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1
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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Norbury, Courtenay Frazier. "Pragmatic language impairment : where autistic spectrum disorder meets specific language impairment." Thesis, University of Oxford, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404362.
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Collins, Anna. "Metapragmatic awareness in children with typical language development, pragmatic language impairment and specific language impairment." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/metapragmatic-awareness-in-children-with-typical-language-development-pragmatic-language-impairment-and-specific-language-impairment(67bb77e7-bda0-40d2-ac62-772bbab8bb25).html.
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Metapragmatic awareness (MPA) is the ability to explicitly reflect upon the pragmatic rules that govern conversation. There is a paucity of research on how MPA develops in childhood and whether it is impaired in children with pragmatic impairments. Despite this, MPA is often cited as an intervention tool for children with pragmatic language impairments (cwPLI) and children with specific language impairments (cwSLI). There are currently no published assessments of MPA ability and practice would benefit from application of a formalised assessment methodology. This thesis reports the phases of development of a novel clinical assessment of MPA for school-aged children called the Assessment of Metapragmatics (AMP). The AMP task is a set of 13 Video Items each depicting a conversation between pairs of school-aged children. Each Video Item portrays a different pragmatic rule violation. After viewing each AMP Video Item the participants were asked a set of Assessor Questions designed to measure MPA. The AMP Video Items were shown to 40 children with typical language development (cwTLD), 34 cwPLI and 14 cwSLI. Preliminary analyses revealed the AMP to be sensitive to age-related changes in MPA and to demonstrate good internal reliability. For the cwTLD there was a distinct developmental shift in MPA ability around seven years of age. At this age there was an increase in the child’s ability to use explicit metapragmatic vocabulary to describe a pragmatic rule violation. CwTLD demonstrated superior MPA ability in comparison to the cwPLI and the cwSLI. No differential impairment in MPA abilities was present between the cwPLI and cwSLI. Considerable variability in MPA abilities occurred for both the cwPLI and cwSLI and this was associated with language ability. This suggests that where MPA is found to be impaired, the child’s language ability should be taken into account and that language ability should be remediated before MPA is targeted in intervention. Where MPA is impaired, raising awareness of pragmatic rule may be the first step for intervention. Where MPA is age-appropriate, the child’s ability to monitor their use of the pragmatic rule, or their motivation to use the pragmatic rule, may be a more effective target of intervention in order to change behaviour. The relationship between MPA and social understanding for the pragmatic rule violation is also discussed and further studies of MPA are considered.
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Stojanovik, Vesna. "Williams Syndrome, specific language impairment and modularity." Thesis, University of Sheffield, 2003. http://etheses.whiterose.ac.uk/14751/.
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It has been widely claimed that the language abilities in individuals with Williams Syndrome (WS) provide evidence for dissociations between verbal and non-verbal cognitive processes, thereby supporting the modularity hypothesis. Although previous research has delineated a variety of skills and weaknesses in the WS profile, the reported results have been conflicting and inconsistent. It has also been claimed that WS is the 'opposite' of Specific Language Impairment (SLI), that is, that, in contrast to SLI, individuals with WS have relatively well preserved linguistic abilities in the face of cognitive deficits. However there have not been any studies that have directly compared the two populations on verbal and non-verbal tasks. The aims of the present thesis are: to investigate whether individuals with WS show superior verbal abilities in comparison to their non-verbal cognitive functioning; to investigate whether the individuals with WS show the 'opposite' profile to that of individuals with SLI; and to address the question of whether WS offers support for modular views of language. Case study series of five participants with WS and five participants with SLI were carried out. The study not only gathered information from a range of standardised verbal and non-verbal tests but, most importantly, combined these results with analysis of conversational interaction and narrative discourse, which has not been done previously. The results suggest there is a wide variability among individuals with WS (and those with SLI), and that the linguistic abilities of individuals with WS can often be severely impaired, sometimes being even inferior to those of children with SLI. Furthermore, there seems to be no statistically significant difference between the WS and the SLI profile with regard to their linguistic abilities, although the two profiles are clearly distinct regarding their non-verbal abilities. The results are discussed in light of the relevant literature and the current theoretical debates on modularity.
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Cheung, Ching-wan Jackie. "Classifier use by children with specific language impairment." Click to view the E-thesis via HKUTO, 2002. http://sunzi.lib.hku.hk/hkuto/record/B36208176.
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Thesis (B.Sc)--University of Hong Kong, 2002.<br>"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 10, 2002." Also available in print.
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Morsi, Ranya Ahmad Abdelaziz. "Specific Language impairment in Egyptian Arabic : Apreliminary investigation." Thesis, University of Reading, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.519869.
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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 typical children. As part of the sound segmentation task, participants were asked to listen to a pair of words and indicate if the one and two syllable words had any sounds in common, either at the phoneme, onset/rime, or syllable levels.An analysis of Variance (ANOVA) was performed and results revealed a significant difference between children who were typical and children that were specific language impaired (SLI) on segmenting. The children who were typical were more effective at segmenting than children who were SLI. Results also revealed that there was a significant different between the first grade children and the preschool children in both groups to segment words at all three conditions. Significant differences were also noted between the types of phonological task completed among participants. The phoneme task was significantly different than the onset/rime and syllable tasks. Also, the onset/rime task was significantly different that the phoneme and syllable task.The combined data from this study revealed developmental trends in phonological awareness for the typical population. However, the developmental trend was not observed in the SLI population. It was noted that the typical population was more efficient in segmentation of words than the SLI population.The data that were obtained provides additional information on the phonological awareness development in typical children and children with SLI. The data may also assist researchers and clinicians in the identification and treatment of children with language impairments. The results may also provide researchers and practitioners important insight into literacy development, given the strong correlation between sound segmentation and the ability to read and write.<br>Department of Special Education
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Marshall, Chloe Ruth. "The morpho-phonological interface in specific language impairment." Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/1445744/.
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This thesis investigates the nature of the interface between two components of language - morphology and phonology - in children with Grammatical-Specific Language Impairment (G-SLi), compared to those with typically-developing language. I focus principally on the impact of phonological complexity on past tense inflection, but I also investigate other areas of rnorpnotogy. More specifically, I show that for G-SLI children:- There exists a phonological impairment that is independent of morphology. This impairment is characterised by the simplification of complex syllable structure, and by syllabic and segmental errors when the word starts with an initial unstressed syllable. There exists an impairment in past tense morphology, characterised by suffix omission, that is independent of phonology. Phonological factors affect past tense morphology. Specifically, suffix omission rates are higher when inflection (i) creates clusters at the word-end or (ii) requires the syllabic allomorph lidJ. Phonological factors also affect plural and present progressive formation. Unlike past tense morphology, derivational morphology is not subject to suffix omission. However, non-target derivational forms result when stimuli are morphologically or phonologtcally complex. I argue that grammar has a modular structure, and I propose that deficits in one or more of the following modules - syntax, morphology and phonology - can impact on past tense inflection. This model, termed the 'Computational Grammatical Complexity* (CGC) hypothesis, can account for why tense is an area of exceptional difficulty for children with SLI. This investigation is underpinned by a rigorous theoretical framework. Not only does using a cognitive scientific and linguistic framework further our understanding of the nature of the deficit in SLI, but SLI provides a valuable testing ground for theories of language acquisition and the representation of language in the brain.
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Nash, Marysia Christine. "Vocabulary deficits in children with specific language impairment." Thesis, University of Edinburgh, 2001. http://hdl.handle.net/1842/23132.
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Children with Specific Language Impairment (SLI) have unexpected difficulty developing language in the absence of a clear aetiology. Slowness to acquire their first words is a hallmark of SLI and a proportion of the children continue to have a vocabulary deficit (poor receptive and/or expressive vocabulary) compared with their peers. Some recent research suggests that children with SLI are poorer than controls at learning new words in experimental settings, but the nature and source of their word learning difficulties are still poorly understood. In particular it is unclear what aspects of new vocabulary are particularly hard to learn and which underlying cognitive processes are impaired. This thesis presents two sequentially related investigations which aim firstly to clarify the extent and nature of word learning deficits in children with SLI, and then to explore the source of their difficulties. In both studies 16 children with SLI, including poor receptive vocabulary, were compared to two control groups, one matched for age and non-verbal ability and another for receptive vocabulary and non-verbal ability. In the first investigation, four unfamiliar words were introduced six times in each of two contexts: a Story context and an Explicit Teaching context. Assessments exploring whether children had learned the <i>sound</i> (phonological form) and the <i>meaning</i> of the experimental words were carried out. Children with SLI were significantly poorer than the age matched controls on all tests of word learning. They were similar to the vocabulary matched controls on all measures except the naming task on which they were significantly poorer. The results suggest that children with SLI have global word learning problems but that they may have particular difficulty acquiring the phonological form of new words. The second study investigated whether SLI children’s word learning difficulties were due to problems in acquiring new phonological forms and/or in linking components of lexical representations. To study phonological learning, a paired association task was used in which children had to learn to associate nonwords with familiar words. Lexical linking was explored using the same procedure but with pairs of real words. The groups were also compared on seven measures of phonological processing and the relationship between phonological learning and processing was analysed in each group.
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Zantomio, Marisabel <1990>. "Developmental Dyslexia and Specific Language Impairment: comparing deficits." Master's Degree Thesis, Università Ca' Foscari Venezia, 2019. http://hdl.handle.net/10579/15635.
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I disturbi specifici dell’apprendimento (DSA) interessano una serie di abilità specifiche che dovrebbero essere apprese da bambini e ragazzi durante l’età scolastica. Questi disturbi coinvolgono le attività di lettura, scrittura e calcolo. Per questo motivo sono detti “specifici”, in quanto riguardano un preciso e delimitato ambito di abilità. Tra i disturbi di apprendimento si distingue la dislessia. Questo disturbo specifico, chiamato anche disturbo della lettura, è contraddistinto da difficoltà nella lettura, che risulta lenta e scorretta, e talvolta vi sono anche difficoltà nella comprensione del testo scritto. Le difficoltà dei soggetti dislessici sono dovute all’inabilità di rappresentare nella mente le parole e i suoni, e a scomporre le parole in singoli suoni. Analizzando le varie teorie sulla dislessia, si conviene che le cause di questo disturbo riguardino da un lato l’elaborazione del linguaggio e dall’altro l’elaborazione visiva. Soffermandosi sul linguaggio si cerca di comparare la dislessia ad un altro tipo di disturbo, il disturbo specifico del linguaggio (DSL), inteso come un disturbo di tipo evolutivo e specifico. Entrambi i disturbi hanno cause di natura genetica, ma l’ipotesi che maggiormente accomuna i due deficit è quella in cui alla base dei due disturbi via sia il deficit di memoria di lavoro fonologica. La presente ricerca si propone di indagare le differenze e le somiglianze tra i due tipi di disturbi.
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Hayiou-Thomas, Marianna. "Perceptual and cognitive processing limitations in specific language impairment." Thesis, University of Oxford, 2002. https://ora.ox.ac.uk/objects/uuid:0a3c8903-a93a-4473-9fc5-fe1ef87656c9.
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The experiments presented in this thesis explored the possibility that an underlying cause of specific language impairment (SLI) may be a deficit in perceptual or cognitive information processing. The first three studies tested the hypothesis that children with SLI have impaired perception of the dynamic elements of visual and auditory stimuli, as proposed in the magnocellular hypothesis for developmental dyslexia. The experimental predictions were that a) children with SLI would have poor sensitivity to coherent motion (but not coherent form) stimuli relative to chronological-age matched controls; b) children with SLI would have poorer sensitivity than controls to slow (but not fast) rates of frequency modulation in a tone; c) sensitivity to slow rates of frequency modulation (FM) would correlate with children's performance on a set of tests of phonological skill. Overall, these predictions were not corroborated by the results, and the conclusion drawn from this set of studies is that a magnocellular impairment of the type reported in dyslexia is unlikely to be a causal factor in SLI. The second three studies used a grammaticality judgement task to focus on inflectional morphology, an area of language which poses particularly marked difficulty for many children with SLI. The findings from Study 4 suggested that children's performance on the grammaticality judgement task overall was strongly related to phonological discrimination ability, but was unaffected by the specific inflectional allomorph tested. The final two studies manipulated the information processing load of the grammaticality judgement task, in Study 5 to simulate (successfully) SLI-like performance in a group of typically developing children, and in Study 6 to attempt (unsuccessfully) to improve performance in a group of children with SLI. These results are compatible with the idea that the profile of language difficulties experienced by many children with SLI is due to a processing deficit in the early stages of language acquisition which interrupts the establishment of robust linguistic representations. The nature of this processing deficit is as yet unclear, though the current findings do not support the suggestion of a central auditory impairment. It is possible that a number of distinct deficits, such as poor phonological memory or reduced speed of processing, may produce a broadly similar linguistic profile in different individuals.
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Wadman, Ruth Elizabeth. "Socioemotional functioning in adolescents with specific language impairment (SLI)." Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488649.
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Specific language impairment (SLI) is a developmental language disorder that can persist into adolescence and adulthood. Research over the last decade has shown that children with SLI experience a range of socioemotional difficulties in addition to their language problems. However, there is a lack of similar research involving adolescents with SLI. This thesis provides three studies that examine aspects of socioemotional functioning in adolescents with SLI. Self-report measures were used to assess a range of socioemotional constructs at one point in development. Adolescents with SLI were compared to typically developing adolescents of the same age. It is shown that young people with SLI are at risk ofexperiencing difficulties in some areas of their socioemotional functioning. Adolescents with SLI have a tendency to feel stress in social situations, and are inhibited in, and even avoid, such interactions. There is also some evidence that adolescents with SLI have lower self-esteem compared to peers, and may be less emotionally engaged in their close relationships. Nonetheless, young people with SLI also have social successes and strengths. They are motivated to interact socially with others, and a number ofthem appear to have the skills necessary for these social interactions. Furthermore, most adolescents with SLI have the benefit of a close or best friend. The findings from the three studies have both theoretical and practical implications. This profile of socioemotional strengths and difficulties associated with SLI in adolescence begins to address the dearth of research in this area. It is concluded that language impairment is a risk for socioemotional problems, however not all young people with SLI will have difficulties and not all aspects of socioemotional functioning are affected.
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Crosbie, Sharon Lee. "Single word comprehension in children with specific language impairment." Thesis, University of Newcastle Upon Tyne, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.391978.
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Stott, Carol Mary. "Specific language impairment in children : prevalence outcome and comorbidity." Thesis, University of Cambridge, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.621923.
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Fancourt, Amy. "Exploring musical cognition in children with specific language impairment." Thesis, Goldsmiths College (University of London), 2013. http://research.gold.ac.uk/10151/.
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This aim of this thesis was to investigate musical cognition in children with Specific Language Impairment (SLI) and typical development. The studies carried out utilised a combination of standardised assessments and experimental measures to investigate low-level perceptual to higher-order musical competencies. The theoretical framework motivating the studies comes from three broad theoretical accounts that differentially accentuate the auditory processing, cognitive and linguistic deficits in children with SLI, as well as from neuroimaging and behavioural studies showing that aspects of music and language processing rely on the same cognitive and neural mechanisms. Whilst a number of studies have investigated music perception in SLI, this thesis reports the first systematic and theoretically motivated study of this topic. The results from the studies revealed deficits in auditory short-term memory and procedural processing in SLI, supporting a domain general model of deficits in SLI. On the experiments that tested musical competencies, the children with SLI showed relatively preserved processing of melodic contour, implicit processing of musical harmony and appreciation of the emotional connotations of music. Whilst music perception was strongly associated with auditory short-term memory in typical controls, this was not the case for the children with SLI, and an alternative musical information processing strategy was proposed. The findings from this thesis indicate that although children with SLI demonstrate a range of impairments in language and cognitive functions, there are aspects of musical cognition that are relatively spared, and this has important implications for the development of therapeutic interventions.
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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 been addressed to date. In addition, although school-age children with SLI have been studied, the assessment of attentional functioning in preschool children with this disorder has been minimal. This is likely the result the limitations inherent to the methods used for evaluating attentional skills at younger ages. The purpose of this research was to extend a method previously used successfully with preschool children to study selected aspects of attentional control including susceptibility to distraction, inhibitory control, and updating skills. The research questions were: (a) Do children with SLI exhibit increased susceptibility to distraction relative to their typically-developing peers, and if so, does it vary according to the type of distracter (visual, nonverbal-auditory, linguistic) presented? (b) Do children with SLI exhibit poor inhibitory control relative to their typically-developing peers? (c) Do children with SLI and their typically-developing peers display evidence of updating? Thirty-one preschool children with SLI and 31 controls participated in two computer tasks designed to assess these mechanisms of attentional control. The susceptibility to distraction task involved resisting distracters presented in different stimulus modalities (visual and auditory-linguistic/nonlinguistic). Inhibition and updating skills were assessed using a stop signal paradigm. In comparison to typically-developing children, the children with SLI exhibited increased susceptibility to distraction and poor inhibitory control. Unlike the controls, they exhibited no evidence of updating. The results of this investigation will contribute to a long-term goal of addressing how attention may affect language acquisition in children with SLI. In addition, the successful methodology employed in this study may offer an improved procedure for diagnosing attentional difficulties at an early age, regardless of language status.
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Claessen, Mary Elizabeth. "Phonological processing skills in children with specific language impairment." Thesis, Curtin University, 2013. http://hdl.handle.net/20.500.11937/123.
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There is much debate in the literature about the cause, presentation, diagnosis and treatment of specific language impairment (SLI). Research has been hampered by the heterogeneity evident within the diagnostic group as well as a paucity of tasks to measure specific skills and thus increase our understanding of the underlying deficit. One prominent theory is that children with SLI have an underlying deficit with phonological processing skills although the role of phonology in the establishment of accurate, well specified phonological representations is still unclear.This program of research aimed to add to the body of evidence by addressing these key methodological issues and exploring the phonological processing skills of children with SLI. In the initial phase of the research, two silent measures of phonological representations were designed and developed to fill a recognised gap. The Quality of Phonological Representations task aims to explore the accuracy of a child’s stored phonological representation of a multisyllabic word. The Silent Deletion of Phonemes task aims to explore how well specified a stored phonological representation is, and requires a child to perform a silent deletion task on a stored phonological representation.The Quality of Phonological Representations and Silent Deletion Of Phonemes were then used as part of a comprehensive battery of phonological processing measures to explore the phonological processing skills of a well-defined group of children with SLI (n=21), typically developing children matched for age (n=21) and typically developing children matched for receptive language skills (n=21). The task battery also included measures of phonological awareness, short-term and working memory and rapid automatised naming.Children with SLI had generally weaker phonological processing skills than typically developing children matched for age. The profile was more varied when compared to typically developing children matched for language. Despite employing tight selection criteria, there was a wider spread of scores for children with SLI than for typically developing peers. The children with SLI demonstrated weaker performance on both short-term and working memory tasks, as well as a measure of quality of phonological representations.Overall, the children with SLI demonstrated an interesting pattern of phonological processing skills, with particular difficulty observed in phonological and working memory. Children with SLI also evidenced lower quality stored phonological representations of multisyllabic words. Performance on measures of phonological awareness was strong indicating that such skills can be taught, but that improvement in this area does not necessarily improve the quality of the underlying phonological representation.The research provided some support for a specific processing account of SLI. It also highlighted the importance of phonological and working memory in the development of accurate phonological representations.
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Christou, Spyros. "Language comprehension in children with Specific Language Impairment: an Eye-Tracking study." Doctoral thesis, Universitat de Barcelona, 2018. http://hdl.handle.net/10803/586187.
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[eng] Children with Specific Language Impairment (SLI) show considerable difficulties in the linguistic production of verbal morphology marks and function words. The present study analyzes the capacity of children with SLI (n=24; age range 4:06-12), children with typical language development (n=48; age range 4:03-12) and adults (n=24; age range 18-30) to process the mentioned linguistic elements of the Spanish language in six online comprehension tasks. Simple sentences structures were used with the objective to reduce, as much as possible, the lexical difficulty in order to focus the analysis on the morphological dimension, with the minimum possible distraction. All the experimental tasks were based on the visual world paradigm which allows, through the technology of eye tracking, optimal conditions of psycholinguistic experimentation. Under the main hypothesis, the morphological characteristics of the linguistic stimulus guide the comprehension of the sentence and the visual analysis of the graphic scene. In this sense, it was expected that children with SLI would obtain worse results than children among control groups, considering the possibility of a deficit in the comprehension of the mentioned linguistic elements. The empirical data reveal that the children with SLI - in the present experimental conditions and in the context of the simple sentence - present a less atypical comprehension in comparison to the initial hypothesis. The results of the study allow us to suggest the possibility that the apparent difficulty in language comprehension of children with SLI follows a pattern where the accumulation of small processing difficulties in quantitative terms causes an impact in qualitative terms, which is manifested as a lower general comprehension. We suggest that the apparent difficulty in the linguistic comprehension of children with SLI might be more related to a pattern of accumulation of the difficulty, and less to isolated linguistic elements, such as verbal morphology and function words.
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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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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 research with older children (Gillam et al., 2016), it was hypothesized that children with SLI will have poorer narrative macrostructure of narratives than those with TL. Method. The experiment compared 6 children with SLI (mean age: 5 years, 2 months) and 8 language similar children with TL (mean age: 4 years, 8 months). Language equivalency was determined based on administration of the Clinical Evaluation of Language Fundamentals-Preschool-2 and the Rice/Wexler Test of Early Grammatical Impairment. As well, all the participants passed a hearing screening and performed in the average range on the Preschool Test of Nonverbal Intelligence. Researchers read two books, Gossie and Gossie & Gertie (Dunrea, 2002, 2002) to each child. After reading each book, the child retold the story while looking through the pictures as a guide, yielding 12 SLI samples and 16 TL samples. The stories were audio-recorded and transcribed using a consensus method of reliability. Researchers then coded the stories for presence and quality of the following components: Character, Setting, Initiating Event, Internal Response, Plan, Action/Attempt, and Consequence. Once coded, the components were then scored on a 3-point scale using Gillam et al. (2012) narrative development progressmonitoring tool. Results and Conclusions. First, outcomes of the two stories were compared using an ANOVA design with Story Components and Story as within group factors. Because Gossie & Gertie had one more character than Gertie, it naturally scored significantly higher on Characters. Otherwise, the stories did not reliably differ and were combined for further analysis. Next a mixed model ANOVA design with Story Components as a within group factor and Group as a between group faction was conducted. The results indicated no statistically significant main effects or interactions. The findings did not support the hypothesis, suggesting that the narrative skills of children with SLI are equivalent to their language similar peers with TL. It may be as children get older and their narratives become more complex, children with SLI begin to fall further behind yielding the differences reported in the literature. This project prompts future questions about narrative macrostructure skills of young age-matched children with SLI and TL and use of macrostructure skills in more complex stories.
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Madon, Zinnia. "Investigation of maze production in children with specific language impairment." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=101867.
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Linguistic dysfluencies known as mazes have been interpreted clinically as reflecting breakdown in language formulation. Nevertheless, the relatively limited available research has suggested that maze frequency increases with linguistic complexity and that mazes are produced more frequently by children with specific language impairment (SLI) than normal language (NL) peers. This study examined the hypothesis that greater maze production by children with SLI results from their processing limitations. Language samples of school-age children with SLI (n = 9) and NL (n = 11) were collected in contexts varying in task demands: conversation, narration and expository discourse. Both groups produced significantly more mazes in the more demanding contexts than in conversation. However, no significant group effect was noted for age-matched or MLU-matched groups. These results suggest that mazes should not be viewed primarily as an indication of processing limitations or a clinical marker for SLI, but more appropriately as a byproduct of linguistic complexity across groups.
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Plante, Elena, Dianne Patterson, Michelle Sandoval, Christopher J. Vance, and Arve E. Asbjørnsen. "An fMRI study of implicit language learning in developmental language impairment." ELSEVIER SCI LTD, 2017. http://hdl.handle.net/10150/625217.
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Individuals with developmental language impairment can show deficits into adulthood. This suggests that neural networks related to their language do not normalize with time. We examined the ability of 16 adults with and without impaired language to learn individual words in an unfamiliar language. Adults with impaired language were able to segment individual words from running speech, but needed more time to do so than their normal-language peers. ICA analysis of fMRI data indicated that adults with language impairment activate a neural network that is comparable to that of adults with normal language. However, a regional analysis indicated relative hyperactivation of a collection of regions associated with language processing. These results are discussed with reference to the Statistical Learning Framework and the sub-skills thought to relate to word segmentation. (C) 2017 The University of Arizona. Published by Elsevier Inc.
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Jong, Jan de. "Specific language impairment in Dutch : inflectional morphology and argument structure /." Groningen, Netherlands : [Rijksuniversiteit te Groningen], 1999. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=008846575&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
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Yam, Kwan-wai Connie. "Lexical diversity in Cantonese speaking children with specific language impairment." Click to view the E-thesis via HKUTO, 1999. http://sunzi.lib.hku.hk/hkuto/record/B36210080.
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Thesis (B.Sc)--University of Hong Kong, 1999.<br>"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, 14 May 1999." Also available in print.
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Zens, Naomi Katharina. "Facilitating Word-Learning Abilities in Children with Specific Language Impairment." Thesis, University of Canterbury. Communication Disorders, 2009. http://hdl.handle.net/10092/2698.
Texto completoResumen
Children with Specific Language Impairment (SLI) often present with difficulties in learning new words compared to age-matched children with typical language development. These difficulties may affect the acquisition, storage, or retrieval of new words. Word-learning deficits impact on children’s vocabulary development and impede their language and literacy development. Findings from a wide range of studies investigating word-learning in children with SLI demonstrated that semantic and phonological knowledge are crucial to the word-learning process. However, intervention studies designed to improve the word-learning abilities in children with SLI are sparse. The experiments described in this thesis addressed this need to understand the effects of interventions on word-learning abilities. Further, the thesis describes the first investigation of word-learning abilities of New Zealand school-aged children with SLI. Specifically, the following three broad questions are asked: 1. What are the word-learning skills of New Zealand school-aged children with SLI compared to children with typical language development and which underlying language skills influence word-learning? 2. What are the immediate and longer term effects of phonological awareness and semantic intervention on word-learning and language skills in children with SLI? 3. What are the error patterns of children with SLI compared to children with typical language development when learning to produce new words and do these patterns change following phonological awareness and semantic intervention? The first experiment compared the word-learning abilities of 19 school-aged children with SLI (aged 6;2 to 8;3) to age-matched children with typical language development and revealed that children with SLI presented with significant difficulties to produce and to comprehend new words. After repeated exposure, children with SLI caught up to the performances of children with typical language development in learning to comprehend new words, but not on production of new words. Correlation analyses demonstrated that there were no correlations between the word-learning skills and other language measures for children with SLI, whereas the word-learning abilities of children with typical language development were correlated to their phonological awareness, semantic, and general language skills. In the second experiment, it was investigated whether there were also qualitative differences during word-learning between children with and without SLI additionally to the quantitative differences as revealed in the first experiment. Children’s erroneous responses during the word-learning tasks were categorised into phonological, semantic, substitution or random errors. A comparison of the children’s error patterns revealed that children with SLI presented with a different error pattern and made significantly more random errors than children with typical language development. However, after repeated exposure, children with SLI demonstrated a similar error pattern as children without SLI. Furthermore, it was examined whether a specific combination of phonological and semantic cues facilitated children’s learning of new words or whether there were word-specific features that facilitated children’s word-learning. No facilitative word-specific features could be identified. Analysis revealed that there were no significant effects of cueing on learning new words, but specific patterns could be derived for children with SLI. Children with SLI learned to comprehend more words that were presented with two semantic cues or one phonological and one semantic cue and learned to produce more words that were presented with two phonological cues. In the third experiment, the effectiveness of a combined phonological awareness and semantic intervention to advance children’s word-learning abilities was examined. Nineteen children with SLI (same participants as in experiment 1) participated in this intervention study that implemented an alternating treatment group design with random assignment of the participants. Children in group A received phonological awareness intervention followed by semantic intervention, whereas children in group B received the same interventions in the reverse order. Children’s word-learning abilities were assessed at pre-test, prior to the intervention, at mid-test after intervention phase 1, and at post-test, immediately following the completion of the second intervention phase. Each intervention itself was effective in significantly improving children’s fast mapping skills, however, gains in children’s word-learning abilities were only found for children in group A for production of new words. Extending the findings of the intervention effectiveness of phonological awareness and semantic intervention on word-learning as reported in experiment 3, it was investigated in experiment 4, whether the implemented intervention additionally influenced the error patterns of children with SLI. The erroneous responses of children with SLI on all word-learning probes at pre-, mid-, and post-test were categorised into the same error groups as described in the second experiment (semantic, phonological, substitution, and random errors). The error analyses revealed that children’s error profiles changed during the course of intervention and treatment specific effects on children’s erroneous responses were found. Post-intervention, children who received phonological awareness followed by semantic intervention displayed the same error patterns as children with typical language development, whereas children who received the same interventions in the reverse order maintained the same error pattern as displayed at pre-test. The final experiment examined the longer-term effects of the combined phonological awareness and semantic intervention reported in experiment 3 on the language and literacy development of children with SLI. Eighteen of the 19 children with SLI, who received the intervention reported in experiment 3, were available for re-assessment 6 months after the completion of the intervention. The children (aged 7;1 to 9;2 years) were re-assessed on a range of standardised and experimental measures. Data analysis revealed that 6 months post-intervention, all children were able to maintain their gains in phonological awareness, semantic, and decoding skills as displayed immediately after the intervention. Children’s general language and reading skills significantly improved following the intervention; however, children who received phonological awareness intervention followed by semantic intervention displayed significantly better reading outcomes than the children who received the same interventions in the reverse order. This thesis revealed that a combination of phonological awareness and semantic intervention can enhance the word-learning abilities of children with SLI. The combined intervention approach was also effective in additionally improving children’s general language skills and the reading of single non-words and real words, as well as connected text. The immediate and longer-term intervention effects provide evidence that advancing the semantic and phonological awareness skills is an effective intervention approach to support children with SLI in their word-learning and to furthermore promote their language and literacy development. However, the order of the implemented interventions played a significant role: Children in the current study profited most when they received phonological awareness intervention first, followed by semantic intervention.
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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.
Texto completoResumen
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 subject-verb agreement. Furthermore, when an error in verbal inflection occurred, the substitute form was usually an underspecified/default form, namely the imperative.<br>The findings of the study are discussed in light of existing theoretical accounts of SLI. Three positions are examined: (a) tense marking constitutes the locus of SLI grammatical difficulties (Extended Optional Infinitive hypothesis, Rice & Wexler, 1996); (b) morphosyntactic problems stem from deficits in agreement relations (Grammatical Agreement Deficit account, Clahsen, 1989; Clahsen, Bartke, & Gollner, 1997); and (c) trouble with inflectional morphology is less pronounced in children with SLI acquiring richly inflected languages (Sparse Morphology account, Leonard, Bortolini, Caselli, McGregor, & Sabbadim, 1992). Special characteristics of Arabic such as its intricate morphological system and null subject properties make it particularly valuable in determining universal versus language-specific aspects of SLI. Clinical implications for SLI in Arabic and directions for future research are also explored.
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Ebbels, Susan Helen. "Argument structure in Specific Language Impairment : from theory to therapy." Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/1444649/.
Texto completoResumen
This thesis is in two parts: the first focuses on theories of SLI and the development of argument structure while the second focuses on intervention. Chapter 1 reviews experimental findings and theories of SLI and finds that while some areas of language are well-researched, others (including argument structure) have received relatively little attention. Chapter 2 reviews the literature regarding the development of argument structure and concludes that studies of typical development have not investigated use of alternations and omissions of obligatory arguments, whereas studies of SLI have little focus on alternations or overgeneralisations. Chapters 4 and 5 therefore consider the performance of typically developing children and children with SLI on all these areas. I find typically developing children differ from adults in their use of the causative alternation and overgeneralisation of the locative alternation. The children with SLI have difficulties with argument structure, avoiding the ditransitive form of the dative alternation and making more errors with change of state verbs and omission of arguments. A secondary focus (Chapter 6) is on the influence of phonological complexity and length (measured by a non-word repetition test) on the language abilities of children with SLI. The results show a bimodal split where half the children with SLI show normal abilities and half have significant difficulties. Chapter 7 discusses the implications of the experimental findings for theories of SLI. Part 2 reviews intervention studies for SLI (Chapter 8) and presents an intervention study focusing on argument structure (Chapter 9). 27 secondary-aged children with SLI are randomly assigned to three groups, one control and two target therapies focusing on semantics vs constructions. Both target groups show significant progress. Thus, this thesis shows that detailed investigations of the nature of the deficit in SLI can lead to successful interventions even for children with severe, persistent difficulties.
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Lau, Ka-ming, and 劉家明. "Cognitive reading strategies instruction for children with specific language impairment." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48273624.
Texto completoResumen
The primarily goal of this study was to examine the patterns of cognitive and
language processing of children with Specific Language Impairment (SLI) and how
they related to their text comprehension, interpreted within constructivism. The study
aimed to characterize the difference in language, character decoding, metacognitive
processing and text comprehension between children with SLI and those under typical
development; to identify the inter-relationships among their language processing,
character decoding, metacognitive processing and text comprehension; and to
investigate how the implementation of cognitive reading strategies instruction change
their language processing, character decoding, metacognitive processing, belief
towards reading and text comprehension. Two studies were carried out.
In Study One, 73 participants were recruited from two Hong Kong primary
schools; they were at second and third grade, 42 were diagnosed of SLI and the other
were under typical development. Standardized instruments were used to tap children’s
language processing and character decoding respectively. Researcher developed
Metacognitive Processing Scale were adopted to rate their metacognitive and deep
processing of text. A set of comprehension test, comprised of forced-choice inferential
questions and two recall tasks, were used to assess their depth in understanding
different types of text. Analyses indicated that SLI students did not only score poorer
in language processing, but also in character decoding, metacognitive processing and
text comprehension. Further analyses of both the entire sample and the SLI sample,
indicated that there were significant correlations between character decoding,
language processing, metacognitive processing with children’s text comprehension
scores.
In Study Two, there were 40 participants recruited from the SLI sample of the
Study One. Cognitive reading strategy instruction program were developed. 21
participants was randomly selected to receive the experimental instruction and the
another 19 were under conventional instruction as control. Besides the measures used
in the Study One, interviews and teacher-reporting questionnaires were used to tap
children’s belief towards reading and their classroom engagement. Analysis of
pre-instruction and post-instruction tests indicated the experimental children showed
significantly better progress on their oral language, text comprehension and belief
about reading. Both the experimental and the control group showed similar progress
on character decoding.
The study offers both theoretical and educational contribution on the literacy
development among the population of SLI. It identifies the role of metacognitive
processing on literacy achievement. It provides the evidence of implementing
cognitively-based reading strategies for literacy instruction for children with SLI
within Chinese context. Upon the introduction of inclusive education, teachers now
face students with much wider diversity, including a significant number of children
with SLI. Possible collaboration between frontline teachers and speech therapists in
designing potential classroom activities is discussed.<br>published_or_final_version<br>Education<br>Doctoral<br>Doctor of Education
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Robinson, Karen Josephine. "The social well-being of children with specific language impairment." Thesis, University of Exeter, 2012. http://hdl.handle.net/10871/8862.
Texto completoResumen
Specific language impairment (SLI) describes a form of language acquisition difficulty that is not secondary to other developmental conditions. Researchers have identified a number of social and emotional difficulties in children and young people with SLI. However, less is known about the influences upon these difficulties, particularly at times of major change. This longitudinal study therefore examines the social well-being of children with receptive SLI during their transition from primary to secondary schooling. It focuses on peer social position and social anxiety and considers whether the severity of receptive language impairment, along with other factors, has particular importance for these markers. The markers are explored in terms of their definition, interrelationship and the degree to which they present singularly in children with SLI. The study uses a mixed method design to address six related research questions. The quantitative results showed that the participants with SLI had higher social anxiety than typical comparisons at both Time 1 and Time 2, but lower self-rated social acceptance at Time 2 only. However, teachers at Time 1 rated their social acceptance lower than they rated typical comparisons. There were no significant changes in self-rated measures from Time 1 to Time 2. A moderately strong and longitudinally robust association was found between social acceptance and social anxiety and between social acceptance and verbal/non-verbal discrepancy. Furthermore, social acceptance predicted social anxiety. The qualitative findings indicated that a number of factors singly and ecologically influenced the social well-being of children with SLI following secondary transition. Of these, receptive language level, pragmatic development and parental support were found to be particularly important. There was considerable variation in levels of social well-being, but they were generally lower than in a group of children with specific learning difficulties (SpLD). Overall, the study suggested that some children with SLI face greater social challenges than their peers at this life stage. However, secondary transition did not invariably result in greater difficulties. The study raised questions about policy, provision and practice in relation to children with SLI and identified areas for future research. Key words: specific language impairment (SLI); special educational needs (SEN); specific learning difficulties (SpLD); peer social position; social anxiety; ecological relationships
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Hasselaar, Dorothea Juliane. "The morphology of German-speaking children with specific language impairment." Thesis, University of Newcastle upon Tyne, 2014. http://hdl.handle.net/10443/2758.
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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 language impairment created sentences of similar complexity to age peers. Word variables also influenced sentence complexity, with word meaning (abstract vs. concrete) having the most robust effect and word frequency having a negligible effect.
Implications for this study in relation to double-deficit and syntactic bootstrapping models are discussed.
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Haskill, Allison Marie. "A Comparison of morphosyntactic and phonological profiles of children with specific language impairment and children with phonological-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:3024486.
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Junyent, Andrea Anahi. "Individual differences in Specific Language Impairment: profiles of preschoolers exposed to Italian." Doctoral thesis, Università degli studi di Padova, 2011. http://hdl.handle.net/11577/3422857.
Texto completoResumen
This dissertation explores Specific Language Impairment (SLI) through a single case
and a group study aimed to define language profiles in children with SLI compared to
typically developing children having the same chronological age or the same mean
length of utterance (MLU).
The single case study compared the morpho-syntactic characteristics of elicited and
spontaneous production of a child with SLI to information provided by the literature
about children with equivalent MLU. Results were scrutinised in the light of hypotheses
which conceive SLI as an originally grammatical deficit. Delay was found in production
of inflected verbs, in line with MLU, and was consistent with linguistic accounts. Delay
found in production of direct and indirect object clitic pronouns as well as articles was
unexpected based on the MLU and could only partially be explained by the linguistic
hypotheses considered.
The group study examined lexical, morpho-syntactic and textual skills in
comprehension and production as well as phonological memory in 50 children with SLI
(SLI group). In order to identify profiles, their performance was compared to age- and
MLU-matched typically developing children (TD group); and subgroups of children
with SLI were identified and compared. Moreover, relationships among language
abilities and phonological memory were scrutinised in the overall group of children
(SLI and TD groups).
Statistical comparisons between the SLI group and the TD group revealed a complex
pattern of impaired lexical and morpho-syntactic abilities as well as phonological
memory; and partially preserved textual skills. Subgroups (in the SLI group) with the
following characteristics were compared: both lexical and morpho-syntactic production
mildly impaired; both lexical and morpho-syntactic production severely impaired;
mildly impaired lexical production and severely impaired morpho-syntactic production.
Results evinced different profiles in these subgroups regarding phonological memory,
depending on the severity of the impairment in morpho-syntactic production exhibited
by subgroups. This suggests a strong relationship between phonological memory and
morpho-syntax in production.
The specific relationships among language and phonological memory abilities were
examined through regression analyses. Results showed phonological memory as the
best predictor for language comprehension and production in the overall group of
children, while belonging to the SLI or the TD group did not account for any extra
variability. This suggested a strong relationship between phonological memory and
language, independently of belonging to one group or the other. The second predictor
was lexical comprehension, which predicted both morpho-syntactic and text
comprehension in the overall group, while belonging to the SLI or the TD group did not
explain any extra variability. These results suggested that language abilities in
comprehension are hierarchically structured in SLI as in typical development, regardless
belonging to one group or the other.<br>La seguente ricerca esplora i profili del Disturbo Specifico del Linguaggio (DSL)
attraverso lo studio di un caso singolo e uno studio di gruppo, confrontandoli con quelli
di bambini aventi la stessa età cronologica o la stessa lunghezza media dell‘enunciato
(LME).
Nello studio di caso singolo sono state comparate le caratteristiche morfosintattiche
della produzione spontanea ed elicitata di un bambino con DSL con i dati in letteratura
sulla produzione di bambini con LME equivalente. I risultati sono stati esaminati alla
luce di ipotesi che concepiscono il DSL come un deficit di origine grammaticale. È stato
trovato un ritardo nella produzione di verbi flessi, come atteso in base al livello di LME
e in accordo con le spiegazioni linguistiche. Un ritardo inatteso per livello di LME è
stato trovato nella produzione di pronomi clitici di oggetto diretto e indiretto e articoli, i
quali hanno potuto essere spiegati solo parzialmente alla luce delle ipotesi considerate.
Nello studio di gruppo, sono state esaminate la comprensione e produzione lessicale
morfosintattica e testuale insieme alla memoria fonologica in 50 bambini con DSL
(gruppo DSL). Allo scopo di identificare profili, le prestazioni del gruppo DSL sono
state comparate con la performance di bambini con sviluppo tipico (gruppo ST) appaiati
per età e per LME e sono stati identificati e confrontati sottogruppi di bambini con DSL.
Inoltre, i rapporti fra le abilità linguistiche e la memoria fonologica sono stati esaminati
nel gruppo totale di bambini (gruppi DSL e ST).
Il confronto tra il gruppo DSL e TD ha mostrato, per il primo, un pattern complesso in
cui le abilità lessicali, morfosintattiche e di memoria fonologica sono compromesse
mentre le capacità testuali sono parzialmente preservate.
Sono stati comparati sottogruppi (del gruppo DSL) con le seguenti caratteristiche:
produzione lessicale e morfosintattica lievemente compromessa, produzione lessicale e
morfosintattica severamente compromessa, e produzione lessicale lievemente
compromessa e produzione morfosintattica severamente compromessa. I risultati per i
sottogruppi hanno evidenziato diversi profili in relazione alla memoria fonologica,
imputabili alla severità del deficit in produzione morfosintattica dei sottogruppi. Ciò
suggerisce una forte relazione fra memoria fonologica e morfosintassi.
I rapporti specifici fra abilità linguistiche e di memoria sono stati esaminati con analisi
di regressione. I risultati hanno indicato che la memoria fonologica è il miglior
predittore della comprensione e produzione linguistica nel gruppo totale di bambini,
mentre l‘appartenenza al gruppo DSL or al gruppo TD non ha spiegato ulteriore
variabilità. Ciò suggerisce una forte relazione fra memoria fonologica e linguaggio,
indipendentemente dalla appartenenza a un gruppo o all‘altro. Il secondo migliore
predittore è stato la comprensione lessicale, che ha predetto la comprensione
morfosintattica e testuale nel gruppo totale, mentre l‘appartenenza al gruppo DSL o TD
non ha spiegato ulteriore variabilità. Questi risultati suggeriscono abilità linguistiche
gerarchicamente strutturate in comprensione a prescindere del gruppo di appartenenza.
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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.
Texto completoResumen
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 half received treatment in three 10-minutes sessions (spaced condition) over a 3-hour period. Progress was assessed three times weekly by probing a child’s use of his/her treatment morpheme and untreated morpheme (a maturational control) in untreated contexts. Pre-to-post treatment morpheme usage differed significantly for children regardless of dosage condition, demonstrating overall treatment efficacy. There were no differences in treatment effects for the massed and spaced conditions. In addition, nonverbal IQ and receptive vocabulary test scores correlated with treatment effect sizes. The study adds to evidence that Enhanced Conversational Recast can produce positive results, in a relatively short period of time, for children with specific language impairment. Moreover, it appears that clinicians may have some flexibility in terms of the dose schedule they employ to deliver this treatment in an evidence-based manner.
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Anderson, Alida Lorraine. "Literate language feature use in preschool age children with specific language impairment and typically developing language." College Park, Md. : University of Maryland, 2006. http://hdl.handle.net/1903/3427.
Texto completoResumen
Thesis (Ph. D.) -- University of Maryland, College Park, 2006.<br>Thesis research directed by: Special Education. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Ahufinger, Sanclemente Nadia. "Statistical Word-Learning in Catalan-Spanish Children with Specific Language Impairment." Doctoral thesis, Universitat de Barcelona, 2019. http://hdl.handle.net/10803/666983.
Texto completoResumen
This dissertation was written to answer some questions about the different roles played by memory in school-age Catalan-Spanish children with specific language impairment (SLI). Currently, a small but growing body of work suggests that individuals with SLI have difficulty performing tasks that require non-declarative learning. That is, they present with difficulties in the process of extracting abstract knowledge from statistical patterns, probabilistic computations (statistical learning) and procedural skills (procedural learning) embedded in the input. The Procedural Deficit Hypothesis—PDH—(Ullman & Pierpont, 2005) suggests that grammatical impairments observed in SLI may be explained by abnormalities in brain areas associated with procedural memory—a gradual, sequential implicit learning, necessary for acquiring cognitive and motor skills, such as typing and bike riding. The PDH also purports that children with SLI have relative strengths in word learning since their lexical declarative memory systems have remained largely spared. However, the literature shows that children with SLI show difficulties in vocabulary learning in addition to grammatical deficits. First, in this dissertation we wanted to study whether children with SLI have a more general impairment in their non-declarative memory mechanism that is not limited to procedural learning. Second, we wanted to investigate whether statistical learning is also a required mechanism for the word-learning process rather than just declarative memory alone. Third, we examined the role of working and declarative memory in children with and without SLI with regard to lexical knowledge. To carry out our study, a total of 76 children (24 girls, 52 boys), 38 children with SLI (Mean age=8.7 years-old; SD=1.10 years) ranging in age from 5.6 to 12.11 years, and 38 typically developing children (Mean age=8.9 years; SD=1.10 years) ranging in age from 5.7 to 12.9 years were tested with three types of statistical word-learning tasks involved in a word-learning process (i.e., auditory sequential statistical learning, cross-situational statistical learning, and visual statistical learning tasks) and were given different working and declarative memory tests.
The results showed that Catalan-Spanish children with SLI were less accurate at solving the three statistical learning tasks than the group of TD children. Moreover, statistical learning and declarative memory were significant predictors of the vocabulary knowledge in children with and without SLI. Thus, non-declarative learning was shown to be a required mechanism for acquiring vocabulary as well as grammar. Furthermore, children with SLI showed poorer results in the auditory and visual working memory tasks compared to the group of TD children. Equivalent results for declarative memory tests for both groups were found only after controlling for the working memory.
The results of this dissertation encourage current theoretical models of non-declarative learning in children with SLI to be extended beyond the assumption that only procedural sequential learning is impaired in this population, suggesting that a more general non-declarative learning, including non-sequential statistical learning, is affected in children with SLI and that this deficit is related to grammar learning as well as vocabulary acquisition. Finally, the implications of these results on language learning in children with SLI are discussed.<br>Los niños y niñas con trastorno específico del lenguaje (TEL) presentan dificultades en el proceso de extracción de información abstracta que se encuentra en nuestro entorno a partir de patrones estadísticos, cálculos probabilísticos o habilidades procedimentales. La hipótesis del déficit procedimental (PDH) (Ullman y Pierpont, 2005) propone que las dificultades que presentan estos niños/as en el área de la morfología y la gramática se pueden explicar por anomalías en áreas cerebrales asociadas a la memoria procedimental. La PDH también propone que los niños con TEL tienen menos dificultades relacionadas con el vocabulario porque tienen la memoria declarativa relativamente preservada. Contrariamente, diferentes estudios demuestran que la población con TEL tiene dificultades léxicas.
Los objetivos de esta tesis doctoral son demostrar si los niños/as con TEL presentan dificultades en realizar tareas que requieren del aprendizaje estadístico. En segundo lugar, investigamos si el aprendizaje estadístico también tiene un rol explicativo en el conocimiento de vocabulario. En tercer lugar, examinamos el papel que tiene la memoria de trabajo y la memoria declarativa en relación al conocimiento del léxico. Un total de 76 niños/as (24 niñas, 52 niños) participaron en este estudio. El grupo TEL estaba formado por 38 niños y niñas (M edad = 8,7 años). El grupo control estaba formado por 38 niños/as con desarrollo típico (DT) (M edad = 8,9 años). Todos los participantes realizaron 3 experimentos de aprendizaje estadístico: (1) auditivo y secuencial, (1) visual y secuencial y (3) audiovisual y no secuencial. Además, a todos los participantes se les evaluó con diferentes baterías de memoria de trabajo y memoria declarativa.
Los resultados mostraron que el grupo TEL obtuvo un rendimiento significativamente inferior al grupo control en los tres experimentos de aprendizaje estadístico. Además, tanto el aprendizaje estadístico como la memoria declarativa fueron dos predictores significativos del conocimiento del vocabulario de los participantes.
Estos resultados demuestran que el aprendizaje estadístico también es un mecanismo necesario para adquirir vocabulario y no sólo para aprender morfología y gramática. Además, el grupo TEL mostró resultados más bajos en las tareas de memoria de trabajo auditiva y visual en comparación con el grupo con DT. También se encontraron resultados equivalentes para ambos grupos en las pruebas que evaluaban la memoria declarativa (después de controlar la memoria de trabajo).
Los resultados de esta investigación sugieren (1) que los niños/as con TEL muestran dificultades en aprendizaje estadístico en tres modalidades diferentes (visual, auditiva, audio-visual) (2) que los modelos teóricos actuales que se basan en la afectación de la memoria procedimental en esta población deben ir más allá de la hipótesis que sólo hay un aprendizaje procedimental secuencial afectado en esta población y (3) que el aprendizaje estadístico de regularidades no secuenciales también podría estar afectado en esta población.
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Frick, Jillian Melissa. "Updating skills and character referencing in children with specific language impairment." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/43494.
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Specific language impairment (SLI) involves unexpected delays in language development that are deemed primary, rather than secondary to other developmental issues. This study investigated executive functioning and referencing abilities in children with SLI. Referencing is a complex task that may particularly depend on working memory (WM) resources, specifically in terms of updating abilities. Updating entails the active manipulation of WM contents by replacing older information with newer and more relevant information. If both linguistic abilities and processing resources are critical for adequate referencing, then children with SLI would be particularly vulnerable in this area. There is limited evidence regarding updating skills in children, referencing abilities in SLI, and the possible influence of updating on language production.
A group of 12 children with SLI aged 5 to 8 years were matched to 12 same-age typically developing (TD) peers. The children completed updating, short-term memory (STM), and story-telling tasks. Compared to the children with TD, the children with SLI performed significantly poorer on all updating tasks and also consistently exhibited lower overall referential adequacy, but whether this applied to both nominal and pronominal forms depended on the story. There were also many parallels, however, between the groups in terms of referencing. Specifically, each group responded similarly to story differences and to the demands of the various referential functions (introduction, maintenance, and reintroduction) in terms of the frequency of character references, the referential types selected, and patterns of referential adequacy. Regarding the relationship between WM and referencing, visual STM was the only memory task that correlated significantly with referential adequacy in the SLI group. In contrast, updating did correlate significantly with referential adequacy in the TD group. It is still possible that updating plays a role in the ability to adequately refer to characters in both groups, but this relationship could be mediated or overshadowed by limitations in basic storage capacity or by linguistic factors for children with SLI in this developmental window. Due to the small number of participants in this study, the results regarding the relationship between updating abilities and referential adequacy are tentative and require replication with a larger sample.
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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 underlying Specific Language Impairment by the exploitation of recent advances in technological, genetic and statistical techniques. This goal is achieved, for the main part, through the completion of the first-ever, systematic genome-wide screen for loci involved in the disorder. A collection of 98 families was drawn from both epidemiological and clinical populations, all with probands who display severe deficits in language skills. Genome-wide linkage analyses were completed for three language-related measures and identified two regions which may harbour susceptibility gene variants for SLI, one on chromosome 16 and a second on chromosome 19. Both of these loci yielded maximum LOD scores of 3.55 and exceeded the threshold for suggestive linkage under all types of analysis performed. Fine mapping of the chromosome 19 locus with a high-density map of microsatellite markers provided further support for the role of this region in SLI but failed to narrow the area of linkage. The second section of the thesis therefore explores alternative genetic strategies that may facilitate the localisation of susceptibility variants from the genomic regions identified. Mutation screening and association analyses were performed for two candidate genes within a subset of 48 families affected by SLI. The first ⎼ numblike (NBL), or numb-related (NUMB-R) (MIM 604018) ⎼ was selected from the region of linkage on chromosome 19q and the second ⎼ Forkhead-bOX domain P2 (FOXP2) (MIM 605317) ⎼ has recently been shown to be mutated in a family with a severe speech and language disorder. Finally, I describe the mapping of a translocation breakpoint within a child affected by a severe language impairment and orofacial dyspraxia. This breakpoint lies on chromosome 2q and coincides with a putative region of linkage in both language impairment and autism. In the long-term it is hoped that techniques similar to those described here will allow the identification of the gene variants which underlie SLI allowing to the development of better diagnosis and treatment for those children with language impairments.
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Archibald, Lisa M. D. "Short-term and working memory in children with specific language impairment." Thesis, Durham University, 2006. http://etheses.dur.ac.uk/2676/.
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Investigations of the cognitive processes underlying Specific Language Impairment (SLI) have implicated deficits in the storage and processing of phonological or verbal information. This thesis reports five studies that investigated the role of short-term and working memory in children with SLI. Study 1 demonstrated SLI deficits on measures of verbal working memory, and short-term memory for verbal but not visuospatial information. Study 2 provided evidence that children with SLI perform at age-level on visuospatial working memory measures. Study 3 demonstrated slower processing in the SLI group across domains, as well as verbal storage decrements, with the greatest deficits found for tasks tapping both of these. Study 4 found SLI deficits on measures of nonword repetition in common use, with greater impairments on the task that relied to a lesser extent on short-term memory. Study 5 established more accurate recall for multisyllabic nonwords than matched single syllable lists for all groups, although the SLI group showed different patterns of phoneme retention. It is suggested that the combination of deficits in generalized processing speed and verbal storage in SLI may be expected to have a drastic and detrimental impact on learning, and provides an account of the disorder that could encompass the range of impairments observed in SLI. The findings also suggest that factors additional to short-term memory contribute to poor nonword repetition in SLI.
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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-phonetic interface: 1) The weighting of acoustic cues to phonetic voicing contrast 2) the preattentive and attentive discrimination of speech and non-linguistic stimuli and 3) the formation of auditory memory traces for speech and non-linguistic stimuli in young adults with SLI and dyslexia. This thesis focuses on looking at both individial and group-level data of auditory and speech processing and their relationship with higher-level language measures. The groups of people with SLI and dyslexia who participated were aged between 14 and 25 and their performance was compared to a group of controls matched on chronological age, IQ, gender and handedness. Investigations revealed a complex pattern of behaviour. The results showed that individuals with SLI or dyslexia are not poor at discriminating sounds (whether speech or non-speech). However, in all experiments, there was more variation and more outliers in the SLI group indicating that auditory deficits may occur in a small subgroup of the SLI population. Moreover, investigations of the exact nature of the input-processing deficit revealed that some individuals with SLI have less categorical representations for speech sounds and that they weight the acoustic cues to phonemic identity differently from controls and dyslexics.
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Aguilar, Jessica M., and Jessica M. Aguilar. "Exemplar Variability Facilitates Word Learning by Children with Specific Language Impairment." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/624159.
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Research suggests that variability in the input plays an important role in learning language. The current study examined the role of object variability for word learning by preschoolers with specific language impairment (SLI). Seventeen 4- and 5-year-old children with SLI were taught eight new words in three short activities during the first three weeks of a six-week program. Half of the children saw three identical objects (No Variability group) corresponding to each target word during training, and the other half of the children saw three variable objects (High Variability group) corresponding to each target word during training. Children completed identification tests for objects seen during training and new within-category objects that were never seen to test generalization. Tests were administered the day after each training activity and three weeks after the last training session. There were no group differences on trained or generalization items immediately following training sessions. However, children in the High Variability group demonstrated significantly better learning, as measured by performance on generalization items, at retention testing three weeks after experimental training. These findings demonstrate that object variability facilitates retention of word learning by children with SLI.
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Geiger, Brittany Middleton. "The social implications of specific language impairment in school age children." Tallahassee, Fla. : Florida State University, 2008. http://purl.fcla.edu/fsu/lib/digcoll/undergraduate/honors-theses/341785.
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Thesis (Honors paper)--Florida State University, 2008.<br>Advisor: Dr. Carla Wood Jackson, Florida State University, College of Communication, Dept. of Communication Disorders. Includes bibliographical references.
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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 significantly poorer in discriminating same and different male speakers compared to their typical peers. The present findings demonstrate that preschool children with SLI can experience difficulty distinguishing between talkers. Poor sensitivity to variation in talkers may contribute to poor learning in SLI for contexts where multiple talker input should benefit the learner.
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Wilde, Heather Michelle. "The Variability in Children with Specific Language Impairment Compared to Children with Typical Language Development." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/2330.
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The purpose of this study was to determine whether children with specific language impairment (SLI) are more or less variable than children with typically developing language. In addition, the within child variability for children with SLI was analyzed to consider how heterogeneity influenced identification of areas of linguistic strengths and weaknesses in this population. Fifty seven children with SLI, 7:0–11:0, and fifty seven of their peers with typically developing language were assessed using five subtests and a composite language score from the Comprehensive Assessment of Spoken Language (CASL) (Carrow-Woolfolk, 1999). The children with typically developing language were significantly more variable as a group than the children with SLI. The heterogeneity of the children with SLI did not allow for the creation of subgroups based on language strengths and weaknesses.
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Harrington, Val. "Analysis of the lived experiences of young adults with specific language impairment and/or pragmatic language impairment to inform counselling psychology practice." Thesis, University of Wolverhampton, 2011. http://hdl.handle.net/2436/209937.
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Some seven percent of children in the general population are affected by Specific Language Impairment and/or Pragmatic Language Impairment with numerous cases undiagnosed. It is known that difficulty in communication affects psychosocial functioning and is likely to be a source of mental distress but the data on people’s access to and benefit from psychological intervention are limited. There is also limited understanding of psychologists’ capacity to meet these clients’ needs although their problems continue into adulthood. This research questions the population of counselling and clinical psychologists about their knowledge and experience of these disorders using an electronic questionnaire. Qualitative methods were then adopted with three participants with SLI/PLI and four psychologist practitioners familiar with such clients; this involved semi-structured interviews analysed using IPA and TA respectively. The purpose was to interpret and develop the clients' lived experiences into themes which were then used to look for possible connecting themes in the psychologists’ transcripts. This process was termed "interconnection" and was intended to reveal the coincidence and convergence of the two sides of the client/psychologist dyad. Results showed that whereas findings demonstrated the young men possessed a spectrum of coping and defence strategies as constituent parts of resilience, including self-esteem, self-identity and self-efficacy, the psychologists did not see the client as a congruent whole, addressing either their impairment or their mental health problem. Client resiliencies were not used in therapy and psychosocial difficulties were not recognised as a focus of distress although they did endeavour to modify their therapeutic approaches. Finally, consideration is given to whether the research aim is met, the implications for counselling psychology and possible future research. It is proposed that this methodology of interconnection has the potential to provide a novel approach to inform any future research and service development for this and other client groups in the way it takes patients/clients into account and connects them with professional working.
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Mackie, Clare Jayne. "Writing performance in children with a specific language impairment : impact of oral language and literacy." Thesis, University of Warwick, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444837.
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Rannard, Anne Christine. "Experiences of integration from language units to mainstream school for children with specific language impairment." Thesis, Liverpool John Moores University, 2001. http://researchonline.ljmu.ac.uk/5532/.
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The purpose of this study was to examine the experiences of children with Specific Language Impairment who had integrated from a Language Unit to mainstream school. The aim of the study was to explore the development of the children in the areas of language, academic ability, and psychosocial performance both during and after that period. Data was collected from 40 children in Phase 1 of the study by means of a structured interview schedule (Stone 1991). In Phase 2, the prospective second phase, 7 children were asked to complete the Pictorial Scale of Perceived Competence and Social Acceptance (PSPCSA) (Harter and Pike 1984). In both phases, parents of the children took part in unstructured interviews using a chronological or life history approach advocated by May (1993). Teachers in Phase 1 completed the Teacher Rating Scale (Urwin 1988) and in Phase 2, both language unit and mainstream schoolteachers completed the appropriate section of the PSPCSA. A combination of qualitative and quantitative methodologies was used to access the range of experiences of the children and the views of their parents and teachers. Analysis of the data revealed a lack of planning and preparation on the part of mainstream schools for the children during the short integration process. There was minimal collaboration between language units and mainstream teaching staff. The children's statement of Special Educational Need terminated for the majority after 3 months in mainstream school. No further monitoring of the children's verbal abilities took place after that, although a third of the children had continuing speech and language problems. Despite the general failure of the mainstream system to support these children, those who needed help in academic areas did receive it on an ad hoc basis. Two thirds of the children had help with academic subjects, although teachers rated these children as average. In the second phase, teachers showed more concern over the academic and social abilities of the children. The children saw themselves as no different from their mainstream peers. This finding reflects the sometimes overly optimistic views of children in the younger age groups, although there is some evidence from the study that children can be aware of their verbal limitations much earlier than what is generally held to be the age of self awareness at approximately 8 years. Children with SLI in a mainstream setting continue to have difficulties for several years after integration. Parents in this study frequently expressed the view that they would have liked the children to remain in the language units because of the better quality of education they provided. The value of the study lies in its in depth exploration of parent and child views and experiences of SLI within the education system using a combination of research approaches. Increasing the involvement of parents and children in the educational decision-making process is widely advocated. Understanding child and parent perspectives in this area is therefore of considerable importance.
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Hick, Rachel Fiona. "Language and memory development in children with Down syndrome and children with specific language impairment." Thesis, University of Manchester, 2003. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488023.
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Sin, Wan-san Dorene. "The identification and characterization of Cantonese-speaking children with specific language impairment." Click to view the E-thesis via HKUTO, 2000. http://sunzi.lib.hku.hk/hkuto/record/B3620769X.
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Thesis (B.Sc)--University of Hong Kong, 2000.<br>"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 10, 2000." Also available in print.
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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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