Gotowe bibliografie tematyczne / Specific language impairment

Gotowa bibliografia na temat „Specific language impairment”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 18 maja 2024

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Artykuły w czasopismach na temat "Specific language impairment"

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Leonard, Laurence B. "Specific Language Impairment Across Languages". Child Development Perspectives 8, nr 1 (8.11.2013): 1–5. http://dx.doi.org/10.1111/cdep.12053.

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Friel-Patti, Sandy. "Specific Language Impairment". Topics in Language Disorders 20, nr 1 (listopad 1999): 1–13. http://dx.doi.org/10.1097/00011363-199911000-00003.

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Flax, Judy F., Teresa Realpe-Bonilla, Linda S. Hirsch, Linda M. Brzustowicz, Christopher W. Bartlett i Paula Tallal. "Specific Language Impairment in Families". Journal of Speech, Language, and Hearing Research 46, nr 3 (czerwiec 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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Theodorou, Eleni, Maria Kambanaros i Kleanthes K. Grohmann. "Specific language impairment in Cypriot Greek". Linguistic Variation 13, nr 2 (31.12.2013): 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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Rudolph, Johanna M., i Laurence B. Leonard. "Early Language Milestones and Specific Language Impairment". Journal of Early Intervention 38, nr 1 (marzec 2016): 41–58. http://dx.doi.org/10.1177/1053815116633861.

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Moyle, Jayne, Stephanie F. Stokes i Thomas Klee. "Early Language Delay and Specific Language Impairment". Developmental Disabilities Research Reviews 17, nr 2 (listopad 2011): 160–69. http://dx.doi.org/10.1002/ddrr.1110.

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Millichap, J. Gordon. "EEG in Specific Language Impairment". Pediatric Neurology Briefs 22, nr 11 (1.11.2008): 86. http://dx.doi.org/10.15844/pedneurbriefs-22-11-7.

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Nasir, J., W. Cohen, H. Cowie, A. Maclean, J. Watson, J. Seckl i A. O'Hare. "Genetics of specific language impairment". Prostaglandins, Leukotrienes and Essential Fatty Acids (PLEFA) 63, nr 1-2 (lipiec 2000): 101–7. http://dx.doi.org/10.1054/plef.2000.0199.

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Lely, Heather K. J. van der, i David Howard. "Children With Specific Language Impairment". Journal of Speech, Language, and Hearing Research 36, nr 6 (grudzień 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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Hansson, Kristina, Ulrika Nettelbladt i Laurence B. Leonard. "Specific Language Impairment in Swedish". Journal of Speech, Language, and Hearing Research 43, nr 4 (sierpień 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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Rozprawy doktorskie na temat "Specific language impairment"

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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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Norbury, Courtenay Frazier. "Pragmatic language impairment : where autistic spectrum disorder meets specific language impairment". Thesis, University of Oxford, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404362.

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Collins, Anna. "Metapragmatic awareness in children with typical language development, pragmatic language impairment and specific language impairment". Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/metapragmatic-awareness-in-children-with-typical-language-development-pragmatic-language-impairment-and-specific-language-impairment(67bb77e7-bda0-40d2-ac62-772bbab8bb25).html.

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Metapragmatic awareness (MPA) is the ability to explicitly reflect upon the pragmatic rules that govern conversation. There is a paucity of research on how MPA develops in childhood and whether it is impaired in children with pragmatic impairments. Despite this, MPA is often cited as an intervention tool for children with pragmatic language impairments (cwPLI) and children with specific language impairments (cwSLI). There are currently no published assessments of MPA ability and practice would benefit from application of a formalised assessment methodology. This thesis reports the phases of development of a novel clinical assessment of MPA for school-aged children called the Assessment of Metapragmatics (AMP). The AMP task is a set of 13 Video Items each depicting a conversation between pairs of school-aged children. Each Video Item portrays a different pragmatic rule violation. After viewing each AMP Video Item the participants were asked a set of Assessor Questions designed to measure MPA. The AMP Video Items were shown to 40 children with typical language development (cwTLD), 34 cwPLI and 14 cwSLI. Preliminary analyses revealed the AMP to be sensitive to age-related changes in MPA and to demonstrate good internal reliability. For the cwTLD there was a distinct developmental shift in MPA ability around seven years of age. At this age there was an increase in the child’s ability to use explicit metapragmatic vocabulary to describe a pragmatic rule violation. CwTLD demonstrated superior MPA ability in comparison to the cwPLI and the cwSLI. No differential impairment in MPA abilities was present between the cwPLI and cwSLI. Considerable variability in MPA abilities occurred for both the cwPLI and cwSLI and this was associated with language ability. This suggests that where MPA is found to be impaired, the child’s language ability should be taken into account and that language ability should be remediated before MPA is targeted in intervention. Where MPA is impaired, raising awareness of pragmatic rule may be the first step for intervention. Where MPA is age-appropriate, the child’s ability to monitor their use of the pragmatic rule, or their motivation to use the pragmatic rule, may be a more effective target of intervention in order to change behaviour. The relationship between MPA and social understanding for the pragmatic rule violation is also discussed and further studies of MPA are considered.
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Stojanovik, Vesna. "Williams Syndrome, specific language impairment and modularity". Thesis, University of Sheffield, 2003. http://etheses.whiterose.ac.uk/14751/.

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It has been widely claimed that the language abilities in individuals with Williams Syndrome (WS) provide evidence for dissociations between verbal and non-verbal cognitive processes, thereby supporting the modularity hypothesis. Although previous research has delineated a variety of skills and weaknesses in the WS profile, the reported results have been conflicting and inconsistent. It has also been claimed that WS is the 'opposite' of Specific Language Impairment (SLI), that is, that, in contrast to SLI, individuals with WS have relatively well preserved linguistic abilities in the face of cognitive deficits. However there have not been any studies that have directly compared the two populations on verbal and non-verbal tasks. The aims of the present thesis are: to investigate whether individuals with WS show superior verbal abilities in comparison to their non-verbal cognitive functioning; to investigate whether the individuals with WS show the 'opposite' profile to that of individuals with SLI; and to address the question of whether WS offers support for modular views of language. Case study series of five participants with WS and five participants with SLI were carried out. The study not only gathered information from a range of standardised verbal and non-verbal tests but, most importantly, combined these results with analysis of conversational interaction and narrative discourse, which has not been done previously. The results suggest there is a wide variability among individuals with WS (and those with SLI), and that the linguistic abilities of individuals with WS can often be severely impaired, sometimes being even inferior to those of children with SLI. Furthermore, there seems to be no statistically significant difference between the WS and the SLI profile with regard to their linguistic abilities, although the two profiles are clearly distinct regarding their non-verbal abilities. The results are discussed in light of the relevant literature and the current theoretical debates on modularity.
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Cheung, Ching-wan Jackie. "Classifier use by children with specific language impairment". Click to view the E-thesis via HKUTO, 2002. http://sunzi.lib.hku.hk/hkuto/record/B36208176.

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Thesis (B.Sc)--University of Hong Kong, 2002.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 10, 2002." Also available in print.
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Morsi, Ranya Ahmad Abdelaziz. "Specific Language impairment in Egyptian Arabic : Apreliminary investigation". Thesis, University of Reading, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.519869.

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

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This study investigated the phonological awareness abilities of children who were typical and atypical. The primary purpose of this study was to determine whether there were developmental differences in the phonological awareness abilities (i.e., syllable, onset/rime, phonemes) of the two groups of participants through a sound segmentation task. The participants were arranged into preschool, kindergarten, and first grade groups. Stimuli included one and two syllable words, which were originally used by Treiman and Zukowski (1991) when they investigated the sound segmentation abilities of typical children. As part of the sound segmentation task, participants were asked to listen to a pair of words and indicate if the one and two syllable words had any sounds in common, either at the phoneme, onset/rime, or syllable levels.An analysis of Variance (ANOVA) was performed and results revealed a significant difference between children who were typical and children that were specific language impaired (SLI) on segmenting. The children who were typical were more effective at segmenting than children who were SLI. Results also revealed that there was a significant different between the first grade children and the preschool children in both groups to segment words at all three conditions. Significant differences were also noted between the types of phonological task completed among participants. The phoneme task was significantly different than the onset/rime and syllable tasks. Also, the onset/rime task was significantly different that the phoneme and syllable task.The combined data from this study revealed developmental trends in phonological awareness for the typical population. However, the developmental trend was not observed in the SLI population. It was noted that the typical population was more efficient in segmentation of words than the SLI population.The data that were obtained provides additional information on the phonological awareness development in typical children and children with SLI. The data may also assist researchers and clinicians in the identification and treatment of children with language impairments. The results may also provide researchers and practitioners important insight into literacy development, given the strong correlation between sound segmentation and the ability to read and write.
Department of Special Education
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Marshall, Chloe Ruth. "The morpho-phonological interface in specific language impairment". Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/1445744/.

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This thesis investigates the nature of the interface between two components of language - morphology and phonology - in children with Grammatical-Specific Language Impairment (G-SLi), compared to those with typically-developing language. I focus principally on the impact of phonological complexity on past tense inflection, but I also investigate other areas of rnorpnotogy. More specifically, I show that for G-SLI children:- There exists a phonological impairment that is independent of morphology. This impairment is characterised by the simplification of complex syllable structure, and by syllabic and segmental errors when the word starts with an initial unstressed syllable. There exists an impairment in past tense morphology, characterised by suffix omission, that is independent of phonology. Phonological factors affect past tense morphology. Specifically, suffix omission rates are higher when inflection (i) creates clusters at the word-end or (ii) requires the syllabic allomorph lidJ. Phonological factors also affect plural and present progressive formation. Unlike past tense morphology, derivational morphology is not subject to suffix omission. However, non-target derivational forms result when stimuli are morphologically or phonologtcally complex. I argue that grammar has a modular structure, and I propose that deficits in one or more of the following modules - syntax, morphology and phonology - can impact on past tense inflection. This model, termed the 'Computational Grammatical Complexity* (CGC) hypothesis, can account for why tense is an area of exceptional difficulty for children with SLI. This investigation is underpinned by a rigorous theoretical framework. Not only does using a cognitive scientific and linguistic framework further our understanding of the nature of the deficit in SLI, but SLI provides a valuable testing ground for theories of language acquisition and the representation of language in the brain.
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Nash, Marysia Christine. "Vocabulary deficits in children with specific language impairment". Thesis, University of Edinburgh, 2001. http://hdl.handle.net/1842/23132.

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Children with Specific Language Impairment (SLI) have unexpected difficulty developing language in the absence of a clear aetiology. Slowness to acquire their first words is a hallmark of SLI and a proportion of the children continue to have a vocabulary deficit (poor receptive and/or expressive vocabulary) compared with their peers. Some recent research suggests that children with SLI are poorer than controls at learning new words in experimental settings, but the nature and source of their word learning difficulties are still poorly understood. In particular it is unclear what aspects of new vocabulary are particularly hard to learn and which underlying cognitive processes are impaired. This thesis presents two sequentially related investigations which aim firstly to clarify the extent and nature of word learning deficits in children with SLI, and then to explore the source of their difficulties. In both studies 16 children with SLI, including poor receptive vocabulary, were compared to two control groups, one matched for age and non-verbal ability and another for receptive vocabulary and non-verbal ability. In the first investigation, four unfamiliar words were introduced six times in each of two contexts: a Story context and an Explicit Teaching context. Assessments exploring whether children had learned the sound (phonological form) and the meaning of the experimental words were carried out. Children with SLI were significantly poorer than the age matched controls on all tests of word learning. They were similar to the vocabulary matched controls on all measures except the naming task on which they were significantly poorer. The results suggest that children with SLI have global word learning problems but that they may have particular difficulty acquiring the phonological form of new words. The second study investigated whether SLI children’s word learning difficulties were due to problems in acquiring new phonological forms and/or in linking components of lexical representations. To study phonological learning, a paired association task was used in which children had to learn to associate nonwords with familiar words. Lexical linking was explored using the same procedure but with pairs of real words. The groups were also compared on seven measures of phonological processing and the relationship between phonological learning and processing was analysed in each group.
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Zantomio, Marisabel <1990&gt. "Developmental Dyslexia and Specific Language Impairment: comparing deficits". Master's Degree Thesis, Università Ca' Foscari Venezia, 2019. http://hdl.handle.net/10579/15635.

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I disturbi specifici dell’apprendimento (DSA) interessano una serie di abilità specifiche che dovrebbero essere apprese da bambini e ragazzi durante l’età scolastica. Questi disturbi coinvolgono le attività di lettura, scrittura e calcolo. Per questo motivo sono detti “specifici”, in quanto riguardano un preciso e delimitato ambito di abilità. Tra i disturbi di apprendimento si distingue la dislessia. Questo disturbo specifico, chiamato anche disturbo della lettura, è contraddistinto da difficoltà nella lettura, che risulta lenta e scorretta, e talvolta vi sono anche difficoltà nella comprensione del testo scritto. Le difficoltà dei soggetti dislessici sono dovute all’inabilità di rappresentare nella mente le parole e i suoni, e a scomporre le parole in singoli suoni. Analizzando le varie teorie sulla dislessia, si conviene che le cause di questo disturbo riguardino da un lato l’elaborazione del linguaggio e dall’altro l’elaborazione visiva. Soffermandosi sul linguaggio si cerca di comparare la dislessia ad un altro tipo di disturbo, il disturbo specifico del linguaggio (DSL), inteso come un disturbo di tipo evolutivo e specifico. Entrambi i disturbi hanno cause di natura genetica, ma l’ipotesi che maggiormente accomuna i due deficit è quella in cui alla base dei due disturbi via sia il deficit di memoria di lavoro fonologica. La presente ricerca si propone di indagare le differenze e le somiglianze tra i due tipi di disturbi.
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Książki na temat "Specific language impairment"

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

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

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V, Watkins Ruth, Rice Mabel i Bruton Conference on Specific Language Impairments in Children (1992 : Dallas, Tex.), red. Specific language impairments in children. Baltimore: P.H. Brookes Pub., 1994.

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

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McGuckian, Maria O'N. Gram matical morpheme deficit in children with hearing impairment,children with Down's Syndrome and children with specific language impairment. [S.l: The author], 2004.

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Slingerland, Beth H. A multi-sensory approach to language arts for specific language disability children. Cambridge, Mass: Educators Pub. Service, 1994.

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Zeitliche Eigenschaften der Sprachproduktion von sprachentwicklungsgestörten Kindern: Entwicklungsverzögerung oder Störung? Frankfurt am Main: P. Lang, 1999.

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Månsson, Ann-Christin. The relation between gestures and semantic processes: A study of normal language development and specific language impairment in children. Göteborg: Dept. of Linguistics, Göteborg University, 2003.

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Części książek na temat "Specific language impairment"

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Stavrakaki, Stavroula. "Introduction". W Specific Language Impairment, 1–6. Amsterdam: John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/lald.58.002int.

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Nudel, Ron, Fabiola Ceroni, Nuala Simpson i Dianne Newbury. "The Genetics of Specific Language Impairment (SLI)". W Specific Language Impairment, 7–34. Amsterdam: John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/lald.58.01nud.

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Guasti, Maria Teresa, Chiara Branchini, Mirta Vernice, Lina Barbieri i Fabrizio Arosio. "Language disorders in children with Developmental Dyslexia". W Specific Language Impairment, 35–56. Amsterdam: John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/lald.58.02gua.

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Talli, Ioanna, Liliane Sprenger-Charolles i Stavroula Stavrakaki. "Is there an overlap between Specific Language Impairment and Developmental Dyslexia? New insights from French". W Specific Language Impairment, 57–88. Amsterdam: John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/lald.58.03tal.

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Wijnen, Frank, Elise de Bree, Petra M. van Alphen, Jan de Jong i Aryan van der Leij. "Comparing SLI and dyslexia: developmental language profiles and reading outcomes". W Specific Language Impairment, 89–112. Amsterdam: John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/lald.58.04wij.

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Novogrodsky, Rama. "Specific Language Impairment (SLI) is not specific enough: Sub-types of SLI and their implications for the theory of the disorder". W Specific Language Impairment, 113–24. Amsterdam: John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/lald.58.05nov.

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Bavin, Edith L. "Memory profiles of children with SLI". W Specific Language Impairment, 125–44. Amsterdam: John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/lald.58.06bav.

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Karaminis, Themis, i Michael Thomas. "The relationship between SLI in English and Modern Greek". W Specific Language Impairment, 145–74. Amsterdam: John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/lald.58.07kar.

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Costa, João, i Fernanda Pratas. "Null Subjects in Monolingual and Bilingual, Typical and Atypical Development". W Specific Language Impairment, 175–90. Amsterdam: John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/lald.58.08cos.

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Gavarró, Anna, i Anna Lite. "Quantification in Catalan SLI". W Specific Language Impairment, 191–214. Amsterdam: John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/lald.58.09gav.

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Streszczenia konferencji na temat "Specific language impairment"

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

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Noronha, Marta D. M., i Luis E. Zárate. "Feature Selection through Biclustering to Identify Specific Language Impairment". W Symposium on Knowledge Discovery, Mining and Learning. Sociedade Brasileira de Computação - SBC, 2023. http://dx.doi.org/10.5753/kdmile.2023.232858.

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Failure to express yourself verbally is a condition that affects nearly 7% of children worldwide, known as specific language impairment. The diagnosis is complex, involving specialists such as speech therapists and pediatricians. The dataset used in this work has many attributes and imbalanced data, which can harm knowledge discovery. We used biclustering to identify clusters that characterize children with speech problems and those with typical development. We propose selecting attributes through the significance analysis of biclusters, which enhanced the F-score and accuracy in models generated by using 90% of instances from the training dataset, compared to results from the original data.
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Becerra, Carlos, Rene Noel, Roberto Munoz i Ian Quiroga. "Explorando aprendo: Learning object to enhance language development in children with specific language impairment". W 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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Safdar, Saima, Sumaira Kausar, Samabia Tehsin, Maria Mahmood i Ghadah Naif Alwakid. "Prediction of Specific Language Impairment in Children using Cepstral Domain Coefficients". W 2023 International Conference on Business Analytics for Technology and Security (ICBATS). IEEE, 2023. http://dx.doi.org/10.1109/icbats57792.2023.10111341.

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Sharma, Yogesh, i Bikesh Kumar Singh. "Classification of Children with Specific Language Impairment Using Pitch-Based Parameters". W 2020 IEEE Recent Advances in Intelligent Computational Systems (RAICS). IEEE, 2020. http://dx.doi.org/10.1109/raics51191.2020.9332499.

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Di Pretoro, Noelia. "Linguistic and social treatment of Specific Language Impairment (SLI) using Scratch". W IDC '16: Interaction Design and Children. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2930674.2935985.

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Kotarba, Katarzyna, i Michal Kotarba. "Efficient detection of specific language impairment in children using ResNet classifier". W 2020 Signal Processing: Algorithms, Architectures, Arrangements, and Applications (SPA). IEEE, 2020. http://dx.doi.org/10.23919/spa50552.2020.9241289.

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Huang, George, Andrew Cheng i Yujie Gao. "Machine Learning improvements to the accuracy of predicting Specific Language Impairment". W 2022 International Conference on Image Processing, Computer Vision and Machine Learning (ICICML). IEEE, 2022. http://dx.doi.org/10.1109/icicml57342.2022.10009881.

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Martínez, David, Dayana Ribas, Eduardo Lleida, Alfonso Ortega i Antonio Miguel. "Suprasegmental information modelling for autism disorder spectrum and specific language impairment classification". W Interspeech 2013. ISCA: ISCA, 2013. http://dx.doi.org/10.21437/interspeech.2013-66.

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Hsu, Cheng. "A Cultural-Historical Approach to Children With Specific Language Impairment in China". W The Asian Conference on Education 2022. The International Academic Forum(IAFOR), 2023. http://dx.doi.org/10.22492/issn.2186-5892.2023.74.

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Raporty organizacyjne na temat "Specific language impairment"

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Coloma, Carmen Julia, Claudia Araya i 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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Shaw, Jackie, i Mary Wickenden. Insights from Inclusive Participatory Fieldwork with Learners with Deafblindness and Other Marginalised Impairments. Institute of Development Studies, listopad 2023. http://dx.doi.org/10.19088/ids.2023.014.

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This paper describes and discusses a piece of inclusive and participatory fieldwork carried out at two sites in Bangladesh in close collaboration with local and international NGOs working on disability as part of the UK government (FCDO) funded Disability Inclusive Development (DID) programme. Our research fieldwork engaged two small groups of learners with specific identities (deafblind or young women) in workshops aiming to gather examples of and understand their experiences as young people with disabilities, both in general terms and about a work-focussed programme. Creative, visual and arts based multi-modal methods were used to encourage maximum participation, including from those with little or no spoken language or literacy. Some were accompanied by carers or supporters who also shared their perspectives. Local staff teams from collaborating INGOs and Organisations of People with Disabilities (OPDs) supported, participated in and learnt from the process. Detail about the workshop activities and data from the participants are presented and discussed. Recommendations from the participants and reflections on the methodological aspects are provided. We concluded that using inclusive, participatory and creative research methods generates rich insights into people’s experiences, which can increase understandings about marginalised people’s lives and inform future interventions to promote their inclusion.
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Children with ASD show intact statistical word learning. ACAMH, październik 2018. http://dx.doi.org/10.13056/acamh.10588.

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