Identification of Specific Learning Disorders and Specific Language Impairment: Issues and Experience in India

2019 ◽  
pp. 409-426
Author(s):  
Pritha Mukhopadhyay ◽  
Lipica Bhattacharya ◽  
Prasanta Kumar Roy
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Learning Disorders ◽  
Specific Language ◽  
Specific Learning

The role of phonological storage deficits in specific language impairment: A reconsideration

2006 ◽  
Vol 27 (4) ◽  
pp. 556-562 ◽  
Author(s):  
Susan Ellis Weismer ◽  
Jan Edwards
Keyword(s):  
Language Learning ◽  
Word Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Learning Disorders ◽  
Nonword Repetition ◽  
Language Abilities ◽  
Specific Language ◽  
Adults And Children ◽  
Nonword Processing

In her Keynote Article, Gathercole (2006) presents a theoretical framework intended to account for evidence regarding the relation between nonword repetition and word learning. This framework stems from an impressive amount and breadth of research on this topic, including findings from adults and children with typical language abilities as well as language learning disorders. In this commentary we focus on claims relative to the interpretation of nonword repetition deficits in children with specific language impairment (SLI). One issue we address pertains to the nature of the proposed model of nonword processing and word learning, particularly with respect to phonological sensitivity and storage. The second issue we address relates to the assumption that a phonological storage deficit, although not sufficient, is necessary for SLI.

Limits to a Left Hemisphere Explanation for Specific Language Impairment

1994 ◽  
Vol 37 (4) ◽  
pp. 824-830 ◽  
Author(s):  
Dorothy M. Aram ◽  
Julie A. Eisele
Keyword(s):  
Language Learning ◽  
Left Hemisphere ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Learning Disorders ◽  
Learning Deficits ◽  
Specific Language ◽  
Language Measures ◽  
Neurologically Intact

The hypothesis of unilateral left hemisphere damage as an explanatory model for the neurological basis of specific language impairment (SLI) does not appear to be sufficient for most children with SLI. Children with unilateral brain lesions have been shown to function significantly lower than their neurologically intact peers on a variety of language measures, yet few of the deficits noted are as persistent or severe as those seen in SLI. In at least two instances, however, language symptomatology following unilateral lesions in children does parallel some types of SLI. The first occurs following subcortical damage to anterior grey and white matter structures that typically results in pronounced language and learning disorders. The second parallel lies in the similar developmental course shared by children with “delayed” language and children with known unilateral lesions, whereby language onset and development is slow in the preschool years but normalizes by school age, with minimal long-term language-learning deficits.

Working Memory Functioning in Children With Learning Disorders and Specific Language Impairment

2013 ◽  
Vol 33 (4) ◽  
pp. 298-312 ◽  
Author(s):  
Kirsten Schuchardt ◽  
Ann-Katrin Bockmann ◽  
Galina Bornemann ◽  
Claudia Maehler
Keyword(s):  
Working Memory ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Learning Disorders ◽  
Specific Language ◽  
Memory Functioning

Nonword repetition and language learning disorders: A developmental contingency framework

2006 ◽  
Vol 27 (4) ◽  
pp. 588-591 ◽  
Author(s):  
Margaret J. Snowling
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Vocabulary Development ◽  
Learning Disorders ◽  
Nonword Repetition ◽  
Specific Language ◽  
Strong Hypothesis ◽  
Development Support ◽  
Laboratory Training

In 1990 Gathercole and Baddeley proposed a strong hypothesis that has generated a wealth of research in the field of language development and disorder. The hypothesis was that phonological memory, as indexed by nonword repetition, is causally related to vocabulary development. Support for the hypothesis came from an impressive range of longitudinal, correlational, and laboratory training studies, and from studies of specific language impairment (SLI). However, more recently, Gathercole, Tiffany, Briscoe, Thorn, and The ALSPAC Team (2005), directly tested the causal hypothesis by following a cohort of children from age 5 to 8 years. Contrary to prediction, children with poor nonword repetition abilities at age 5 had normal vocabulary at the age of 8.

scholarly journals Procedural Learning in Specific Language Impairment: Effects of Sequence Complexity

2013 ◽  
Vol 19 (3) ◽  
pp. 264-271 ◽  
Author(s):  
Audrey Gabriel ◽  
Christelle Maillart ◽  
Nicolas Stefaniak ◽  
Caroline Lejeune ◽  
Lise Desmottes ◽  
...  
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Reaction Times ◽  
Procedural Memory ◽  
Abnormal Development ◽  
Typically Developing ◽  
Specific Language ◽  
Serial Reaction ◽  
Procedural Deficit Hypothesis ◽  
Specific Learning

AbstractAccording to the procedural deficit hypothesis (PDH), abnormal development in the procedural memory system could account for the language deficits observed in specific language impairment (SLI). Recent studies have supported this hypothesis by using a serial reaction time (SRT) task, during which a slower learning rate is observed in children with SLI compared to controls. Recently, we obtained contrasting results, demonstrating that children with SLI were able to learn a sequence as quickly and as accurately as controls. These discrepancies could be related to differences in the statistical structure of the SRT sequence between these studies. The aim of this study was to further assess, in a group of 21 children with SLI, the PDH with second-order conditional sequences, which are more difficult to learn than those used in previous studies. Our results show that children with SLI had impaired procedural memory, as evidenced by both longer reaction times and no sign of sequence-specific learning in comparison with typically developing controls. These results are consistent with the PDH proposed by Ullman and Pierpont (2005) and suggest that procedural sequence-learning in SLI children depends on the complexity of the to-be-learned sequence. (JINS, 2013, 19, 1–8)

Eliciting Verbs From Children With Specific Language Impairment

1996 ◽  
Vol 5 (4) ◽  
pp. 17-30 ◽  
Author(s):  
Diane Frome Loeb ◽  
Clifton Pye ◽  
Sean Redmond ◽  
Lori Zobel Richardson
Keyword(s):  
Young Children ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Syntactic Complexity ◽  
Specific Language ◽  
Lexical Skills

The focus of assessment and intervention is often aimed at increasing the lexical skills of young children with language impairment. Frequently, the use of nouns is the center of the lexical assessment. As a result, the production of verbs is not fully evaluated or integrated into treatment in a way that accounts for their semantic and syntactic complexity. This paper presents a probe for eliciting verbs from children, describes its effectiveness, and discusses the utility of and problems associated with developing such a probe.

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