Specific language impairment in children: research findings and their therapeutic implications

1993 ◽  
Vol 28 (3) ◽  
pp. 247-261 ◽  
Author(s):  
Heather K. J. Van der Lely
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Specific Language ◽  
Therapeutic Implications ◽  
Research Findings

scholarly journals Advances in Specific Language Impairment Research and Intervention: An Overview of Five Research Symposium Papers

2020 ◽  
Vol 63 (10) ◽  
pp. 3219-3223
Author(s):  
Mabel L. Rice
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Treatment Plan ◽  
Historical Context ◽  
Error Variance ◽  
Accurate Identification ◽  
Specific Language ◽  
Causal Pathways ◽  
Research Findings ◽  
Sound Treatment

Purpose This article provides an overview of five papers appearing together on the topic of “Advances in Specific Language Impairment Research and Intervention,” which was the 2019 program in an ongoing series of research symposia presented at the Annual Convention of the American Speech-Language-Hearing Association. Method The article provides a historical context for the set of papers, then a short summation of each paper's content, followed by the identification of overarching themes and working conclusions. Results Each paper provides summations of empirical results, and some papers provide new empirical evidence. Conclusion The papers collectively highlight six points: (a) Children with specific language impairment (SLI) are likely to be unidentified among their age peers. (b) There is great need for better identification of children with SLI across developmental levels. (c) Progress is evident toward a better understanding of causal pathways, as examined across different research designs involving comparison of children with typical language acquisition to children with SLI and other possibly co-occurring atypical conditions. (d) Measuring multiple dimensions of language brings enhanced informativeness, with differing outcomes for differing dimensions. (e) Replicated research findings require precision of methods in order to reduce unexplained error variance especially when defining groups. (f) Accurate identification of children with SLI is the first step toward a sound treatment plan for SLI and reading disorders as well. Presentation Video https://doi.org/10.23641/asha.13063721

We can no longer afford a monolingual norm

2010 ◽  
Vol 31 (2) ◽  
pp. 339-343 ◽  
Author(s):  
Barbara Zurer-Pearson
Keyword(s):  
Clinical Practice ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Review Of The Literature ◽  
Comprehensive Review ◽  
Specific Language ◽  
Research Findings ◽  
Theoretical Issues

In her Keynote Article, Johanne Paradis does a service for the research and the clinical communities with this comprehensive review of the literature encompassing bilingualism and specific language impairment (SLI). Her work and the work of her colleagues for more than a decade have been persistent in bringing these two threads together: using bilingual (BL) data to speak to theoretical issues and using research findings to inform clinical practice. I am not alone in my appreciation (and admiration) of her many contributions, which are nicely pulled together here and placed in better perspective than in the several articles that have presented much of the work in isolation.

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.

Deficits in Explicit Language Problem Solving Rather Than in Implicit Learning in Specific Language Impairment: Evidence From Learning an Artificial Morphological Rule

2019 ◽  
Vol 62 (10) ◽  
pp. 3790-3807 ◽  
Author(s):  
Sara Ferman ◽  
Liat Kishon-Rabin ◽  
Hila Ganot-Budaga ◽  
Avi Karni
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Explicit Knowledge ◽  
Procedural Memory ◽  
Procedural Learning ◽  
Specific Language ◽  
Language Problems ◽  
Morphological Rule ◽  
Semantic Distinction

Purpose The purpose of this study was to delineate differences between children with specific language impairment (SLI), typical age–matched (TAM) children, and typical younger (TY) children in learning and mastering an undisclosed artificial morphological rule (AMR) through exposure and usage. Method Twenty-six participants (eight 10-year-old children with SLI, 8 TAM children, and ten 8-year-old TY children) were trained to master an AMR across multiple training sessions. The AMR required a phonological transformation of verbs depending on a semantic distinction: whether the preceding noun was animate or inanimate. All participants practiced the application of the AMR to repeated and new (generalization) items, via judgment and production tasks. Results The children with SLI derived significantly less benefit from practice than their peers in learning most aspects of the AMR, even exhibiting smaller gains compared to the TY group in some aspects. Children with SLI benefited less than TAM and even TY children from training to judge and produce repeated items of the AMR. Nevertheless, despite a significant disadvantage in baseline performance, the rate at which they mastered the task-specific phonological regularities was as robust as that of their peers. On the other hand, like 8-year-olds, only half of the SLI group succeeded in uncovering the nature of the AMR and, consequently, in generalizing it to new items. Conclusions Children with SLI were able to learn language aspects that rely on implicit, procedural learning, but experienced difficulties in learning aspects that relied on the explicit uncovering of the semantic principle of the AMR. The results suggest that some of the difficulties experienced by children with SLI when learning a complex language regularity cannot be accounted for by a broad, language-related, procedural memory disability. Rather, a deficit—perhaps a developmental delay in the ability to recruit and solve language problems and establish explicit knowledge regarding a language task—can better explain their difficulties in language learning.

A View of the Lexical–Grammatical Link in Young Latinos With Specific Language Impairment Using Language-Specific and Conceptual Measures

2019 ◽  
Vol 62 (6) ◽  
pp. 1775-1786 ◽  
Author(s):  
Lucía I. Méndez ◽  
Gabriela Simon-Cereijido
Keyword(s):  
Low Income ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
L2 Acquisition ◽  
Cross Sectional ◽  
Specific Language ◽  
Vocabulary Skills ◽  
In The Beginning ◽  
Study Participants ◽  
L1 And L2

Purpose This study investigated the nature of the association of lexical–grammatical abilities within and across languages in Latino dual language learners (DLLs) with specific language impairment (SLI) using language-specific and bilingual measures. Method Seventy-four Spanish/English–speaking preschoolers with SLI from preschools serving low-income households participated in the study. Participants had stronger skills in Spanish (first language [L1]) and were in the initial stages of learning English (second language [L2]). The children's lexical, semantic, and grammar abilities were assessed using normative and researcher-developed tools in English and Spanish. Hierarchical linear regressions of cross-sectional data were conducted using measures of sentence repetition tasks, language-specific vocabulary, and conceptual bilingual lexical and semantic abilities in Spanish and English. Results Results indicate that language-specific vocabulary abilities support the development of grammar in L1 and L2 in this population. L1 vocabulary also contributes to L2 grammar above and beyond the contribution of L2 vocabulary skills. However, the cross-linguistic association between vocabulary in L2 and grammar skills in the stronger or more proficient language (L1) is not observed. In addition, conceptual vocabulary significantly supported grammar in L2, whereas bilingual semantic skills supported L1 grammar. Conclusions Our findings reveal that the same language-specific vocabulary abilities drive grammar development in L1 and L2 in DLLs with SLI. In the early stages of L2 acquisition, vocabulary skills in L1 also seem to contribute to grammar skills in L2 in this population. Thus, it is critical to support vocabulary development in both L1 and L2 in DLLs with SLI, particularly in the beginning stages of L2 acquisition. Clinical and educational implications are discussed.

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