Relevant bibliographies by topics / Language impairment language delay

Academic literature on the topic 'Language impairment language delay'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Language impairment language delay"

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

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Ellis, Erica M., and Donna J. Thal. "Early Language Delay and Risk for Language Impairment." Perspectives on Language Learning and Education 15, no. 3 (October 2008): 93–100. http://dx.doi.org/10.1044/lle15.3.93.

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Abstract Clinicians are often faced with the difficult task of deciding whether a late talker shows normal variability or has a clinically significant language disorder. This article provides an overview of research investigating identification, characteristics, outcomes, and predictors of late talkers. Clinical implications for speech-language pathologists in the identification and treatment of children who are late talkers are discussed.
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Muyassaroh, Muyassaroh, Fahrizal Fahrizal, Zulfikar Naftali, Kanthi Yunika, Farokah Farokah, Pujo Widodo, and Dian Ayu Ruspita. "Identifying Risk Factors of Speech and Language Delay on Children." Jurnal Kesehatan Masyarakat 17, no. 3 (March 17, 2022): 431–35. http://dx.doi.org/10.15294/kemas.v17i3.27676.

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Speech and language delay are usually found in various disorders such as mental retardation, hearing impairment, psychosocial, autism, receptive aphasia and cerebral palsy and speech organ disorders. Retrospective research at Dr. Kariadi Hospital found that children aged 13 months to 60 months with complaints of speech problems that were subjected to an objective audiometric examination showed that 79.1% had hearing loss. This research aims to determine the relationship of risk factors with speech and language delays in children. This research was conducted in April 2020 using the cross-sectional with suspicion of late speaking who were examined by Brain evoked response audiometry (BERA) at Dr Kariadi Hospital Semarang. Researchers assessed the delay with the Languange evaluation Scale Trivandum (LEST) questionnaire. Researchers analyzed the data with chi-square test, fisher’s exact. The sample was 80 patients with the mean age was 22.35 months. Mostly in men (67.5%). The most common risk factor was hearing impairment. Hearing impairmentwas associated with speech and language delay. Economic status and bilingual were not associated with speech and language delay in children.
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Millichap, J. Gordon. "Language Impairment, Motor Delay and Rolandic Epilepsy." Pediatric Neurology Briefs 25, no. 12 (December 1, 2011): 95. http://dx.doi.org/10.15844/pedneurbriefs-25-12-9.

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Stothard, Susan E., Margaret J. Snowling, D. V. M. Bishop, Barry B. Chipchase, and Carole A. Kaplan. "Language-Impaired Preschoolers." Journal of Speech, Language, and Hearing Research 41, no. 2 (April 1998): 407–18. http://dx.doi.org/10.1044/jslhr.4102.407.

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This paper reports a longitudinal follow-up of 71 adolescents with a preschool history of speech-language impairment, originally studied by Bishop and Edmundson (1987). These children had been subdivided at 4 years into those with nonverbal IQ 2 SD below the mean (General Delay group), and those with normal nonverbal intelligence (SLI group). At age 5;6 the SLI group was subdivided into those whose language problems had resolved, and those with persistent SLI. The General Delay group was also followed up. At age 15–16 years, these children were compared with age-matched normal-language controls on a battery of tests of spoken language and literacy skills. Children whose language problems had resolved did not differ from controls on tests of vocabulary and language comprehension skills. However, they performed significantly less well on tests of phonological processing and literacy skill. Children who still had significant language difficulties at 5;6 had significant impairments in all aspects of spoken and written language functioning, as did children classified as having a general delay. These children fell further and further behind their peer group in vocabulary growth over time.
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Pérez-Pereira, Miguel. "Prevalence of Language Delay among Healthy Preterm Children, Language Outcomes and Predictive Factors." Children 8, no. 4 (April 6, 2021): 282. http://dx.doi.org/10.3390/children8040282.

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Language delay (LD) and its relationship with later language impairment in preterm children is a topic of major concern. Previous studies comparing LD in preterm (PT) and full-term (FT) children were mainly carried out with samples of extremely preterm and very preterm children (sometimes with additional medical problems). Very few of them were longitudinal studies, which is essential to understand developmental relationships between LD and later language impairment. In this study, we compare the prevalence of LD in low-risk preterm children to that of FT children in a longitudinal design ranging from 10 to 60 months of age. We also analyze which variables are related to a higher risk of LD at 22, 30 and 60 months of age. Different language tests were administered to three groups of preterm children of different gestational ages and to one group of full-term children from the ages of 10 to 60 months. ANOVA comparisons between groups and logistic regression analyses to identify possible predictors of language delay at 22, 30 and 60 months of age were performed. The results found indicate that there were practically no differences between gestational age groups. Healthy PT children, therefore, do not have, in general terms, a higher risk of language delay than FT children. Previous language delay and cognitive delay are the strongest and longest-lasting predictors of later language impairment. Other factors, such as a scarce use of gestures at 10 months or male gender, affect early LD at 22 months of age, although their effect disappears as children grow older. Low maternal education appears to have a late effect. Gestational age does not have any significant effect on the appearance of LD.
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Haebig, Eileen, Audra Sterling, and Jill Hoover. "Examining the Language Phenotype in Children With Typical Development, Specific Language Impairment, and Fragile X Syndrome." Journal of Speech, Language, and Hearing Research 59, no. 5 (October 2016): 1046–58. http://dx.doi.org/10.1044/2016_jslhr-l-15-0185.

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Purpose One aspect of morphosyntax, finiteness marking, was compared in children with fragile X syndrome (FXS), specific language impairment (SLI), and typical development matched on mean length of utterance (MLU). Method Nineteen children with typical development (mean age = 3.3 years), 20 children with SLI (mean age = 4.9 years), and 17 boys with FXS (mean age = 11.9 years) completed the Test of Early Grammatical Impairment (TEGI; Rice & Wexler, 2001), and other cognitive and language assessments. Quantitative comparisons on finiteness marking and qualitative comparisons of unscorable (i.e., nontarget) TEGI responses were conducted. Results Children with typical development and FXS performed better on finiteness marking than children with SLI. Although unscorable responses were infrequent, boys with FXS produced more unscorable responses than children with typical development and SLI. Conclusions Although boys with FXS have language deficits, they performed similarly to MLU-matched typically developing children on finiteness marking. This language profile differs from children with SLI, who present with a delay-within-a-delay profile with finiteness marking delays that exceed delays in MLU. Unscorable responses produced by the boys with FXS may reflect pragmatic deficits, which are prominent in this population. Assessment procedures should be carefully considered when examining language in boys with FXS.
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Goorhuis-Brouwer, Siena M., and Wilma A. Knijff. "Efficacy of speech therapy in children with language disorders: specific language impairment compared with language impairment in comorbidity with cognitive delay." International Journal of Pediatric Otorhinolaryngology 63, no. 2 (April 2002): 129–36. http://dx.doi.org/10.1016/s0165-5876(02)00004-6.

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Orsolini, Enzo Sechi, Cristina Maro, Margherita. "Nature of phonological delay in children with specific language impairment." International Journal of Language & Communication Disorders 36, no. 1 (January 2001): 63–90. http://dx.doi.org/10.1080/13682820119370.

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Orsolini, Margherita, Enzo Sechi, Cristina Maronato, Elisabetta Bonvino, and Alessandra Corcelli. "Nature of phonological delay in children with specific language impairment." International Journal of Language & Communication Disorders 36, no. 1 (January 1, 2001): 63–90. http://dx.doi.org/10.1080/13682820150217572.

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Dissertations / Theses on the topic "Language impairment language delay"

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Embree, Jared A. "Suicidal Behavior, Language Acquisition, and Deafness: Evaluating the potential relationship between age of language acquisition and prevalence of suicidal behavior in a Deaf population with co-occurring substance use disorder." Wright State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=wright1310159367.

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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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Moran, Paul Andrew. "What is language delay?" Thesis, University of Birmingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.424109.

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My research is concerned with the coherence of the notion of language delay, drawn from Natural Aural deaf education. Empirical evidence strongly indicates that children who have not acquired the underlying structures of the functional grammar (Radford, 1990) of their target language prior to four years of age do not subsequently develop a functional grammar; a finding that renders the notion of language delay, within this context, empirically incoherent. Instead, the coherence of language delay is found to reside within Natural Auralism as a discursive practice. Contradictions between the empirical data and the discursive practice surrounding language delay within Natural Auralism are investigated from the theoretical perspective of a version of Chaos Theory, which I develop as model2 theory. Model2 theory is then used to explain why children who have not achieved a functional grammar prior to four years of age suffer an enduring and protracted language delay within a broader model2 description of the process of language acquisition, which is also critical of some aspects of Chomsky's work on grammar, in particular Logical Form.
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Nudel, Ron. "Molecular genetics of language impairment." Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:70249129-ef2e-4508-b8f6-50d6eae8e78b.

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Developmental language impairments are neurodevelopmental disorders in which the acquisition of language, a task which children typically perform with ease, is hindered or fraught with difficulty. This work focuses on specific language impairment (SLI), a common and highly heritable language impairment in which language development is abnormal while other developmental domains are normal. Additionally, a case-study of a child with a broader linguistic and behavioural phenotype is also presented. The work described in this thesis includes both genetic and functional investigations which were aimed at identifying candidate genes for language impairment and provide insight into the genetic mechanisms that underlie language development. I performed a genome-wide association study of SLI which included child genotype effects, maternal genotype effects, parent-of-origin effects, and maternal-foetal interaction effects. This study found significant paternal parent-of-origin effects with the gene NOP9 on chromosome 14, and suggestive maternal parent-of-origin effects with a region on chromosome 5 which had previously been implicated in autism and ADHD. Case-control and quantitative association analyses of HLA genes and SLI identified several risk alleles and protective alleles. A case-control association analysis for related individuals which used an isolated population affected by SLI identified a non-synonymous coding variant in the gene NFXL1 which was significantly more frequent in affected individuals than in unaffected individuals. High-throughput sequencing of the coding regions of NFXL1 and LD blocks surrounding associated variants in ATP2C2, CMIP and CNTNAP2 (as reported in previous studies) identified novel or rare non-synonymous coding variants in NFXL1 and ATP2C2 in SLI families as well as intronic variants in all four genes that were significantly more frequent in SLI probands than in population controls. I describe a functional study of NFXL1 examining its expression in various brain regions, the presence of different splice variants across several tissues, its effect on genes it potentially interacts with, and the subcellular localisation of the protein. Finally, I present the case-study of a child with language impairment who had chromosomal rearrangements which spanned the location of FOXP2. I examine the potential influence the chromosomal rearrangements had on FOXP2 expression and describe a lincRNA gene which was disrupted by the chromosomal inversion. In conclusion, this work identified new candidate genes for language impairment, provided further support for the involvement of previously-identified candidate genes in SLI and contributed to the understanding of the molecular function of a newly-identified candidate gene for SLI.
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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.
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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Rohrer, J. D. "Language impairment in frontotemporal lobar degeneration." Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/516148/.

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The term frontotemporal lobar degeneration (FTLD) describes a heterogeneous group of neurodegenerative disorders associated with frontal and temporal lobe atrophy. Within this spectrum, two progressive aphasia syndromes, progressive nonfluent aphasia (PNFA) and semantic dementia (SD), are well described. FTLD is commonly a genetic disorder and mutations in two genes, microtubule-associated protein tau (MAPT) and progranulin (GRN) account for a large proportion of familial cases. A retrospective imaging study using cortical thickness measures shows involvement of the anteroinferior temporal lobes in SD and the left inferior frontal lobe/insula in PNFA. Studies of disease severity and of longitudinal imaging reveal spread through the left hemisphere and into the right hemisphere in both groups. A genetics and heritability study shows that PNFA can be familial, although much less than the behavioural variant of FTLD, and that this is often due to mutations in GRN. Differing patterns of atrophy are shown between different genetic mutations and also between different pathologies with the same clinical syndrome. Evidence from the neurological, neuropsychological, neuroanatomical, genetic and pathological features of the nonfluent aphasias suggests that there are at least three nonfluent aphasia syndromes: a disorder with motor speech impairment with or without agrammatism, a disorder with agrammatism but no apraxia of speech (found in patients with progranulin mutations) and a disorder without agrammatism or apraxia of speech but with word-finding pauses (consistent with descriptions of logopenic/phonological aphasia and pathologically associated with Alzheimer’s disease). Studies of specific deficits (single word processing, prosody, neologistic jargon, apraxia and behavioural symptoms) in the progressive aphasias provide further insight into the disease. This thesis therefore provides neurological, neuropsychological and imaging data with related genetic and pathological information that can provide greater insights into the natural history and classification, and therefore pathophysiological basis of the neurodegenerative disorders that cause primary progressive language impairment.
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Fahim, Donia. "Developmental language impairment in Egyptian Arabic." Thesis, Birkbeck (University of London), 2005. http://discovery.ucl.ac.uk/1445435/.

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Three longitudinal case studies were conducted to investigate developmental language impairment (1)1.1) in Egyptian Arabic (EA). While there have been descriptions of adult acquired aphasic deficits in Arabic, this study details the linguistic characteristics of children with impairments specific to language. To select the subjects, an exclusionary checklist was used based on the criteria used for specific language impairment (SLI, Ixronard, 1998). The subjects consisted of two males and one female, first seen at less than 5 (X) years and recorded longitudinally (21 -36 months). Data from 12 normally developing children, aged between 1 00 4,04 years, was also collected for comparative purposes and to detail normal developmental errors in EA. Patterns of language impairment and development were investigated using spontaneous language measures and specific structured tasks. The language samples were phonetically transcribed from video tapes during non-directive therapy and parent child play sessions. The spontaneous language measures included, Mean Morphemes per Unit (MPU), percent structural errors, functional analysis of utterances and an error analysis of specific grammatical morphemes. 'Ihe three EA-DLI children shared similar patterns of errors although cognitively they had different strengths. 'Their patterns of impairment reflected primarily morpho-syntactic difficulties. Many of the linguistic characteristics observed in the EA-DLI children's language were also produced by the controls, but less frequendy. The EA-DLI children's MPUs were found to be restricted with higher percentages of morphological errors than the language matched controls. An unmarked default verb form resembling the Imperfective-stem was a frequent substitution error. The functional analysis revealed that the EA-DLI children were similar to the controls in their use of requests and labels, however they produced more Learnt Repetitive phrases and disordered sentences and fewer Intravcrbals due to their difficulties with abstract verbal reasoning. 'ihe difficulties described in this study compnse of some linguistic features specific to EA and other features that have been reported in cross-linguistic studies of SLI. The shared features included difficulty with grammatical morphology, lack of master)' at expected developmental stages and limited use of inflectional morphology leading to agreement errors. Verbs were difficult, percentages of errors were high and fewer verbs were produced than nouns. In contrast to the findings of SLI in other languages Tense and Aspectual marking was not problematic, but difficulty was with subject verb agreement for gender, number and person. Prepositions, pronouns, plurals and negative particles were either omitted or substituted resulting in error patterns. The grammatical theories developed to account for SLI reported in English, German and Swedish (Hakansson et al., 2003 Clahsen and Hansen, 1997 van der Lely, 2002) were judged against the evidence acquired in this study on the three EA-DLI children. The limitations of these theories are discussed and alternative interpretations are provided.
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Alhanai, Tuka(Tuka Waddah Talib Ali Al Hanai). "Detecting cognitive impairment from spoken language." Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/122724.

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Thesis: Ph. D., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2019
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 141-165).
Dementia comes second only to spinal cord injuries in terms of its debilitating effects; from memory-loss to physical disability. The standard approach to evaluate cognitive conditions are neuropsychological exams, which are conducted via in-person interviews to measure memory, thinking, language, and motor skills. Work is on-going to determine biomarkers of cognitive impairment, yet one modality that has been relatively less explored is speech. Speech has the advantage of being easy to record, and contains the majority of information transmitted during neuropsychological exams. To determine the viability of speech-based biomarkers, we utilize data from the Framingham Heart Study, that contains hour-long audio recordings of neuropsychological exams for over 5,000 individuals. The data is representative of a population and the real-world prevalence of cognitive conditions (3-4%). We first explore modeling cognitive impairment from a relatively small set of 92 subjects with complete information on audio, transcripts, and speaker turns. We loosen these constraints by modeling with only a fraction of audio (~2-3 minutes), of which the speaker segments are defined through text-based diarization. We next apply this diarization method to extract audio features from all 7,000+ recordings (most of which have no transcripts), to model cognitive impairment (AUC 0.83, spec. 78%, sens. 79%). Finally, we eliminate the need for feature-engineering by training a neural network to learn higher-order representations from filterbank features (AUC 0.85, spec. 81%, sens. 82%). Our speech models exhibit strong performance and are comparable to the baseline demographic model (AUC 0.85, spec. 93%, sens. 65%). Further analysis shows that our neural network model automatically learns to detect specific speech activity which clusters according to: pause followed by onset of speech, short burst of speech, speech activity in high-frequency spectral energy bands, and silence.
by Tuka Alhanai.
Ph. D.
Ph.D. Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science
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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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Books on the topic "Language impairment language delay"

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Stavrakaki, Stavroula, ed. Specific Language Impairment. Amsterdam: John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/lald.58.

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Children with specific language impairment. Cambridge, Mass: The MIT Press, 1998.

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Armon-Lotem, Sharon, and Kleanthes K. Grohmann, eds. Language Impairment in Multilingual Settings. Amsterdam: John Benjamins Publishing Company, 2021. http://dx.doi.org/10.1075/tilar.29.

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Children with specific language impairment. Cambridge, Mass: MIT Press, 2000.

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1955-, Reed Michael A., ed. Children & language: Development, impairment & training. Hauppauge, NY: Nova Science Publishers, 2009.

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Yonata, Levy, and Schaeffer Jeannette C, eds. Language competence across populations: Toward a definition of specific language impairment. Mahwah, N.J: L. Erlbaum Associates, 2003.

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Bamford, John. Hearing impairment, auditory perception and language disability. London: Edwars Arnold, 1985.

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Bamford, John. Hearing impairment, auditory perception and language disability. 2nd ed. San Diego, Calif: Singular Pub. Group, 1991.

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Specific language impairment: Current trends in research. Amsterdam: John Benjamins Publishing Company, 2015.

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Bamford, John. Hearing impairment, auditory perception and language disability. 2nd ed. San Diego, Calif: Singular Pub. Group, 1991.

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Book chapters on the topic "Language impairment language delay"

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Paradis, Johanne. "Tense as a clinical marker in English L2 acquisition with language delay/impairment." In Current Trends in Child Second Language Acquisition, 337–56. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/lald.46.17par.

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Grinstead, John, Juliana De la Mora, Amy Pratt, and Blanca Flores. "Temporal interface delay and root nonfinite verbs in Spanish-Speaking children with specific language impairment." In Hispanic Child Languages, 239–64. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/lald.50.11gri.

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Ketelaars, Mieke P., and Mariëtte T. J. A. Embrechts. "Pragmatic Language Impairment." In Perspectives in Pragmatics, Philosophy & Psychology, 29–57. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-47489-2_2.

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Conti-Ramsden, Gina, and Kevin Durkin. "Specific Language Impairment." In Child Psychology and Psychiatry, 180–85. Chichester, UK: John Wiley & Sons, Ltd, 2011. http://dx.doi.org/10.1002/9781119993971.ch29.

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Adams, Catherine. "Pragmatic Language Impairment." In Encyclopedia of Autism Spectrum Disorders, 1–7. New York, NY: Springer New York, 2020. http://dx.doi.org/10.1007/978-1-4614-6435-8_502-3.

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Lewis, Moira, Courtenay Norbury, Rhiannon Luyster, Lauren Schmitt, Andrea McDuffie, Eileen Haebig, Donna S. Murray, et al. "Language Impairment/Disorder." In Encyclopedia of Autism Spectrum Disorders, 1692. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_100782.

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Adams, Catherine. "Pragmatic Language Impairment." In Encyclopedia of Autism Spectrum Disorders, 2320–25. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_502.

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Gillam, Sandra L., and Alan G. Kamhi. "Specific Language Impairment." In The Handbook of Language and Speech Disorders, 210–26. Oxford, UK: Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444318975.ch9.

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Adams, Catherine. "Pragmatic Language Impairment." In Encyclopedia of Autism Spectrum Disorders, 3602–8. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_502.

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Schwartz, Richard G. "Specific Language Impairment." In Handbook of Child Language Disorders, 3–51. New York, NY : Routledge, 2017.: Psychology Press, 2017. http://dx.doi.org/10.4324/9781315283531-1.

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Conference papers on the topic "Language impairment language delay"

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Lindsay, Hali, Johannes Tröger, Nicklas Linz, Jan Alexandersson, and Johannes Prudlo. "Automatic detection of language impairment." In 10th International Conference of Experimental Linguistics. ExLing Society, 2019. http://dx.doi.org/10.36505/exling-2019/10/0033/000395.

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Solorio, Thamar, and Yang Liu. "Using language models to identify language impairment in Spanish-English bilingual children." In the Workshop. Morristown, NJ, USA: Association for Computational Linguistics, 2008. http://dx.doi.org/10.3115/1572306.1572337.

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Alhanai, Tuka, Rhoda Au, and James Glass. "Spoken language biomarkers for detecting cognitive impairment." In 2017 IEEE Automatic Speech Recognition and Understanding Workshop (ASRU). IEEE, 2017. http://dx.doi.org/10.1109/asru.2017.8268965.

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Efrina, Elsa, Mega Iswari, and Fauzi Irwanto. "Expressive language of children with hearing impairment." In International Conferences on Educational, Social Sciences and Technology. Padang: Fakultas Ilmu Pendidikan, 2018. http://dx.doi.org/10.29210/2018186.

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Purbaningrum, Endang, and Khofidotur Rofiah. "The Impact of Language Skills Guidance on Children With Hearing Impairment Language Development." In Proceedings of the 2nd International Conference on Education Innovation (ICEI 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icei-18.2018.108.

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Becerra, Carlos, Rene Noel, Roberto Munoz, and Ian Quiroga. "Explorando aprendo: Learning object to enhance language development in children with specific language impairment." In 2016 XI Latin American Conference on Learning Objects and Technology (LACLO). IEEE, 2016. http://dx.doi.org/10.1109/laclo.2016.7751754.

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Borisova, Elena Albertovna. "Treatment Of Stuttering In Preschoolers With Specific Language Impairment." In AmurCon 2020: International Scientific Conference. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.06.03.23.

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Qin, Ying, Tan Lee, and Anthony Pak Hin Kong. "Automatic Assessment of Language Impairment Based on Raw ASR Output." In Interspeech 2019. ISCA: ISCA, 2019. http://dx.doi.org/10.21437/interspeech.2019-1688.

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Tommy, Carolyne Alphonsus, and Jacey-Lynn Minoi. "Speech therapy mobile application for speech and language impairment children." In 2016 IEEE EMBS Conference on Biomedical Engineering and Sciences (IECBES). IEEE, 2016. http://dx.doi.org/10.1109/iecbes.2016.7843442.

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Lindsay, Hali, Philipp Müller, Insa Kröger, Johannes Tröger, Nicklas Linz, Alexandra König, Radia Zeghari, Frans RJ Verhey, and Inez HGB Ramakers. "Multilingual Learning for Mild Cognitive Impairment Screening from a Clinical Speech Task." In International Conference Recent Advances in Natural Language Processing. INCOMA Ltd. Shoumen, BULGARIA, 2021. http://dx.doi.org/10.26615/978-954-452-072-4_095.

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Reports on the topic "Language impairment language delay"

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Waters, Anna. Understanding Pervasive Language Impairment in Young Children: Exploring Patterns in Narrative Language and Functional Communication. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1030.

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Warren, Deborah. Nonlinguistic Cognitive Performance and Expressive and Receptive Language Scores in Children with Expressive Language Delay. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6760.

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Unkefer, Carol. Familiality of Early Expressive Language Delay: A Sibling Study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7038.

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Spangle-Looney, Shawn. Communication and socialization profiles in toddlers with expressive language delay. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5715.

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Cunningham, Gail. The correlation between expressive language delay in children and their motor abilities. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3233.

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Dahm, Pamela. Communication and socialization skills of three year olds with a history of language delay. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5752.

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Abild-Lane, Tracey. Children with Early Language Delay: A Group Case Study of Outcomes in Intermediate Grades. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6829.

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Coloma, Carmen Julia, Claudia Araya, and Camilo Quezada. Development of grammaticality and sentence complexity in monolingual Spanish-speaking children with specific language impairment: An exploratory study. Edicions de la Universitat de Lleida, 2019. http://dx.doi.org/10.21001/sintagma.2019.31.06.

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Luo, Xiaqin, and Luyao Chen. Speech and language features applied to the identification of patients with cognitive impairment: A systematic review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, March 2022. http://dx.doi.org/10.37766/inplasy2022.3.0022.

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Clancy, Kathleen. Second Grade Academic Performance in Normal Children, Children with a History of, and Children with Expressive Language Delay. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6624.

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