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Dissertations / Theses on the topic 'Speech or Language Impairments'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Williams, A. Lynn, S. M. Camarata, Nancy J. Scherer, and P. Hoffman. "The Relationship between Speech and Language Impairments in Children." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etsu-works/2110.

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2

Murnane, Owen D. "Sensory Impairments: Hearing." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/1949.

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3

Lyons, R. "Identity and meaning-making in children with primary speech/language impairments." Thesis, University of the West of England, Bristol, 2014. http://eprints.uwe.ac.uk/22840/.

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Primary speech and language impairment (PSLI) is a term used to describe children with a range of significant speech and language impairments, in the context of normal cognitive abilities. The aims of this thesis were firstly to explore identity construction in children with PSLI, and secondly to explore how these children made sense of their experiences. Narrative inquiry was used to conduct this study. The participants were 11 children aged 9-12 years-old, presenting with PSLI. The aim was to generate storied accounts of events and happenings in their lives using interviews, supplemented wit

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4

Lau, W. C., and Kerry Proctor-Williams. "Temperament Profiles of Children with Communication Impairments." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1835.

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5

Lewis, Kelley, Kelly King, Melanie O'Brien, Kerry Proctor-Williams, and Danielle Py. "An Analysis of How Quickly and Efficaciously Children with Specific Language Impairments Learn Verbs Compared to Children with Typical Language Development." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/1856.

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Speech-language pathologists are challenged with providing children with treatment that results in the greatest amount of improvement in the least amount of time. To aid in this challenge, we examined how quickly and efficaciously seven children with a specific language impairment (SLI) learned verbs compared to seven children with typical language (TL) development. Each child was taught the meaning and use of six nonsense verbs. Nonsense verbs were used to ensure that the target verbs had never been heard by any of the participants before the experiment and allowed us to control verb exposure

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6

Wellman, Rachel Lipscomb. "Narrative Ability of Children with Speech and Language Deficits and its Potential to Predict Later Literacy Skills." Cleveland, Ohio : Case Western Reserve University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=case1238613706.

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Thesis (M.A.)--Case Western Reserve University, 2009<br>Title from PDF (viewed on 29 May 2009) Department of Communication Sciences Includes abstract Includes bibliographical references and appendices Available online via the OhioLINK ETD Center

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7

Zeberlein, Jennifer Catherine. "Examination of the Accuracy of the Social Language Development Test for Identification of Social Language Impairments." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1398975745.

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8

Musgrave, Jane Ann. "The Effectiveness of the Otago Screening Protocol in Identifying School-aged Students with Severe Speech-Language Impairments." Thesis, University of Canterbury. Communication Disorders, 2007. http://hdl.handle.net/10092/1433.

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This study examined the effectiveness of the Otago screening protocol in identifying school-aged children with severe speech and language impairments. In order to do so, the results of the Otago screening protocol were compared with those of comprehensive language assessment as determined by best practice protocol (Gillon & Schwarz, 1998, Kennedy, 2002). Following the completion of the screening and the comprehensive assessments, an evaluation of the true positives and false positives was calculated, and an analysis of the false negative outcomes made. Findings indicated that fourteen of t

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9

Brinkman, Emily Khristya. "Observed Communication between Staff and Residents with Communication Impairments in Nursing Homes." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1556183700791742.

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10

Adams, C., Kelli Morgan, Julie Phillips, Emilee Rehm, Brianna Stampler, and Kerry Proctor-Williams. "The Narrative Skills of Children with Specific Language Impairment and Typical Language." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/1815.

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11

Phillips, Julie, Courtney Adams, Kelli Morgan, Emilee Rehm, Brianna Stampler, and Kerry Proctor-Williams. "The Narrative Skills of Children with Specific Language Impairment and Typical Language." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1818.

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Purpose. The purpose of this research project was to compare the narrative content organization (macrostructure) of young children with specific language impairment (SLI) and those with typical language development (TL). While it is well-known that young children with SLI display poorer use of grammar (microstructure) than their TL language similar peers (Leaonard, 2014; Rice et al., 1998) less is known about their use of macrostructure. Thus, the research question was: What are the narrative skills of children with SLI as compared to their language similar peers with development TL? Based on

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12

Johnson, Earl E., and Dan Bell. "The Diagnosis and Rehabilitation of Listeners with Hearing Impairment." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/1714.

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13

Hughes, Deanna Michelle. "Parent And Self-Rating Of Executive Function In Adolescents With Language Impairments And Typically Developing Peers." Case Western Reserve University School of Graduate Studies / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=case1151709065.

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14

Öster, Anne-Marie. "Computer-based speech therapy using visual feedback with focus on children with profound hearing impairments." Doctoral thesis, KTH, Speech, Music and Hearing, TMH, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-4031.

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<p>This thesis presents work in the area of computer-based speech therapy using different types of visual feedback to replace the auditory feedback channel. The study includes diagnostic assessment methods prior to therapy, type of therapy design, and type of visual feedback for different users during different stages of therapy for increasing the efficiency. The thesis focuses on individual computer-based speech therapy (CBST) for profoundly hearing-impaired children as well as for computer-assisted pronunciation training (CAPT) for teaching and training the prosody of a second language. Chil

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15

Schmitt, Mary Elizabeth. "Active Ingredients of Speech-Language Therapy in the Public Schools for Children with Language Impairment." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1369336501.

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16

Clark, Charlotte. "Joint-Reminiscing between Parents and Their Preschoolers with Language Impairment." Thesis, University of Louisiana at Lafayette, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10844764.

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<p> Using a semi-structured qualitative methodology, this study examines the symbolic and interactional abilities of preschool children with moderate to severe language impairment and of typically developing preschoolers and how they compare within the context of joint-reminiscing with a parent. Patterns of interaction were identified across three frames of analysis including, children’s contributions to reminiscing, breakdowns in orientation to shared past events, and breakdowns in conversation format. The analysis describes how participants in both group are negotiating event-related m

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17

Graves, Tracey A. "Etiologies of specific language impairment." Columbus, Ohio : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1061396940.

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Thesis (Ph. D.)--Ohio State University, 2003.<br>Title from first page of PDF file. Document formatted into pages; contains xi, 122 p.; also includes graphics (some col.). Includes abstract and vita. Advisor: Robert A. Fox, Dept. of Speech and Hearing Science. Includes bibliographical references (p. 116-122).

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18

Letsky, Sarah Michelle. "The Nature of the Relationship of Speech and Language Impairment and Speed of Processing Time." Case Western Reserve University School of Graduate Studies / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=case1270086733.

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19

Singh, Sameer. "Computational analysis of conversational speech of dysphasic patients." Thesis, University of the West of England, Bristol, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319255.

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20

Geise, Morgan, Heather Green, Olivia Hart, Abbi Leitnaker, and Kerry Proctor-Williams. "The Elicitation Method for Past Tense Verb production in Children with Specific Language Impairment and Typical Language." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/1821.

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Past tense verb production in children with specific language impairment and language-matched children with typical language was compared using language samples and a standardized probe (Rice/Wexler Test of Early Grammatical Impairment). Analyses revealed accuracy and error type differences between elicitation types and groups. Results have important clinical practice implications.

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21

Oriti, Taylor. "Narrative Abilities in Preschool Children with Childhood Apraxia of Speech, Speech Sound Disorder, and Language Impairment." Case Western Reserve University School of Graduate Studies / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=case1586948079666208.

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22

Willet, Holly. "Effects of treatment on finite morphemes in children with specific language impairment /." abstract and full text PDF (UNR users only), 2001. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1404975.

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23

Martin, Linique. "Analysing the spontaneous speech of children with Foetal Alcohol Spectrum Disorder (FASD)." University of the Western Cape, 2016. http://hdl.handle.net/11394/5541.

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Magister Artium - MA<br>Foetal Alcohol Spectrum Disorder (FASD) is a global problem that affects various communities. FASD denotes a pattern of abnormalities intermittently seen in children born to women who consume huge quantities of alcohol during pregnancy (Church & Kaltenbach, 1997). Church and Kaltenbach (1997) suggest that FAS may be one of the primary causes of hearing, speech and other language problems in children. The two main approaches used to determine the effects of FASD on language are standardised language test (using a statistical approach to test some or all four domains of l

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24

Spaulding, Tammie J. "Attentional Control in Preschool Children with Specific Language Impairment." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/194819.

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This research was guided by a theoretical framework positing that children with typical language apply general cognitive resources, such as attention, to facilitate language acquisition, and limitations in these processes may contribute to poor language skills. From this perspective, studying the attentional functioning of children who exhibit difficulty with language would have value for both informing this theory and understanding the nature of the disorder. However, research on the attention of children with specific language impairment (SLI) is limited, as only a few subdomains have bee

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Abdalla, Fauzia Ahmed. "Specific language impairment in Arabic-speaking children : deficits in morphosyntax." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=82810.

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Four areas of morphosyntax in Arabic-speaking children with Specific Language Impairment (SLI) were investigated: tense, subject-verb agreement, determiners, and prepositions. Spontaneous production data were analyzed for accuracy and error types in using these morphemes. Two groups of typically-developing Arabic-speaking children served as Mean Length Utterance (MLU)-matched and chronological age-matched controls. The results indicate that Arabic-speaking children with SLI were significantly different from the two control groups of children on percentage correct use of tense and subjec

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26

Tuomainen, O. T. "Auditory and speech processing in specific language impairment (SLI) and dyslexia." Thesis, University College London (University of London), 2009. http://discovery.ucl.ac.uk/19058/.

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This thesis investigates auditory and speech processing in Specific Language Impairment (SLI) and dyslexia. One influential theory of SLI and dyslexia postulates that both SLI and dyslexia stem from similar underlying sensory deficit that impacts speech perception and phonological development leading to oral language and literacy deficits. Previous studies, however, have shown that these underlying sensory deficits exist in only a subgroup of language impaired individuals, and the exact nature of these deficits is still largely unknown. The present thesis investigates three aspects of auditory

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27

Dailey, Natalie S. "Talker Discrimination in Preschool Children with and without Specific Language Impairment." Thesis, The University of Arizona, 2013. http://hdl.handle.net/10150/301664.

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Variability inherently present between multiple talkers can prove beneficial in the context of learning. However, the performance during learning paradigms by children with specific language impairment (SLI) remains below typically developing peers, even when multiple talkers are used. Preschool children with typically developing language (n = 17) and SLI (n = 17) participated in a talker discrimination task. Five different pairings of talkers (same male, different males, same female, different females, male + female) were used to present 50 spoken words. Children with SLI were significant

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28

Rewaj, Phillipa Jane. "Nature of language impairment in motor neurone disease." Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/9744.

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Background: Language impairment associated with Motor Neurone Disease (MND) has been documented since the late 19th century, yet little is understood about the pervasiveness or nature of these deficits. The common clinical view among healthcare professionals is that communication difficulties can be attributed solely to the motor speech disorder dysarthria. Recent literature raises the possibility of more central processing deficits. Impairments in naming ability and comprehension of complex grammatical constructs have been frequently reported in some patients with MND. However, there is now g

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29

Qualls, Jessica, Nicole Vaughn, Angelica Wiggins, and Kerry Proctor-Williams. "Child Temperament, Child, Communicative Intent and Parental Responsivity." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/1842.

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The present study attempts to determine the specific interrelationship between a child’s intentional communicative act rate, maternal responsiveness and child temperament to help give further insight into the nature of the interaction. This present study also aims to determine the unique contributions of a child’s communicative act rate, parental responsiveness, and child temperament to a child’s later vocabulary size. Given the growing evidence that a child’s use of communicative acts has an effect on the rate of adult responses (Vallotton, 2009; Tamis-LeMonda et al., 2001) we predict that th

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30

Oram, Janis. "Anaphoric reference in the narratives of individuals with developmental language impairment." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=55518.

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Previous investigations of a single family aggregate with developmental language impairment have suggested that the impaired members are disabled in their ability to use anaphoric pronouns. The present thesis sought to investigate further the use of anaphoric reference in this family using detailed, discourse-oriented analyses. Oral narratives were elicited from eight mature-language users, four language-impaired and four unimpaired. Discourse analysis was accomplished using procedures taken from normal acquisitional studies in which both the form (pronominal or nominal) and the function serve

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31

Fey, Marc E., Hugh W. Catts, Kerry Proctor-Williams, J. Bruce Tomblin, and Xuyang Zhang. "Oral and Written Story Composition Skills of Children With Language Impairment." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/1776.

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In this study 538 children composed 1 oral and 1 written fictional story in both 2nd and 4th grades. Each child represented 1 of 4 diagnostic groups: typical language (TL), specific language impairment (SLI), nonspecific language impairment (NLI), or low nonverbal IQ (LNIQ). The stories of the TL group had more different words, more grammatical complexity, fewer errors, and more overall quality than either language-impaired group at either grade. Stories of the SLI and LNIQ groups were consistently stronger than were those of the NLI group. Kindergarten children with language impairment (LI) w

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32

Kuvalja, Martina. "Self-regulation and self-directed speech in children with specific language impairment." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709006.

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33

McGahey, Holly Jannice. "Early Speech and Language Development: A Comparison of Typically Developing Children to Children with Cleft Palate." [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-0429104-112749/unrestricted/McGahey051804f.pdf.

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Thesis (M.S.)--East Tennessee State University, 2004.<br>Title from electronic submission form. ETSU ETD database URN: etd-0429104-112749. Includes bibliographical references. Also available via Internet at the UMI web site.

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34

Newbury, Dianne F. "A genome wide screen for loci involved in specific language impairment." Thesis, University of Oxford, 2002. http://ora.ox.ac.uk/objects/uuid:2b30517a-cecd-49f3-8a5d-556cef6d6723.

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Approximately 4% of English-speaking children are affected by Specific Language Impairment (SLI); a disorder in the development of language skills despite adequate opportunity and normal intelligence. Several studies have indicated the importance of genetic factors in SLI; a positive family history confers an increased risk of development, and monozygotic concordance consistently exceeds that of dizygotic twins. However, like many behavioural traits, SLI is assumed to be genetically complex with several loci contributing to the overall risk. This thesis aims to clarify the genetic mechanisms u

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35

Pesco, Diane. "Peer talk : children with specific language impairment in dyadic and group interactions." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85951.

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The research for this dissertation focused on how children with Specific Language Impairment (SLI) use language in their interactions with peers. The study had three broad objectives: (1) to ascertain patterns of language use by the children with SLI in different contexts, (2) to evaluate the relationship of those patterns to difficulties in peer interaction reported in the literature, and (3) to explore the ramifications of groups composed uniquely of children with SLI for peer talk and peer interaction.<br>The participants were several children (mean age 4 years, 10 months) enrolled i

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Cogswell, Pamela E. "A Study of the Association Among the Diagnosis of Speech-Language Impairments and the Diagnoses of Learning Disabilities and/or Attention Deficit Hyperactivity Disorder." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4222.

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The purpose of this study was to determine if an association exists among the diagnosis of speech-language impairments (SLI) and the diagnoses of learning disabilities (LD) and/or attention deficit hyperactivity disorder (ADHD) in a school-aged population of children referred to a Learning Disorders Clinic (LDC) because of academic underachievement and/or behavior problems. The two research questions asked in this study are: (a) What percentage of students diagnosed with SLI have a concomitant diagnosis of LD and/or ADHD? and (b) Is there an association among the diagnosis of SLI and the diagn

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Boyer, Valerie E. "Animal-assisted therapy in speech-language pathology : using an alternating treatment design to compare the effects of using animal-assisted therapy in working with children with language impairments /." Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1216741901&sid=4&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Thesis (Ph.D.)--Southern Illinois University Carbondale, 2006.<br>"Department of Educational Psychology and Special Education." Includes bibliographical references (leaves 114-118). Also available online.

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38

Williams, A. Lynn, and M. Coutinho. "Working with Families to Facilitate Emergent Literacy Skills in Young Children with Language Impairment." Digital Commons @ East Tennessee State University, 2008. https://www.amzn.com/1597562416/.

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Book Summary: This book links research to clinical practice with studies of parents' perceptions of their involvement in their child's intervention, and their relationship with the SLP being used to inform clinicians of the most effective ways of interacting with and involving parents in SLP intervention. A series of chapters covering the evidence base of effectiveness of parent and family involvement in different areas of SLP clinical practice also inform readers of what methods of parental involvement have been proven to increase child and family outcomes. Sections on practical tips for invo

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39

Proctor-Williams, Kerry. "Dosage and Distribution in Morphosyntax Intervention: Current Evidence and Future Needs." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/1773.

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This article reviews the effectiveness of dose forms and the efficacy of dosage and distribution in morphosyntax intervention for children. Dose forms include the commonly used techniques, procedures, and intervention contexts that constitute teaching episodes; dosage includes the quantitative measures of dose, dose frequency, total intervention duration, and cumulative intervention intensity (S. F. Warren, M. E. Fey, & P. J. Yoder, 2007). Based on the literature, this article first outlines and evaluates the range of dose forms and intervention contexts that clinicians and researchers can emp

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Lazewnik, Rochel. "Identifiers of Bilingual Spanish-English Speaking Children with Language Impairment." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1378114034.

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41

Thatcher, Karen L. "Phonological awareness in children with specific language impairment." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1263923.

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This study investigated the phonological awareness abilities of children who were typical and atypical. The primary purpose of this study was to determine whether there were developmental differences in the phonological awareness abilities (i.e., syllable, onset/rime, phonemes) of the two groups of participants through a sound segmentation task. The participants were arranged into preschool, kindergarten, and first grade groups. Stimuli included one and two syllable words, which were originally used by Treiman and Zukowski (1991) when they investigated the sound segmentation abilities of ty

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Rebuck, David Aaron. "The relationship between early childhood speech/language impairment and young adulthood antisocial behaviour." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0007/MQ40721.pdf.

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Lantschner, Natascha <1993&gt. "Specific Language Impairment in a 8-year-old girl with Trisomy X: speech and language analysis before and after language intervention." Master's Degree Thesis, Università Ca' Foscari Venezia, 2018. http://hdl.handle.net/10579/12505.

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This study investigates one of the Sex Chromosome Trisomies: the Trisomy X. Females affected by the Trisomy X present an extra X chromosome and are therefore characterized by a 47,XXX genetic karyotype. This thesis discusses the linguistic competence of a girl born with Trisomy X and diagnosed with SLI. At the beginning of the intervention she was 8;0, she could not read and write, and her way of speaking was restricted to few unconnected words and short sentences, while her linguistic comprehension was preserved. She was diagnosed a pervasive SLI, which apparently involved all linguistic modu

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Millet, Deborah. "Automated grammatical tagging of language samples from children with and without language impairment /." Diss., CLICK HERE for online access:, 2001. http://contentdm.lib.byu.edu/ETD/image/etd35.pdf.

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Meyers, Christina. "Investigation of Treatment Dose Schedule for Children with Specific Language Impairment." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/560819.

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Dosage has been identified as important element of intervention that has the potential to affect intervention efficacy. The purpose of this study was to examine the role of dose schedule for treatment of grammatical morphology deficits in children with Specific Language Impairment (SLI). Sixteen 4-5 year old children with SLI participated in a 6-week intervention program during which children received equivalent daily Enhanced Conversational Recast treatment targeting grammatical morpheme errors. Half of the children received treatment in one 30-minute session (massed condition). The other ha

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46

Carleton, Brendan Martin. "Parental perspectives on the provision of education for children with speech and language impairment." Thesis, University of Southampton, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.268656.

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47

Powell, Gaye Gibson. "The use of metalinguistic discourse maintenance strategies by adults with learning disabilities." Thesis, University of Plymouth, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.265257.

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48

Culley, Amanda. "The Effects of Event Knowledge and Parent Input on the Language Skills of Children with and without Language Impairment." Ohio University Honors Tutorial College / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1366997797.

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49

Dyke, Jodi. "The application of visual phonics and phonological awareness interventions to address language impairment in preschool children /." View online, 2009. http://repository.eiu.edu/theses/docs/32211131592145.pdf.

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50

McConnell, Sarah Ann. "Sentence complexity in children with autism and specific language impairment." Thesis, University of Iowa, 2010. https://ir.uiowa.edu/etd/548.

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Children with high-functioning autism, children with specific language impairment, children with autism and language impairment, and controls produced sentences after a prompt to form a sentence using a specific word. The sentences were analyzed for syntactic complexity. Children with language impairment, regardless of autism diagnosis, made less complex sentences than their age peers. However, children with autism and language impairment exhibited a broader range of ability than children with language impairment alone. Children with high-functioning autism without concomitant structural langu

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