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Artículos de revistas 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

Leonard, Laurence B. "Specific Language Impairment Across Languages." Child Development Perspectives 8, no. 1 (2013): 1–5. http://dx.doi.org/10.1111/cdep.12053.

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2

Friel-Patti, Sandy. "Specific Language Impairment." Topics in Language Disorders 20, no. 1 (1999): 1–13. http://dx.doi.org/10.1097/00011363-199911000-00003.

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3

Flax, Judy F., Teresa Realpe-Bonilla, Linda S. Hirsch, Linda M. Brzustowicz, Christopher W. Bartlett, and Paula Tallal. "Specific Language Impairment in Families." Journal of Speech, Language, and Hearing Research 46, no. 3 (2003): 530–43. http://dx.doi.org/10.1044/1092-4388(2003/043).

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Two family aggregation studies report the occurrence and co-occurrence of oral language impairments (LIs) and reading impairments (RIs). Study 1 examined the occurrence (rate) of LI and RI in children with specific language impairment (SLI probands), a matched control group, and all nuclear family members. Study 2 included a larger sample of SLI probands, as well as their nuclear and extended family members. Probands and their family members who met specific criteria were classified as language and/or reading impaired based on current testing. In Study 1, the rates of LI and RI for nuclear fam

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4

Theodorou, Eleni, Maria Kambanaros, and Kleanthes K. Grohmann. "Specific language impairment in Cypriot Greek." Linguistic Variation 13, no. 2 (2013): 217–36. http://dx.doi.org/10.1075/lv.13.2.04the.

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Investigating children’s language skills in their native variety is of paramount importance. Clinical practices cannot be based on findings from languages or varieties which have different properties. This paper, after demonstrating the importance of investigating Specific Language Impairment (SLI) in Cyprus, assesses the feasibility of existing language assessments in Standard Modern Greek for the diagnosis of SLI in the Greek Cypriot context, for the children’s native variety of Cypriot Greek. In total, 16 children with SLI (5 to 9 years) and 22 age-matched typically language developing chil

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5

Rudolph, Johanna M., and Laurence B. Leonard. "Early Language Milestones and Specific Language Impairment." Journal of Early Intervention 38, no. 1 (2016): 41–58. http://dx.doi.org/10.1177/1053815116633861.

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6

Moyle, Jayne, Stephanie F. Stokes, and Thomas Klee. "Early Language Delay and Specific Language Impairment." Developmental Disabilities Research Reviews 17, no. 2 (2011): 160–69. http://dx.doi.org/10.1002/ddrr.1110.

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7

Millichap, J. Gordon. "EEG in Specific Language Impairment." Pediatric Neurology Briefs 22, no. 11 (2008): 86. http://dx.doi.org/10.15844/pedneurbriefs-22-11-7.

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8

Nasir, J., W. Cohen, H. Cowie, et al. "Genetics of specific language impairment." Prostaglandins, Leukotrienes and Essential Fatty Acids (PLEFA) 63, no. 1-2 (2000): 101–7. http://dx.doi.org/10.1054/plef.2000.0199.

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9

Lely, Heather K. J. van der, and David Howard. "Children With Specific Language Impairment." Journal of Speech, Language, and Hearing Research 36, no. 6 (1993): 1193–207. http://dx.doi.org/10.1044/jshr.3606.1193.

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This study is concerned with characteristics of short-term memory (STM) in children with specific language impairment (SLI). The linguistic requirements of the test procedure, the characteristics of the test materials, and the development of linguistic representations were considered. Two experimental tasks were used: a verbal-repetition and a picture-pointing procedure. The tasks used auditory presentation and were designed to explore different underlying processes during immediate recall. The linguistic characteristics of the test materials were designed to explore the influence of semantic,

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10

Hansson, Kristina, Ulrika Nettelbladt, and Laurence B. Leonard. "Specific Language Impairment in Swedish." Journal of Speech, Language, and Hearing Research 43, no. 4 (2000): 848–64. http://dx.doi.org/10.1044/jslhr.4304.848.

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Several competing proposals have been offered to explain the grammatical difficulties experienced by children with specific language impairment (SLI). In this study, the grammatical abilities of Swedish-speaking children with SLI were examined for the purpose of evaluating these proposals and offering new findings that might be used in the development of alternative accounts. A group of preschoolers with SLI showed lower percentages of use of present tense copula forms and regular past tense inflections than normally developing peers matched for age and younger normally developing children mat

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11

Goorhuis-Brouwer, S. M., and B. J. Wijnberg-Williams. "Specificity of Specific Language Impairment." Folia Phoniatrica et Logopaedica 48, no. 6 (1996): 269–74. http://dx.doi.org/10.1159/000266421.

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12

McArthur, G. M., J. H. Hogben, V. T. Edwards, S. M. Heath, and E. D. Mengler. "On the "Specifics" of Specific Reading Disability and Specific Language Impairment." Journal of Child Psychology and Psychiatry 41, no. 7 (2000): 869–74. http://dx.doi.org/10.1111/1469-7610.00674.

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13

Kohnert, Kathryn, and Kerry Danahy Ebert. "Beyond morphosyntax in developing bilinguals and “specific” language impairment." Applied Psycholinguistics 31, no. 2 (2010): 303–10. http://dx.doi.org/10.1017/s0142716409990464.

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In the Keynote Article, “The Interface Between Bilingual Development and Specific Language Impairment,” Johanne Paradis considers issues and evidence at the intersection of children learning two languages and primary or specific language impairment (SLI). The review focuses on morphosyntactic evidence and the fit of this evidence with maturational (domain-specific) and limited processing capacity (LPC; domain-general) theories of language impairment. We agree with Paradis that studies that systematically and simultaneously investigate the behavioral profile of dual-language learners and childr

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14

Rice, Mabel L. "Language growth and genetics of specific language impairment." International Journal of Speech-Language Pathology 15, no. 3 (2013): 223–33. http://dx.doi.org/10.3109/17549507.2013.783113.

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15

Bishop, Dorothy V. M. "Specific language impairment as a language learning disability." Child Language Teaching and Therapy 25, no. 2 (2009): 163–65. http://dx.doi.org/10.1177/0265659009105889.

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16

Leonard, Laurence B. "Language learnability and specific language impairment in children." Applied Psycholinguistics 10, no. 2 (1989): 179–202. http://dx.doi.org/10.1017/s0142716400008511.

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ABSTRACTTheories of language learnability have focused on “normal” language development, but there is a group of children, termed “specifically language-impaired,” for whom these theories are also appropriate. These children present an interesting learnability problem because they develop language slowly, the intermediate points in their development differ in certain respects from the usual developmental stages, and they do not always achieve the adult level of language functioning. In this article, specifically language-impaired children are treated as normal learners dealing with an input th

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17

Ors, M. "Time to drop “specific” in “specific language impairment”." Acta Paediatrica 91, no. 10 (2007): 1025–30. http://dx.doi.org/10.1111/j.1651-2227.2002.tb00092.x.

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18

Ors, M. "Time to drop "specific" in "specific language impairment"." Acta Paediatrica 91, no. 10 (2002): 1025–26. http://dx.doi.org/10.1080/080352502760311476.

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19

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

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

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20

Loeb, Diane Frome, and Laurence B. Leonard. "Specific language impairment and parameter theory." Clinical Linguistics & Phonetics 2, no. 4 (1988): 317–27. http://dx.doi.org/10.3109/02699208808985263.

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21

Mahmoud, Shaimaa, Hassan Ghandour, SallyKheir Eldin, and Yossra Sallam. "Associated comorbidities of specific language impairment." Benha Medical Journal 35, no. 2 (2018): 115. http://dx.doi.org/10.4103/bmfj.bmfj_155_17.

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22

Leonard, Laurence B. "Identifying Children with Specific Language Impairment." Clinical Research Education Library 1, no. 1 (2013): 1. http://dx.doi.org/10.1044/cred-dsa-bts-001.

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23

Conti-Ramsden, Gina, and Melanie Jones. "Verb Use in Specific Language Impairment." Journal of Speech, Language, and Hearing Research 40, no. 6 (1997): 1298–313. http://dx.doi.org/10.1044/jslhr.4006.1298.

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The aim of the present study was to use longitudinal data to provide a detailed profile of early word combinations by children with SLI. Three children with SLI were videotaped during mother-child interactions in the home over a 2-year period. The data obtained were compared to MLU-matched samples of normal language-learning children from Wells’ (1981) longitudinal database, which provided a control for the linguistic measures used in this study. A range of analyses were carried out on controlled data samples in order to determine how the children with SLI’s early utterances compared with thos

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24

Bedore, Lisa M., and Laurence B. Leonard. "Specific Language Impairment and Grammatical Morphology." Journal of Speech, Language, and Hearing Research 41, no. 5 (1998): 1185–92. http://dx.doi.org/10.1044/jslhr.4105.1185.

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Discriminant function analysis was employed to determine if grammatical morpheme production could be used to classify preschool-age children with specific language impairment (SLI) and children with typically developing language skills. Three variables were included in the discriminant analysis: a finite verb morpheme composite, a noun morpheme composite, and mean length of utterance in morphemes. The children with SLI and age-matched controls were discriminated with high levels of accuracy, though the three variables did not yield identical classifications. Across two samples of typically dev

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25

Dabrowska, Ewa. "Productivity, Proceduralization and Specific Language Impairment." Human Development 53, no. 5 (2010): 278–86. http://dx.doi.org/10.1159/000321290.

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26

Palmour, Roberta M. "Genetic studies of specific language impairment." Journal of Neurolinguistics 10, no. 2-3 (1997): 215–30. http://dx.doi.org/10.1016/s0911-6044(97)00008-0.

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27

Bishop, D. V. M., Janet Chan, Catherine Adams, Joanne Hartley, and Fiona Weir. "Conversational responsiveness in specific language impairment." Development and Psychopathology 20, no. 1 (2008): 399. http://dx.doi.org/10.1017/s0954579408000187.

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28

Koeda, Tatsuya. "Medical Aspects of Specific Language Impairment." Japan Journal of Logopedics and Phoniatrics 44, no. 3 (2003): 204–8. http://dx.doi.org/10.5112/jjlp.44.204.

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29

Ingham, Richard, Paul Fletcher, Christina Schelleter, and Indra Sinka. "Resultative VPs and Specific Language Impairment." Language Acquisition 7, no. 2-4 (1998): 87–111. http://dx.doi.org/10.1207/s15327817la0702-4_2.

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30

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

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

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31

Gelaney, Ahmed, and Eman Mostafa. "Working Memory in Specific Language Impairment." Egyptian Journal of Ear, Nose, Throat and Allied Sciences 25, no. 24 (2024): 1–9. http://dx.doi.org/10.21608/ejentas.2023.243804.1685.

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32

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

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

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33

Schulz, Petra, and Naama Friedmann. "Specific Language Impairment (SLI) across languages: Properties and possible loci." Lingua 121, no. 3 (2011): 333–38. http://dx.doi.org/10.1016/j.lingua.2010.10.002.

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34

Leonard, Laurence B. "Noun-related morphosyntactic difficulties in specific language impairment across languages." First Language 36, no. 1 (2016): 3–29. http://dx.doi.org/10.1177/0142723715626070.

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35

Tomblin, J. Bruce. "Examining the Cause of Specific Language Impairment." Language, Speech, and Hearing Services in Schools 22, no. 2 (1991): 69–74. http://dx.doi.org/10.1044/0161-1461.2202.69.

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In contrast with Leonard (in this clinical forum), I believe understanding the cause of specific-language impairment is an important issue in the study of this condition. A model of language impairment that contains two primary sources of causation is proposed and then applied to the problem of specific-language impairment. Further, Leonard is interpreted as proposing that specific-language impairment is caused by the same factors as those that cause normal variation in language function. In light of this, a method of testing this hypothesis is provided.

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36

Tanaka Welty, Yumiko. "Language Characteristics in Japanese Children with Specific Language Impairment." Japan Journal of Logopedics and Phoniatrics 44, no. 3 (2003): 216–21. http://dx.doi.org/10.5112/jjlp.44.216.

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37

Williams, Gareth J., Rebecca F. Larkin, and Samarita Blaggan. "Written language skills in children with specific language impairment." International Journal of Language & Communication Disorders 48, no. 2 (2013): 160–71. http://dx.doi.org/10.1111/1460-6984.12010.

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38

Conti-Ramsden, Gina. "Essay Review : Genes, language and Specific Language Impairment (SLI)." First Language 17, no. 51 (1997): 321–32. http://dx.doi.org/10.1177/014272379701705115.

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39

Ullman, Michael T., and Elizabeth I. Pierpont. "Specific Language Impairment is not Specific to Language: the Procedural Deficit Hypothesis." Cortex 41, no. 3 (2005): 399–433. http://dx.doi.org/10.1016/s0010-9452(08)70276-4.

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40

Casby, Michael W. "Symbolic Play of Children With Language Impairment." Journal of Speech, Language, and Hearing Research 40, no. 3 (1997): 468–79. http://dx.doi.org/10.1044/jslhr.4003.468.

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There have been a number of studies that have reported on the symbolic play abilities of children assessed as demonstrating developmental language disorders or specific language impairment. In general, this research has reported significant differences in the symbolic play abilities of children with language impairment and those developing language normally. In most, though interestingly, not all cases, the differences reflected less developed symbolic play of the children with language impairments. It will be argued here that these reported differences should not be interpreted as demonstrati

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41

Werfel, Krystal L., and Hannah Krimm. "A Preliminary Comparison of Reading Subtypes in a Clinical Sample of Children With Specific Language Impairment." Journal of Speech, Language, and Hearing Research 60, no. 9 (2017): 2680–86. http://dx.doi.org/10.1044/2017_jslhr-l-17-0059.

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Purpose The purpose of this preliminary study was to (a) compare the pattern of reading subtypes among a clinical sample of children with specific language impairment (SLI) and children with typical language and (b) evaluate phonological and nonphonological language deficits within each reading impairment subtype. Method Participants were 32 children with SLI and 39 children with typical language in Grades 2 through 4. Each child was classified as demonstrating 1 of 4 reading subtypes on the basis of word-level and text-level skills: typical reading, dyslexia, specific reading comprehension im

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42

GAGARINA, NATALIA, DALEEN KLOP, IANTHI M. TSIMPLI, and JOEL WALTERS. "Narrative abilities in bilingual children." Applied Psycholinguistics 37, no. 1 (2015): 11–17. http://dx.doi.org/10.1017/s0142716415000399.

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The number of bilingual children is growing dramatically all over the world. In 2010 the International Organization of Migration documented 214 million migrants worldwide, many bilingual (Koser & Laczko, 2010). One of the challenges arising from the rapid increase of bilingual children is scientifically grounded assessment of linguistic proficiency in both of a child's languages in various language domains. Assessment in both languages is especially important to avoid misdiagnosis of language impairment. Specific language impairment (SLI) is among the most prevalent impairments, estimated

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43

JACOBSON, PEGGY F., and RICHARD G. SCHWARTZ. "Morphology in incipient bilingual Spanish-speaking preschool children with specific language impairment." Applied Psycholinguistics 23, no. 1 (2002): 23–41. http://dx.doi.org/10.1017/s0142716402000024.

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This study examined the use of clitic pronouns by incipient bilingual Spanish-speaking 4- and 5-year-old children with and without language impairments. Incipient bilingualism refers to the initial stages of contact between two languages, when an individual still has only passive knowledge of a second language. The participants included 10 children with typical language development and 10 children with specific language impairment (SLI). The experimental task elicited clitic pronouns serving as direct objects with finite verbs (lo, la, los, and las). The children who had SLI used clitic pronou

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44

Claessen, Mary, Suze Leitão, Robert Kane, and Cori Williams. "Phonological processing skills in specific language impairment." International Journal of Speech-Language Pathology 15, no. 5 (2013): 471–83. http://dx.doi.org/10.3109/17549507.2012.753110.

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45

Chutko, L. S., S. Yu Surushkina, E. A. Yakovenko, A. V. Sergeev, and A. V. Rozhkova. "Consequences of specific language impairment in children." Zhurnal nevrologii i psikhiatrii im. S.S. Korsakova 118, no. 5 (2018): 54. http://dx.doi.org/10.17116/jnevro20181185154.

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46

Millichap, J. Gordon. "Specific Language Impairment with or without ADHD." Pediatric Neurology Briefs 14, no. 7 (2000): 56. http://dx.doi.org/10.15844/pedneurbriefs-14-7-15.

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47

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

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

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48

Schwartz, Richard G., Arild Hestvik, Liat Seiger-Gardner, and Diana Almodovar. "Processing Binding Relations in Specific Language Impairment." Journal of Speech, Language, and Hearing Research 59, no. 6 (2016): 1384–94. http://dx.doi.org/10.1044/2016_jslhr-l-15-0107.

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Purpose This sentence processing experiment examined the abilities of children with specific language impairment (SLI) and children with typical language development (TD) to establish relations between pronouns or reflexives and their antecedents in real time. Method Twenty-two children with SLI and 24 age-matched children with TD (7;3–10;11 [years;months]) participated in a cross-modal picture priming experiment to determine whether they selectively activated the correct referent at the pronoun or reflexive in sentences. Triplets of auditory sentences, identical except for the presence of a p

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49

Conti-Ramsden, Gina, Nicola Botting, and Brian Faragher. "Psycholinguistic Markers for Specific Language Impairment (SLI)." Journal of Child Psychology and Psychiatry 42, no. 6 (2001): 741–48. http://dx.doi.org/10.1111/1469-7610.00770.

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50

Bishop, Dorothy V. M. "What Causes Specific Language Impairment in Children?" Current Directions in Psychological Science 15, no. 5 (2006): 217–21. http://dx.doi.org/10.1111/j.1467-8721.2006.00439.x.

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