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Journal articles on the topic 'Specific language impairment'

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Published: 4 June 2021
Last updated: 18 May 2024

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1

Leonard, Laurence B. "Specific Language Impairment Across Languages." Child Development Perspectives 8, no. 1 (November 8, 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 (November 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 (June 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 family members (excluding probands) were significantly higher than those for control family members. In the SLI families, affected family members were more likely to have both LI and RI than either impairment alone. In Study 2, 68% of the SLI probands also met the diagnostic classification for RI. The language and RI rates for the other family members, excluding probands, were 25% and 23% respectively, with a high degree of co-occurrence of LI and RI (46%) in affected individuals. Significant sex ratio differences were found across generations in the families of SLI probands. There were more male than female offspring in these families, and more males than females were found to have both LIs and RIs. Results demonstrate that when LIs occur within families of SLI probands, these impairments generally co-occur with RIs. Our data are also consistent with prior findings that males show impairments more often than females.
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4

Theodorou, Eleni, Maria Kambanaros, and Kleanthes K. Grohmann. "Specific language impairment in Cypriot Greek." Linguistic Variation 13, no. 2 (December 31, 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 children participated in this study. However, given that not all stimuli in the Standard Greek versions were appropriate for Cypriot Greek-speaking children and because of cultural differences, the tools were adapted. Results showed that the assessment tools can accurately identify children with SLI from typically language developing peers with sensitivity and specificity when the comparison is between children that use the same variety. Keywords: acquisition; bilectalism; diagnosis; sensitivity; specificity
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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 (March 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 (November 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 (November 1, 2008): 86. http://dx.doi.org/10.15844/pedneurbriefs-22-11-7.

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8

Nasir, J., W. Cohen, H. Cowie, A. Maclean, J. Watson, J. Seckl, and A. O'Hare. "Genetics of specific language impairment." Prostaglandins, Leukotrienes and Essential Fatty Acids (PLEFA) 63, no. 1-2 (July 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 (December 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, lexical, and phonological factors on STM. Six SLI children (aged 6:1 to 9:6) (years:months) were individually matched on comprehension and expression of language to 17 younger children (age 3:4 to 6:5). Both groups were differentially influenced by the materials as a function of the test procedure. In general, both group and individual analyses found no significant difference between the performance of the SLI children and language-age (LA) controls. The implications of the results in relation to previous findings from investigations of STM and the underlying cause of SLI in children are discussed.
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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 (August 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 matched for mean length of utterance (MLU). Word order errors, too, were more frequent in the speech of the children with SLI. However, these children performed as well as MLU-matched children in the use of present tense inflections and irregular past forms. In addition, the majority of their sentences containing word order errors showed appropriate use of verb morphology. None of the competing accounts of SLI could accommodate all of the findings. In particular, these accounts—or new alternatives —must develop provisions to explain both the earlier acquisition of present tense inflections than past tense inflections and word order errors that seem unrelated to verb morphology.
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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 (October 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 (March 11, 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 children with language impairment are of significant theoretical and practical value. In our commentary we aim to broaden the behavioral profile to be considered in these populations, beyond the level of morphosyntax. In line with this aim we use the term primary language impairment (PLI) for the same population referred to as SLI by Paradis.
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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 (April 25, 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 (June 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 (June 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 that is distorted in principled ways. When the children are viewed from this perspective, Pinker's (1984) theory can account for many of the features of their language.
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17

Ors, M. "Time to drop “specific” in “specific language impairment”." Acta Paediatrica 91, no. 10 (January 2, 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 (October 1, 2002): 1025–26. http://dx.doi.org/10.1080/080352502760311476.

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19

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

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20

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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21

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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22

Conti-Ramsden, Gina, and Melanie Jones. "Verb Use in Specific Language Impairment." Journal of Speech, Language, and Hearing Research 40, no. 6 (December 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 those of MLU-matched normal language peers. The measures were specifically designed to assess the children’s use of verbs and verb morphology because recent research has suggested that verbs may play a central role in the acquisition process, and children with SLI may have particular problems with verbs. We found that children with SLI used verbs less frequently, nouns more frequently, and were more input-dependent than their MLU-matched peers. The children with SLI used verb bare stems incorrectly more often than their MLU-matched counterparts. However, further analyses showed that this high frequency of incorrect bare stems may be at least partly due to the fact that children with SLI have particular difficulties using auxiliaries. Furthermore, the proportion of verb use that consisted of General All Purpose (GAP) verbs for children with SLI was similar to that of the MLU-matched children. The above findings were compared with those from other relevant studies of lexical diversity in children with SLI, and the potential implications of these data for theories of SLI language development were discussed, particularly with reference to Marchman and Bates’ (1994) "critical mass" hypothesis.
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23

Bedore, Lisa M., and Laurence B. Leonard. "Specific Language Impairment and Grammatical Morphology." Journal of Speech, Language, and Hearing Research 41, no. 5 (October 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 developing children and children with SLI, the verb morpheme composite showed sensitivity exceeding 85% and specificity of 100%. In light of these results and growing evidence that problems with finite verb morphology continue into the school years in children with SLI, the verb morpheme composite was considered to hold promise as a clinical marker for SLI.
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24

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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25

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

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26

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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27

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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28

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

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29

Tallal, Paula, Linda S. Hirsch, Teresa Realpe-Bonilla, Steve Miller, Linda M. Brzustowicz, Christopher Bartlett, and Judy F. Flax. "Familial Aggregation in Specific Language Impairment." Journal of Speech, Language, and Hearing Research 44, no. 5 (October 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 brothers were significantly higher than for sisters. In SLI proband families, Language Impairment (LI) occurred in 13.0% of offspring (excluding proband) with neither parent affected, 40% of offspring with one parent affected, and 71.4% of offspring in families in which both parents were language impaired. Rates of impairment as determined in current testing were compared directly to impairment rates estimated from family-history questionnaires collected from the same families. Group data showed impairment rates estimated from the family-history questionnaires to be similar to the rates based on actual testing. Furthermore, both appeared in line with rates based primarily on questionnaire data as reported previously in the literature. However, case-by-case analyses showed poor intrasubject agreement on classification as language impaired on the basis of current testing as compared to history information.
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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 (May 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 remains to be determined.
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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 (March 1, 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 (February 28, 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 SpecificLanguage Impairment checklist for language impairment and thePediatric Symptom Checklist 17 (PSC 17) for behavioral disorders.Data was analyzed by Chi-square test.ResultsWe studied 1,340 children from21 kinderg:irtens in Palembang.Prevalence of SU was 12.9%, consisting of expressive languageimpairment (10.2%), receptive impairment (0.5%) and mixed languageimpairment (2 .2%). The prevalence of behavioral disorders was15.1 %, consisting of internalization disorder (6.0%), externalizationdisorder (5.0%), attentive disorder (0.4%), and various combinationsof three disorders (3. 7%). A highly significant association was foundbetween SU and behavioral disorders (P=0.000; OR=2.082; 95%CI 1. 419-3 .053. Expressive language impairment was associated withexternalization and mixed behavioral disorders. Mixed languageimpairment was associated with internalization, attentive, and mixedbehavioral disorders. Howevei; receptive language disorder was notassociated with any behavioral disorders.ConclusionSU is significantly as sociated with behavioraldisorders. With regards to the individual SU types, expressivelanguage impairment is associated with externalization and mixedbehavioral disorders; mixed language impairment is associatedwith internalization, attentive and mixed behavioral disorders;but receptive language disorder is not associated with behavioraldisorders.
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33

Schulz, Petra, and Naama Friedmann. "Specific Language Impairment (SLI) across languages: Properties and possible loci." Lingua 121, no. 3 (February 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 (January 31, 2016): 3–29. http://dx.doi.org/10.1177/0142723715626070.

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35

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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36

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 (January 28, 2013): 160–71. http://dx.doi.org/10.1111/1460-6984.12010.

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37

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

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38

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

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39

Tomblin, J. Bruce. "Examining the Cause of Specific Language Impairment." Language, Speech, and Hearing Services in Schools 22, no. 2 (April 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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40

Casby, Michael W. "Symbolic Play of Children With Language Impairment." Journal of Speech, Language, and Hearing Research 40, no. 3 (June 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 demonstrative of marked deficits in the general representational or specific symbolic play competence of children with language impairments. It will be argued further that part of the research conducted to date on the symbolic play abilities of children with language impairment has been confounded by the encroachment of language into the research procedures, that the level of play often investigated has not been unquestionably symbolic in nature, and that the actual differences in symbolic play have not been substantial.
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41

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 (January 17, 2013): 471–83. http://dx.doi.org/10.3109/17549507.2012.753110.

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42

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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43

Millichap, J. Gordon. "Specific Language Impairment with or without ADHD." Pediatric Neurology Briefs 14, no. 7 (July 1, 2000): 56. http://dx.doi.org/10.15844/pedneurbriefs-14-7-15.

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44

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 (June 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 included phonological, syntactical, semantical, pragmatical and lexical aspects of language. All children, except one, had abnormal MRI. Thirteen children presented perisylvian polymicrogyria. The MRI findings in the remaining three patients were: right frontal polymicrogyria, bilateral fronto-parietal atrophy, and hypogenesis of corpus callosum with Chiari I. The data show that patients with posterior cortical involvement tended to present milder form of SLI (no sign of articulatory or bucofacial praxis disturbance), while diffuse polymicrogyric perisylvian cortex usually was seen in patients who presented severe clinical manifestation, mainly phonological-syntactic deficit. In conclusion, SLI may be associated with perisylvian polymicrogyria and clinical manifestation may vary according to the extent of cortical anomaly.
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45

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 (December 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 pronoun, a reflexive, or a noun phrase along with a picture probe were used. Results The children with TD were slightly more accurate in their animacy judgments of pictures, but the groups exhibited the same reaction time (RT) pattern. Both groups were slower for sentences with pronouns than with reflexives or noun phrases. The children with SLI had longer RTs than their peers with TD. Conclusions Children with SLI activated only the appropriate antecedent at the pronoun or reflexive, reflecting intact core knowledge of binding as was true for their TD peers. The overall slower RT for children with SLI suggests that any deficit may be the result of processing deficits, perhaps attributable to interference effects.
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46

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

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47

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

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48

Law, James. "Book Review: Children with specific language impairment." Child Language Teaching and Therapy 15, no. 1 (February 1999): 72–75. http://dx.doi.org/10.1177/026565909901500110.

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49

Conti-Ramsden, Gina, and Nicola Botting. "Classification of Children With Specific Language Impairment." Journal of Speech, Language, and Hearing Research 42, no. 5 (October 1999): 1195–204. http://dx.doi.org/10.1044/jslhr.4205.1195.

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Abstract:
This paper reports on the longitudinal results of a large project involving 242 seven-year-old children attending language units in England. Following our work outlining 6 subgroups of children with language impairment (Conti-Ramsden, Crutchley, & Botting, 1997), we examine the stability of the 6 subgroups of children with specific language impairment already identified, using data collected from the same children at age 8 years. The findings suggest there is considerable stability in the patterns of difficulties delineated by the classification system involving 6 subgroups. Poorer stability was evident in the classification of the children across time with 45% of children moving across subgroups. The membership stability of the proposed classification system was very similar to that found when the children were classified into 3 subgroups following another well-known system (Rapin, 1996). The findings are discussed with particular reference to issues surrounding the classification of children with SLI.
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50

Hansson, Kristina, and Ulrika Nettelbladt. "Assessment of specific language impairment in Swedish." Logopedics Phoniatrics Vocology 27, no. 4 (January 2002): 146–54. http://dx.doi.org/10.1080/140154302762493207.

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