The role of oral language in ­underpinning the text generation ­difficulties in children with specific ­language impairment

2013 ◽  
Vol 38 (1) ◽  
pp. 18-34 ◽  
Author(s):  
Julie E. Dockrell ◽  
Vincent Connelly
Keyword(s):  
Language Impairment ◽  
Oral Language ◽  
Specific Language Impairment ◽  
Text Generation ◽  
Specific Language

The Role of Memory in Processing Relative Clauses in Children With Specific Language Impairment

2015 ◽  
Vol 24 (1) ◽  
pp. 47-59 ◽  
Author(s):  
Pauline Frizelle ◽  
Paul Fletcher
Keyword(s):  
Working Memory ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Relative Clauses ◽  
Short Term Memory ◽  
Control Group ◽  
Matrix Clause ◽  
Specific Language ◽  
Almost All

Purpose This study investigated the relationship between 2 components of memory—phonological short-term memory (pSTM) and working memory (WM)—and the control of relative clause constructions in children with specific language impairment (SLI). Method Children with SLI and 2 control groups—an age-matched and a younger group of children with typical development—repeated sentences, including relative clauses, representing 5 syntactic roles and 2 levels of matrix clause complexity. The Working Memory Test Battery for Children was administered. Results All 3 groups showed significant associations between pSTM and both types of matrix clause construction. For children with SLI, significant associations emerged between (a) WM and more complex matrix clause constructions, (b) WM and relative clauses including a range of syntactic roles, and (c) pSTM and the least difficult syntactic role. In contrast, the age-matched control group could repeat almost all syntactic roles without invoking the use of either memory component. Conclusions The role of pSTM and WM in the production of relative clauses by children with SLI is influenced by the degree of difficulty of the structure to be recalled. In therapy, the effect of WM limitations can be minimized by approaching each structure within the context of a simple matrix clause.

Grammatical Morphology and the Role of Weak Syllables in the Speech of Italian-Speaking Children With Specific Language Impairment

1998 ◽  
Vol 41 (6) ◽  
pp. 1363-1374 ◽  
Author(s):  
Laurence B. Leonard ◽  
Umberta Bortolini
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Specific Language ◽  
Auxiliary Verbs ◽  
Input Processing ◽  
Grammatical Morphology ◽  
Grammatical Morphemes ◽  
Present Tense ◽  
Verb Inflections

Italian-speaking children with specific language impairment (SLI) were compared to a group of younger control children in their use of auxiliary verbs, pronominal clitics, infinitives, present tense verb inflections, and articles. Differences favoring the control children were found for those morphemes that required the production of nonfinal weak syllables. On other grammatical morphemes, the two groups did not differ. A relationship was seen between the use of morphemes requiring nonfinal weak syllables and the use of nonfinal weak syllables that had no morpheme status. The findings are considered from the perspective of both prosodic production limitations and limitations in input processing.

The role of candidate-geneCNTNAP2in childhood apraxia of speech and specific language impairment

2015 ◽  
Vol 168 (7) ◽  
pp. 536-543 ◽  
Author(s):  
T. M. Centanni ◽  
J. N. Sanmann ◽  
J. R. Green ◽  
J. Iuzzini-Seigel ◽  
C. Bartlett ◽  
...  
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Apraxia Of Speech ◽  
Childhood Apraxia Of Speech ◽  
Specific Language

scholarly journals Genetic and environmental risks for specific language impairment in children

2001 ◽  
Vol 356 (1407) ◽  
pp. 369-380 ◽  
Author(s):  
D. V. M. Bishop
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Continuous Variable ◽  
Environmental Risks ◽  
Specific Language ◽  
The Past ◽  
Clinical Diagnoses ◽  
Underlying Processes ◽  
Better Than

Specific language impairment (SLI) is the term used to refer to unexplained difficulties in language acquisition in children. Over the past decade, there has been rapid growth of evidence indicating that genes play an important part in the aetiology of SLI. However, further progress in elucidating the role of genes in causing SLI is limited by our lack of understanding of the phenotype. Studies to date have been hampered by the fact that we do not know whether SLI should be treated as a discrete disorder or a continuous variable, let alone which measures should be used to identify cases, or how many subtypes there are. Recent research suggests that theoretically motivated measures of underlying processes may be better than conventional clinical diagnoses for identifying aetiologically distinct types of language impairment. There has been a tendency for researchers to embrace parsimony and look for a single cause of SLI—or in any event, to identify different subtypes, each with a different single cause. Research is reviewed that suggests that may not be a fruitful approach to SLI, and that an approach in terms of multiple risk and protective factors, which is widely adopted in medicine, is more realistic.

Contrasting effects of associates and coordinates in children with and without language impairment: A picture–word interference study

2012 ◽  
Vol 35 (3) ◽  
pp. 515-545 ◽  
Author(s):  
PATRICIA J. BROOKS ◽  
LIAT SEIGER-GARDNER ◽  
KEVIN SAILOR
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Dominant Role ◽  
Visual Presentation ◽  
Auditory Presentation ◽  
Inhibitory Effects ◽  
Language Abilities ◽  
Specific Language ◽  
Interference Study

ABSTRACTIn picture naming, semantic context words produce either facilitation or inhibition, depending on their relationship to the target-picture name. This study used the picture–word interference task to examine facilitative effects of associates (the word carrot paired with a picture of rabbit) and inhibitory effects of coordinates (mouse paired with a rabbit) in children and adults. Experiment 1 with adults (N = 44) documented robust associate and coordinate effects with either auditory or visual presentation of interfering words. Experiment 2 used auditory presentation of interfering words with children (N = 44, 6 years, 10 months to 11 years, half with typical development, half with specific language impairment). Children showed significant facilitation from associates but no reliable coordinate interference effect. The strength of the associative priming effect in children was correlated with their language abilities (Peabody Picture Vocabulary Test and Clinical Evaluation of Language Fundamentals scores). The results indicate the dominant role of association in facilitating word retrieval in speech production in children. In children with specific language impairment, lexical access gains weaker support from networks of associations in semantic memory.

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