scholarly journals Dyslexia intervention to combat specific language disorder, a consequence of the economic migration

2021 ◽  
Vol 90 (3) ◽  
pp. 63-68
Author(s):  
Katalin Tiron
Keyword(s):  
Language Disorder ◽  
Specific Language ◽  
Economic Migration ◽  
Specific Language Disorder

A System for the Diagnosis of Specific Language Impairment in Kindergarten Children

1996 ◽  
Vol 39 (6) ◽  
pp. 1284-1294 ◽  
Author(s):  
J. Bruce Tomblin ◽  
Nancy L. Records ◽  
Xuyang Zhang
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Disorder ◽  
Diagnostic System ◽  
Kindergarten Children ◽  
Epidemiologic Research ◽  
Specific Language ◽  
Clinician Rating ◽  
Composite Scores ◽  
Specific Language Disorder

A valid and reliable diagnostic standard for language impairment is required for the conduct of epidemiologic research on specific language disorder. A rationale is provided for such a diagnostic system labeled the EpiSLI system. This system employed five composite scores representing norm-referenced performance in three domains of language (vocabulary, grammar, and narration) and two modalities (comprehension and production). Children who have two or more composite scores below –1.25 standard deviations were considered as children with language disorder. The performance of the EpiSLI diagnostic system was examined on a sample of 1,502 kindergarten children and it was shown that this diagnostic system yielded results that were consistent with clinician rating and previous research results.

Familial language impairment: The evidence

1996 ◽  
Vol 19 (4) ◽  
pp. 635-636
Author(s):  
Myrna Gopnik
Keyword(s):  
Complex System ◽  
Language Impairment ◽  
Interdisciplinary Research ◽  
Cognitive Skills ◽  
Language Disorder ◽  
Specific Language ◽  
Linguistic Evidence ◽  
Linguistic Skills ◽  
Specific Language Disorder

AbstractMüller argues that general cognitive skills and linguistic skills are not necessarily independent. However, cross-linguistic evidence from an inherited specific language disorder affecting productive rules suggests significant degrees of modularity, innateness, and universality of language. Confident claims about the overall nature of such a complex system still await more interdisciplinary research.

Taalvaardigheidsonderzoek bij Taalgestoorde Leerlingen in het Voortgezet Onderwijs

1998 ◽  
Vol 60 ◽  
pp. 29-38
Author(s):  
E.A. Burger ◽  
G. Rijpma
Keyword(s):  
Special Education ◽  
Pilot Study ◽  
Language Development ◽  
Educational System ◽  
Financial Support ◽  
Language Disorder ◽  
Language Skills ◽  
Specific Language ◽  
Language Impaired ◽  
Grammatical Errors

Adolescent speakers of Dutch who have a language disorder cannot as yet be identified by generally acknowledged tests. However, in the future this will become necessary to apply for special education or financial support in the regular educational system. Based on a survey of the literature concerning normal and disordered language development in children up age 10, this article presents a pilot study in which the language skills of 10 specific language-impaired students are compared with those of 10 normally developing peers. Tasks are used both within academic and communicative contexts. Between the groups significant differences appear on two aspects only: the number of grammatical errors made while telling a story, and the length of the sentences used in writing a story. These two aspects therefore appear to be useful in the process of identifying language-disordered adolescents.

scholarly journals Developmental Language Disorder: Applications for Advocacy, Research, and Clinical Service

2020 ◽  
Vol 5 (1) ◽  
pp. 38-46 ◽  
Author(s):  
Karla K. McGregor ◽  
Lisa Goffman ◽  
Amanda Owen Van Horne ◽  
Tiffany P. Hogan ◽  
Lizbeth H. Finestack
Keyword(s):  
Public Schools ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Disorder ◽  
Scientific Progress ◽  
The United States ◽  
Developmental Language Disorder ◽  
Specific Language ◽  
Language Deficit ◽  
English Speaking

Purpose The CATALISE group (Bishop, Snowling, Thompson, Greenhalgh, & CATALISE Consortium, 2016; Bishop, Snowling, Thompson, Greenhalgh, & CATALISE-2 Consortium, 2017) recommended that the term developmental language disorder (DLD) be used to refer to neurodevelopmental language deficit. In this tutorial, we explain the appropriate application of the term and present advantages in adhering to the CATALISE recommendations. Conclusion Both specific language impairment and DLD refer to a neurodevelopmental condition that impairs spoken language, is long-standing and, is not associated with any known causal condition. The applications of the terms specific language impairment and DLD differ in breadth and the extent to which identification depends upon functional impact. Use of the term DLD would link advocacy efforts in the United States to those in other English-speaking countries. The criteria for identifying DLD presented in the CATALISE consensus offer opportunities for scientific progress while aligning well with practice in U.S. public schools.

Do Children Classified With Specific Language Impairment Have a Learning Disability in Writing? A Meta-Analysis

2020 ◽  
Vol 53 (4) ◽  
pp. 292-310
Author(s):  
Steve Graham ◽  
Michael Hebert ◽  
Evan Fishman ◽  
Amber B. Ray ◽  
Amy Gillespie Rouse
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Disorder ◽  
Meta Analysis ◽  
Response Format ◽  
Typically Developing ◽  
Writing Quality ◽  
Specific Language ◽  
Moderator Analysis ◽  
Writing Scores

In this meta-analysis, we examined whether children classified with specific language impairment (SLI) experience difficulties with writing. We included studies comparing children with SLI to (a) typically developing peers matched on age ( k = 39 studies) and (b) typically developing younger peers with similar language capabilities ( k = six studies). Children classified with SLI scored lower on writing measures than their typically developing peers matched on age ( g = −0.97) when all writing scores in a study were included in the analysis. This same pattern occurred for specific measures of writing: quality ( g = −0.92), output ( g = −1.00), grammar ( g = −0.68), vocabulary ( g = −0.68), and spelling ( g = −1.17). A moderator analysis revealed that differences in the writing scores of children classified with SLI and typically developing peers matched on age were not as large, but were still statistically significant, when assessment involved a contrived response format (vs. measured based on students’ writing), researcher-created measures (vs. norm-referenced tests), or SLI included just children with a speech disorder (vs. children with a language disorder). Children classified with SLI further scored lower on writing than typically developing peers with similar language capabilities ( g = −0.47). We concluded that children with SLI experience difficulties with writing.

The Specific Language Impairment/Developmental Language Disorders Forum: Fostering a Discussion of Terminology

2020 ◽  
Vol 5 (1) ◽  
pp. 3-5 ◽  
Author(s):  
Laura Green
Keyword(s):  
Clinical Practice ◽  
Public School ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Disorder ◽  
Language Disorders ◽  
Developmental Language Disorder ◽  
Language Deficits ◽  
Developmental Language Disorders ◽  
Specific Language

Purpose This prologue provides an introduction to the SIG 1 Perspectives forum addressing use of a more recently applied term, developmental language disorder (DLD), as well as a term that has been used in research for several decades, specific language impairment (SLI), to describe children who exhibit language deficits. Included are brief summaries of the 5 articles that comprise the forum. Conclusion The articles in this SLI/DLD forum offer perspectives on the use of both terms. Implications include their application in clinical practice, advocacy, research, treatment, funding, and public school speech/language services.

Is specific language impairment a valid diagnostic category? Genetic and psycholinguistic evidence

1994 ◽  
Vol 346 (1315) ◽  
pp. 105-111 ◽  
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Disorder ◽  
Diagnostic Category ◽  
Verbal Ability ◽  
Specific Language ◽  
The Social ◽  
Apparent Reason ◽  
Underlying Disorder ◽  
Specific Disorders

Specific language impairment (SLI) is diagnosed when a child fails to develop language normally for no apparent reason: hearing and intelligence are adequate and the social environment is unexceptional. Definitions of SLI typically specify that the child must have a substantial discrepancy between language ability and non-verbal IQ. However, data from a twin study question the validity of this requirement, and indicate that SLI is not genetically distinct from less specific disorders where language impairment occurs in the context of low average or borderline non-verbal ability. A second question concerns the heterogeneous language symptoms seen in SLI: do these correspond to distinct conditions, or to different phenotypic manifestations of a common underlying disorder, or are they merely random variations resulting from unreliable assessments? The last of these possibilities is ruled out by the finding that twins who are concordant for language disorder show good agreement in terms of the pattern of language impairment. However, systematic variation in the age and ability of children in different SLI subgroups suggest that these may correspond to variable manifestations of a core inherited language disorder, rather than distinct diagnostic entities.

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