (SLI). This study used gating to investigate the process in adolescents with autism spectrum disorders plus language impairment (ALI). Adolescents with ALI, SLI, and typical language development (TLD), matched on nonverbal IQ listened to gated words that varied in frequency (low/high) and number of phonological onset neighbors (low/high density). Adolescents with ALI required more speech input to initially identify low-frequency words with low competitor density than those with SLI and those with TLD

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Silverman, Stacy. "Understanding children with language problems. Shula Chiat. Cambridge: Cambridge University Press, 2000. Pp. 286." Applied Psycholinguistics 22, no. 4 (2001): 647–50. http://dx.doi.org/10.1017/s0142716401234080.

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Examining the language abilities of children with language disorders should be a deductive process, using much more than the data that formal measures provide. The assessment should be a systematic, psycholinguistic exploration of aspects of a child's input and output, with a focus on the attempt to pinpoint specific areas of deficit within the language-processing system. Chiat, in this insightful and extremely accessible book, provides basic profiles of children with language disorders, along with case study examples, that both illustrate various forms of language disorder and demonstrate the

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Nair, Lekshmy S. R., Sageena George, S. Anandaraj, Deepak Jose, Deepthi Alice Philip, and J. S. Anjali. "Translating and culturally adapting the sleep disturbance scale for children into Malayalam language: Enhancing pediatric health in the Indian context." Journal of Indian Society of Pedodontics and Preventive Dentistry 42, no. 4 (2024): 309–15. https://doi.org/10.4103/jisppd.jisppd_430_24.

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ABSTRACT Purpose: The sleep disturbance scale for children (SDSC) is a well-regarded tool for assessing pediatric sleep disorders, covering areas such as sleep initiation, breathing issues, and arousal disorders. The SDSC, known for its reliability and validity, has been adapted for various age groups and languages and aligns with the Association of Sleep Disorders Centers classification system. This study aimed to translate and culturally adapt the SDSC into Malayalam language for use in Kerala, conducting a test with parents from the Trivandrum district. Materials and Methods: The SDSC was t

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Armon-Lotem, Sharon. "Instructive bilingualism: Can bilingual children with specific language impairment rely on one language in learning a second one?" Applied Psycholinguistics 31, no. 2 (2010): 253–60. http://dx.doi.org/10.1017/s0142716409990385.

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Only a decade ago, a very few researchers considered the study of language disorders in bilingual population worth pursuing. It was mostly argued that there were enough challenges in studying bilingualism, and even more challenges in the study of specific language impairment (SLI). So why complicate things and combine the two domains?

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Logemann, Jeri A., and Herbert M. Baum. "Speech-Language Hearing Interventions in the Schools." Language, Speech, and Hearing Services in Schools 29, no. 4 (1998): 270–73. http://dx.doi.org/10.1044/0161-1461.2904.270.

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Prevalence of studies of speech, language, and hearing disorders do not yet adequately define the frequency of specific communication disorders in children. Such data are needed to provide a strong rationale for funding of research on the effectiveness of our interventions. Establishing the effectiveness of our treatments is critical to continued support of our services. This article emphasizes the importance of collecting prevalence data and of measuring both the short-term and long-term impact of our interventions in the schools.

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Kujala, Teija. "The Role of Early Auditory Discrimination Deficits in Language Disorders." Journal of Psychophysiology 21, no. 3-4 (2007): 239–50. http://dx.doi.org/10.1027/0269-8803.21.34.239.

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Language impairments can have a devastating effect on the individual’s life. Brain damage such as stroke may cause varying degrees of impaired language. Even milder language problems, such as developmental dyslexia or specific language impairment, can have long-lasting detrimental effects on the individual’s life, affecting both success at school as well as motivation and even self-esteem. In recent years, the mismatch negativity (MMN) has been intensively applied to study the neural basis of language impairments. These studies have shown that the MMN, which reflects the early stages of cortic

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Sultana, Asifa. "Current Practices in Assessing Child Language Disorders in Bangladesh: Review and Implications." Journal of Bangladesh Studies 25, no. 2 (2023): 32–39. https://doi.org/10.1163/27715086-02502004.

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Language-specific assessment tools are a prerequisite to the valid identification of language disorders in any language. Linguistically-accurate tests appear to be limited in number in Bangladesh. In order to understand the current scenario with regard to language assessment, a review was conducted based on the research available on the internet. The article is an overview of the existing assessment tools used in Bangladesh to assess Bangla-speaking children with language disorders. In order to conduct the review, we identified 20 relevant academic articles and then analyzed the language compo

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Rice, Mabel L. "Clinical Lessons From Studies of Children With Specific Language Impairment." Perspectives of the ASHA Special Interest Groups 5, no. 1 (2020): 12–29. http://dx.doi.org/10.1044/2019_persp-19-00011.

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Purpose This clinical focus article addresses a current debate contrasting the long-standing label of “specific language impairment” (SLI) with a recent alternative, “developmental language disorders” (DLDs); the criteria for SLI yields a subset of children defined as DLD. Recent social media advocacy for DLD asserts that the two categories of children are clinically equivalent, and therefore, DLD can be used as a label for which SLI criteria would hold. Coupled with DLD advocacy is the assumption that research on SLI has not yielded clinically relevant outcomes. This clinical focus article ch

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Gozalo Gómez, Paula, and Antonio Moreno Sandoval. "Biting into the Bitter Reality: A Metaphorical Exploration of Food Disorders." Cultura, Lenguaje y Representación 34 (November 13, 2024): 151–70. http://dx.doi.org/10.6035/clr.7877.

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This study investigated the metaphorical representation of eating disorders in a bilingual corpus of blogs. The analysis yielded three common metaphors: ED IS A JOURNEY; ED IS A WAR and ED IS A CONTAINER. Two language-specific metaphors emerged: ED IS A LIVING ENTITY in the Spanish subcorpus and ED IS A BODY in the English subcorpus. The journey and war metaphors demonstrated subtle linguistic nuances, with the Spanish speakers emphasizing the disease’s challenges and the English speakers emphasizing the prospects for recovery. The specific metaphors ED IS A LIVING ENTITY and ED IS A BODY high

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Bishop, Dorothy V. M., Kate Nation, and Karalyn Patterson. "When words fail us: insights into language processing from developmental and acquired disorders." Philosophical Transactions of the Royal Society B: Biological Sciences 369, no. 1634 (2014): 20120403. http://dx.doi.org/10.1098/rstb.2012.0403.

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Acquired disorders of language represent loss of previously acquired skills, usually with relatively specific impairments. In children with developmental disorders of language, we may also see selective impairment in some skills; but in this case, the acquisition of language or literacy is affected from the outset. Because systems for processing spoken and written language change as they develop, we should beware of drawing too close a parallel between developmental and acquired disorders. Nevertheless, comparisons between the two may yield new insights. A key feature of connectionist models s

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