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Tesis sobre el tema "Specific language impairment"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 25 de julio de 2025

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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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2

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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3

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 de

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4

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 c

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5

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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6

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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7

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

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

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8

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 sylla

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9

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

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10

Zantomio, Marisabel <1990&gt. "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 comprensi

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11

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 cont

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12

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 compa

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13

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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14

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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15

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

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16

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

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

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17

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 ai

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18

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

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19

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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20

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

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

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21

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 cont

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22

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

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23

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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24

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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25

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.

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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 im

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26

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

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

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27

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/.

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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 litt

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28

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.

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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 i

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29

Robinson, Karen Josephine. "The social well-being of children with specific language impairment." Thesis, University of Exeter, 2012. http://hdl.handle.net/10871/8862.

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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 th

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30

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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31

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

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

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32

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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33

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.

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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 defi

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34

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

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

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35

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.

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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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36

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.

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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—(

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37

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 adeq

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38

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

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

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39

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 gro

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40

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

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

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41

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) correspondi

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42

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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43

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

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

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44

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 Languag

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45

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 ps

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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

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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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