Word-Learning by Preschoolers With Specific Language Impairment: What Predicts Success?
- The Effect of Temporal Adverbials on Past Tense Production by Children With Specific Language Impairment. Krantz, Laurie R.; Leonard, Laurence B. // Journal of Speech, Language & Hearing Research;Feb2007, Vol. 50 Issue 1, p137
Purpose: Children with specific language impairment (SLI) often fail to produce past tense forms in obligatory contexts, although the factors affecting such inconsistency are not well understood. This study examined the influence of accompanying temporal adverbials (e.g., just, already) on the...
- Morpheme Learning of Children With Specific Language Impairment Under Controlled Instructional Conditions. Connell, Phil J. // Journal of Speech & Hearing Research;Aug92, Vol. 35 Issue 4, p844
Presents a study which exposed children with specific language impairment and normally developing children to instances of a novel morpheme under controlled experimental conditions. Assumptions about normal and abnormal language acquisition; Method; Results and discussion.
- Speed of Processing in Children With Specific Language Impairment. Miller, Carol A.; Kail, Robert; Leonard, Laurence B.; Tomblin, J. Bruce // Journal of Speech, Language & Hearing Research;Apr2001, Vol. 44 Issue 2, p416
Investigates the speed with which children with specific language impairment (SLI) respond on a range of tasks. Evidence for generalized slowing; Comparison of models of slowing in children with language impairment; Comparison of individuals and subgroups of children with SLI.
- Teachers and Laypersons Discern Quality Differences Between Narratives Produced by Children With or Without SLI. Newman, Robyn M.; McGregor, Karla K. // Journal of Speech, Language & Hearing Research;Oct2006, Vol. 49 Issue 5, p1022
Purpose: To examine the functional impact of specific language impairment (SLI). Specific goals were to determine whether (a) subjective ratings of narrative quality differentiate children with SLI from their normally developing (ND) age-mates, (b) laypersons and teachers differ in their ratings...
- Following directions: Rehearsal and visualization strategies for children with specific language impairment. Gill, Cynthia B.; Klecan-Aker, Joan; Roberts, Tim; Fredenburg, Karen A. // Child Language Teaching & Therapy;Jan2003, Vol. 19 Issue 1, p85
Children with specific language impairment (SLI) may have inefficient memory or memory management for auditory and visual representation systems. This study sought to determine if strategy training would create any residual enhancement of these memory management systems. Data revealed that...
- Measuring the Social Competence of Preschool Children With Specific Language Impairment:Correspondence Among Informant Ratings and Behavioral Observations. McCabe, Paul C.; Marshall, Debra J. // Topics in Early Childhood Special Education;Winter2006, Vol. 26 Issue 4, p234
The article cites a study that investigates the correspondence between direct observation and informant ratings of preschool children with specific language impairment (SLI). For the direct observation, preschoolers with and without SLI were observed during free play using the Social Interactive...
- Pragmatic Language Development in Language Impaired and Typically Developing Children: Incorrect Answers in Context. Ryder, Nuala; Leinonen, Eeva // Journal of Psycholinguistic Research;Feb2014, Vol. 43 Issue 1, p45
This study focussed on young children's incorrect answers to pragmatically demanding questions. Children with specific language impairment (SLI), including a subgroup with pragmatic language difficulties (PLD) and typically developing children answered questions targeting implicatures, based on...
- MarÃa Mercedes Pavez, Mariangela Maggiolo y Carmen Julia Coloma: Test para evaluar procesos de simplificaciÃ³n fonolÃ³gica. TEPROSIF-R (versiÃ³n revisada y actualizada). Andrade, Milena Álvarez // OnomÃ¡zein;2009, Vol. 19, p151
No abstract available.
- DESEMPENHO POR TAREFA EM CONSCIÃŠNCIA FONOLÃ“GICA: GÃŠNERO, IDADE E GRAVIDADE DO DESVIO FONOLÃ“GICO. de Souza, Ana Paula Ramos; Pagliarin, Karina Carlesso; Ceron, Marizete Ilha; Deuschle, Vanessa Panda; Keske-Soares, Márcia // Revista CEFAC;2009, Vol. 11 Issue 4, p571
Purpose: to check the relationship between the performance in the different phonological awareness skills and degree of phonological disorder and analyze the interference of gender and age in the performance of the subjects in the analyzed tasks. Methods: 32 children, with ages between 4:1 and...