A comparative study of the phonology of pre-school children with specific language impairment (SLI), language delay (LD) and normal acquisition

2002 ◽  
Vol 16 (8) ◽  
pp. 573-596 ◽  
Author(s):  
Eva M. Aguilar-Mediavilla ◽  
Mònica Sanz-Torrent ◽  
Miquel Serra-Raventós
Keyword(s):  
Comparative Study ◽  
School Children ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Delay ◽  
Specific Language

Production and comprehension of French wh-questions by children with autism spectrum disorder: A comparative study with specific language impairment

2017 ◽  
Vol 38 (5) ◽  
pp. 1095-1131 ◽  
Author(s):  
PHILIPPE PRÉVOST ◽  
LAURICE TULLER ◽  
MARIE ANNE BARTHEZ ◽  
JOËLLE MALVY ◽  
FRÉDÉRIQUE BONNET-BRILHAULT
Keyword(s):  
Autism Spectrum Disorder ◽  
Comparative Study ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Qualitative Difference ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Specific Language ◽  
Structural Language

ABSTRACTThe nature of structural language difficulties in children with autism spectrum disorder (ASD) was explored in a comparative study with specific language impairment (SLI) through investigation of the frequently reported ASD weakness in receptive skills relative to expressive skills. Twenty French-speaking children with ASD aged 6 to 12 were compared to age-matched children with SLI on production and comprehension of wh-questions. The two groups displayed similar effects of the complexity of the different wh-strategies. In the ASD group (as in the SLI group), these effects were not greater in comprehension compared to production; moreover, nonverbal ability (which varied from normal to impaired) was not related to language performance. Observed ASD-SLI differences are argued to largely be due to ASD pragmatic deficits, rather than to a qualitative difference in structural language skills.

scholarly journals Διερευνώντας τη σχέση μεταξύ της Ειδικής Γλωσσικής Διαταραχής και της Δυσλεξίας: θεωρητικές και κλινικές προεκτάσεις

2020 ◽  
Vol 20 (3) ◽  
pp. 358
Author(s):  
Ασημίνα Μ. Ράλλη ◽  
Ολυμπία Παληκαρά
Keyword(s):  
Language Development ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Delay ◽  
Chronological Age ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Specific Language ◽  
Comparison Groups

In this study, we tested the predictions of two opposing perspectives on the nature of the deficit in Specific Language Impairment (SLI): the language delay approach, and the view that the language development of SLI children is qualitatively different from typically developing children populations. Data consisted of the elicited production of pronominal object clitics from monolingual and bilingual SLI children with various language pairs (Greek always being the children’s second language); younger, typically developing, bilingual language peers, and monolingual Greek-speaking comparison groups. We analyzed the children’s accurate responses and error-types in clitic production. Both SLI groups had more difficulty with clitics in comparison to typically-developing, chronological age-matched peers, while SLI children performed similarly with their younger, unaffected monolingual and bilingual peers. We argue that these findings provide support to the language delay approach and present challenges to the role of bilingualism in SLI.

scholarly journals Targeting Complex Sentences in Older School Children With Specific Language Impairment: Results From an Early-Phase Treatment Study

2018 ◽  
Vol 61 (3) ◽  
pp. 713-728 ◽  
Author(s):  
Catherine H. Balthazar ◽  
Cheryl M. Scott
Keyword(s):  
Outcome Measures ◽  
School Children ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Sentence Type ◽  
School Age Children ◽  
Future Research ◽  
Complex Sentence ◽  
Specific Language ◽  
Complex Sentences

PurposeThis study investigated the effects of a complex sentence treatment at 2 dosage levels on language performance of 30 school-age children ages 10–14 years with specific language impairment.MethodThree types of complex sentences (adverbial, object complement, relative) were taught in sequence in once or twice weekly dosage conditions. Outcome measures included sentence probes administered at baseline, treatment, and posttreatment phases and comparisons of pre–post performance on oral and written language tests and tasks. Relationships between pretest variables and treatment outcomes were also explored.ResultsTreatment was effective at improving performance on the sentence probes for the majority of participants; however, results differed by sentence type, with the largest effect sizes for adverbial and relative clauses. Significant and clinically meaningful pre–post treatment gains were found on a comprehensive oral language test, but not on reading and writing measures. There was no treatment advantage for the higher dosage group. Several significant correlations indicated a relationship between lower pretest scores and higher outcome measures.ConclusionsResults suggest that a focused intervention can produce improvements in complex sentence productions of older school children with language impairment. Future research should explore ways to maximize gains and extend impact to natural language contexts.Supplemental Materialhttps://doi.org/10.23641/asha.5923318

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