The impact of specific language impairment on performance in science and suggested implications for pedagogy

2011 ◽  
Vol 28 (1) ◽  
pp. 25-37 ◽  
Author(s):  
Gill Matson ◽  
Tony Cline
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Scientific Reasoning ◽  
Expressive Language ◽  
National Curriculum ◽  
Preliminary Investigation ◽  
Receptive Language ◽  
Specific Language ◽  
And Control ◽  
The Impact

The impact of specific language impairment (SLI) on the acquisition of literacy and numeracy skills has been well researched. In contrast little has been written on its impact on the third core subject in the National Curriculum (NC) of science and this article describes a preliminary investigation into the scientific reasoning skills of children with SLI in comparison with those of typically developing (TD) children. In individual assessment sessions 11 pairs of target children with SLI and control TD children in the Key Stage (KS) 2 age span (ages 7–11 years) undertook a series of scientific reasoning tasks appropriate to their age involving receptive and expressive language skills. The children with SLI had for the most part significantly more difficulty with expressive language tasks (ELTs) than the TD children, in spite of the provision of scaffolding, and there was some evidence that they also had greater difficulty with the production of causal connectives, e.g. because, so. However, there was no difference between the two groups on receptive language tasks (RLTs) when scaffolding was used. Some possible implications for pedagogy are considered in light of these findings, and problems in matching children with SLI and TD controls are discussed.

Specific Language Impairment: Preliminary Investigation of Factors Associated With Family History and With Patterns of Language Performance

1995 ◽  
Vol 38 (3) ◽  
pp. 643-657 ◽  
Author(s):  
Margaret Lahey ◽  
Jan Edwards
Keyword(s):  
Family History ◽  
Language Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Preliminary Investigation ◽  
Family Members ◽  
Receptive Language ◽  
Future Research ◽  
Language Performance ◽  
Specific Language

To examine patterns that might suggest etiologic subgroups of specific language impairment (SLI), information, including history of speech-language-learning (SLLD) problems in family members, was obtained on 53 children with SLI aged 4 to 9½ years. The results led to the generation of a number of hypotheses for future research. In particular, the findings suggested that family history is related to pattern of language performance. In comparison with children who had both expressive and receptive language deficits, children with deficits in only expressive language had a higher proportion of affected family members (.47 vs. .22), of affected mothers (.57 vs. .17), and of affected siblings (.53 vs. .27). These and other findings are discussed in terms of their consistency with other data, hypotheses relative to explanations of SLI, and their implications for further research.

scholarly journals Association of epileptiform brain activity and specific language impairment (SLI) in preschool children

2021 ◽  
Vol 57 (1) ◽  
Author(s):  
Ahmed Esmael ◽  
Sara Elsherbeny ◽  
Mohammed Abbas
Keyword(s):  
Preschool Children ◽  
Language Impairment ◽  
Significant Relationship ◽  
Specific Language Impairment ◽  
Intelligence Quotient ◽  
Epileptiform Activity ◽  
Control Group ◽  
Specific Language ◽  
Cognitive Age ◽  
The Impact

Abstract Background Epileptiform activities can cause transient or permanent deficits that affect the children during development and may be accompanied by neurodevelopmental disorders like specific language impairment. Objectives The objective of this study was to find if there is a possible association and the impact of epilepsy and epileptiform activity in children with specific language impairment. Patients and methods The study was conducted on 80 children suffering from specific language impairment and 80 age and sex match healthy control children. Computed tomography brain was performed and electroencephalography was recorded for children. Intelligence quotient level, cognitive age, social, and phoniatric assessment were done for all patients. Results Eighty children with specific language impairment (51 males and 29 females) with a mean age of 4.11 ± 1.93. Patients with specific language impairment showed significantly higher rates of abnormal electroencephalography (P = 0.006) and epilepsy (P < 0.001) compared to the control group. Spearman correlation demonstrated a highly negative significant relationship linking the language, intelligence quotient with abnormal electroencephalography and epilepsy (r = − 0.91, P < 0.01 and r = − 0.91, P < 0.01 respectively). Also, there was a moderately inverse significant relationship linking the cognitive age, social with abnormal electroencephalography, and epilepsy (r = − 0.70, P < 0.05 and r = − 0.65, P < 0.05 respectively). Conclusion Epileptiform activities even without epilepsy in preschool children may alter normal language function. Specific language impairment was associated with lower intelligence quotient levels, social, and cognitive age. Trial registration ClinicalTrials.gov ID: NCT04141332

A Preliminary Investigation of Reduplication in Children with Specific Language Impairment

1985 ◽  
Vol 50 (2) ◽  
pp. 186-194 ◽  
Author(s):  
Margaret Lahey ◽  
Judy Flax ◽  
Gloria Schlisselberg
Keyword(s):  
Preschool Children ◽  
Language Development ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Preliminary Investigation ◽  
Spontaneous Speech ◽  
Single Word ◽  
Specific Language ◽  
Whole Word

The frequency of reduplication was examined in relation to syllable maintenance, final consonant production, and whole word repetitions in two preschool children with specific language impairment—one who reduplicated frequently and one who did so infrequently. Spontaneous speech was sampled for a period of 18 months. During the single-word utterance period, reduplication was associated with infrequent production of final consonants but frequent maintenance of multisyllabic structure. After the single-word utterance period the child who had frequently reduplicated during this period ceased reduplication but frequently produced whole word repetitions. Infrequent production of final consonants continued, but syllable maintenance decreased. The data are discussed in relation to hypotheses about the function of reduplication and the function of whole word repetitions in language development.

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.

Pragmatics and SLI

1993 ◽  
Vol 36 (4) ◽  
pp. 777-789 ◽  
Author(s):  
Holly K. Craig ◽  
Julia L. Evans
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Skills ◽  
Receptive Language ◽  
Chronological Age ◽  
Specific Language ◽  
Language Status ◽  
Pragmatic Research ◽  
Normal Language ◽  
Mean Length Of Utterance

Selected discourse behaviors of children with specific language impairment (SU) presenting expressive (E:SLI) or combined expressive-receptive deficits (E-R:SLI) were compared to each other and to chronological age-mates and younger mean length of utterance (MLU)-matched children with normal-language skills. The two SLI subgroups varied from each other on specific measures of tum-taking and cohesion. These findings imply the need for future normative work with SLI subgroups differing in receptive skill, and indicate that, in the interim, pragmatic research with this population will need to consider potential effects of receptive language status when interpreting variations in outcomes for discourse-based variables.

Early Verb-Related Vulnerability Among Children With Specific Language Impairment

1998 ◽  
Vol 41 (6) ◽  
pp. 1384-1397 ◽  
Author(s):  
Pamela A. Hadley
Keyword(s):  
Young Children ◽  
Noun Phrase ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Expressive Language ◽  
Language Impairments ◽  
Specific Language ◽  
Grammatical Development ◽  
Very Young Children ◽  
Developmental Progression

The purpose of this study was to characterize the nature of early grammatical development among very young children with specific language impairment (SLI). Grammatical development was examined for two subtypes: (a) children with expressive language impairments only (SLI-E) and (b) children with both receptive and expressive language impairments (SLI-RE). In particular, characteristics of noun-phrase (NP) and verb-phrase (VP) elaboration were examined longitudinally to determine whether structures associated with NP and VP emerged together following a typical developmental progression. Group analyses did not reveal any differences between the subtypes on the Index of Productive Syntax (IPSyn; Scarborough, 1990). However, specific weakness in VP elaboration was revealed on the IPSyn as well as in more extensive productivity analyses. The contribution of these findings to a developmentally sensitive grammatical description of SLI for very young children is discussed.

A Comparison of Language Abilities in Adolescents With Down Syndrome and Children With Specific Language Impairment

2003 ◽  
Vol 46 (6) ◽  
pp. 1324-1339 ◽  
Author(s):  
Glynis Laws ◽  
Dorothy V. M. Bishop
Keyword(s):  
Down Syndrome ◽  
Cognitive Ability ◽  
Language Comprehension ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Expressive Language ◽  
Language Abilities ◽  
Specific Language ◽  
Language Measures ◽  
Language Profiles

This article compared the language profiles of adolescents with Down syndrome (DS) and children with specific language impairment matched for nonverbal cognitive ability, and investigated whether similar relationships could be established between language measures and other capacities in both groups. Language profiles were very similar: Expressive language was more affected than language comprehension, and grammar was more affected than vocabulary in both domains. Both groups were impaired on tests of grammatical morphology and phonological memory. There were some differences between the groups, but these could be attributed to other features of development of people with DS.

Sign in / Sign up

Export Citation Format

Share Document