Real‐time language processing in school‐age children with specific language impairment

2006 ◽  
Vol 41 (3) ◽  
pp. 275-291 ◽  
Author(s):  
James W. Montgomery
Keyword(s):  
Real Time ◽  
Language Processing ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
School Age Children ◽  
School Age ◽  
Specific Language

The Impact of Emphatic Stress on Novel Word Learning by Children With Specific Language Impairment

1998 ◽  
Vol 41 (6) ◽  
pp. 1444-1458 ◽  
Author(s):  
Susan Ellis Weismer ◽  
Linda J. Hesketh
Keyword(s):  
Language Processing ◽  
Word Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
School Age Children ◽  
Specific Language ◽  
Stress Effects ◽  
Normal Language ◽  
Novel Word Learning ◽  
The Impact

This investigation examined the influence of emphatic stress on children's novel word learning. Forty school-age children participated in this study, including 20 children with specific language impairment (SLI) and 20 children with normal language (NL) development. Results indicated that there were no significant stress effects for comprehension or recognition of novel words (for which all children demonstrated relatively high levels of performance); however, children in both groups exhibited significantly better production of words that had been presented with emphatic stress than with neutral stress. These findings are discussed within a limited capacity framework of language processing.

An Examination of Verbal Working Memory Capacity in Children With Specific Language Impairment

1999 ◽  
Vol 42 (5) ◽  
pp. 1249-1260 ◽  
Author(s):  
Susan Ellis Weismer ◽  
Julia Evans ◽  
Linda J. Hesketh
Keyword(s):  
Working Memory ◽  
Language Processing ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Working Memory Capacity ◽  
Verbal Working Memory ◽  
Memory Capacity ◽  
Word Recall ◽  
School Age Children ◽  
Specific Language

This study investigated verbal working memory capacity in children with specific language impairment (SLI). The task employed in this study was the Competing Language Processing Task (CLPT) developed by Gaulin and Campbell (1994). A total of 40 school-age children participated in this investigation, including 20 with SLI and 20 normal language (NL) age-matched controls. Results indicated that the SLI and NL groups performed similarly in terms of true/false comprehension items, but that the children with SLI evidenced significantly poorer word recall than the NL controls, even when differences in nonverbal cognitive scores were statistically controlled. Distinct patterns of word-recall errors were observed for the SLI and NL groups, as well as different patterns of associations between CLPT word recall and performance on nonverbal cognitive and language measures. The findings are interpreted within the framework of a limited-capacity model of language processing.

scholarly journals Syntactic Versus Memory Accounts of the Sentence Comprehension Deficits of Specific Language Impairment: Looking Back, Looking Ahead

2016 ◽  
Vol 59 (6) ◽  
pp. 1491-1504 ◽  
Author(s):  
James W. Montgomery ◽  
Ronald B. Gillam ◽  
Julia L. Evans
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Sentence Comprehension ◽  
School Age Children ◽  
School Age ◽  
Typically Developing ◽  
Specific Language ◽  
Theoretical Perspectives ◽  
English Speaking ◽  
Proper Modification

Purpose Compared with same-age typically developing peers, school-age children with specific language impairment (SLI) exhibit significant deficits in spoken sentence comprehension. They also demonstrate a range of memory limitations. Whether these 2 deficit areas are related is unclear. The present review article aims to (a) review 2 main theoretical accounts of SLI sentence comprehension and various studies supporting each and (b) offer a new, broader, more integrated memory-based framework to guide future SLI research, as we believe the available evidence favors a memory-based perspective of SLI comprehension limitations. Method We reviewed the literature on the sentence comprehension abilities of English-speaking children with SLI from 2 theoretical perspectives. Results The sentence comprehension limitations of children with SLI appear to be more fully captured by a memory-based perspective than by a syntax-specific deficit perspective. Conclusions Although a memory-based view appears to be the better account of SLI sentence comprehension deficits, this view requires refinement and expansion. Current memory-based perspectives of adult sentence comprehension, with proper modification, offer SLI investigators new, more integrated memory frameworks within which to study and better understand the sentence comprehension abilities of children with SLI.

scholarly journals Individualized Narrative Intervention for School-Age Children With Specific Language Impairment

2020 ◽  
Vol 51 (3) ◽  
pp. 687-705
Author(s):  
Alison Hessling ◽  
C. Melanie Schuele
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Personal Narrative ◽  
Single Case ◽  
Functional Relation ◽  
School Age Children ◽  
School Age ◽  
Story Grammar ◽  
Specific Language ◽  
Narrative Intervention

Purpose This study extends the research on narrative intervention by evaluating the effect of a standard treatment protocol, Story Champs ( Petersen & Spencer, 2012 ), on personal narrative generations of school-age children with specific language impairment (SLI). Method Four second-grade, 8- to 9-year-old boys with SLI participated in this multiple baseline across behaviors, single-case design study that was repeated across participants. Each one-on-one intervention session involved eight steps across two intervention segments: story retell and personal story generation. The interventionist provided systematic scaffolding (visual and verbal supports) that was faded within each session. Three individualized story grammar elements per participant were targeted sequentially across the weeks of intervention based on each participant's needs identified in baseline. The dependent variable probe (personal narrative generation) was administered at the beginning of each twice-weekly session, and individualized story grammar elements were scored on a 4-point rubric (dependent variable). Results In this single-case research design study, a functional relation was evaluated for each participant (i.e., replication of an effect across three story grammar elements). A functional relation between Story Champs intervention and the dependent variable was observed for two participants. Conclusion Results provide preliminary evidence for the efficacy of individually administered Story Champs intervention for children with SLI.

scholarly journals Toward Understanding the Lexical–Morphological Networks of Children With Specific Language Impairment: Analysis of Responses on a Morphological Production Task

2019 ◽  
Vol 62 (11) ◽  
pp. 4131-4136
Author(s):  
Hannah Krimm ◽  
Krystal L. Werfel ◽  
C. Melanie Schuele
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Lower Proportion ◽  
School Age Children ◽  
School Age ◽  
Derivational Morphology ◽  
Production Task ◽  
Specific Language ◽  
The Given

Purpose The purpose of this study was to characterize the lexical–morphological networks of children with specific language impairment (SLI) compared to children with typical language by analyzing responses on a morphological derived form production task. Method School-age children with SLI ( n = 32) and peers with typical language ( n = 40) completed an oral cloze derived form production task ( Carlisle, 2000 ). On this task, children were expected to complete verbally presented sentences with a derived form of a provided morphological stem. Responses were coded as correct or incorrect following Carlisle's (2000) stated correct responses. Incorrect responses were coded as scorable or unscorable, and then scorable responses were coded as pseudowords or real words. Real words were further coded according to whether they were repetitions of the given stem. Results There was a statistically significant between-group difference for mean correct responses ( d = 1.43). The scorable incorrect responses of children with SLI included a lower mean proportion of pseudowords than did the incorrect responses of children with typical language ( d = 0.76). Conclusion Because children with SLI produced a lower proportion of pseudowords as scorable incorrect responses than peers with typical language, we conclude that they have less developed lexical–morphological networks and, thus, less derivational morphology knowledge than peers with typical language.

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