PROGRAMMING, REGULATION AND CONTROL FUNCTIONS IN CHILDREN WITH SPECIFIC LANGUAGE IMPAIRMENT AND SENSORIMOTOR ALALIA

2018 ◽  
Author(s):  
Elena Gorobets
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Specific Language ◽  
Control Functions ◽  
And Control

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.

Anticipatory sentence processing in children with specific language impairment: Evidence from eye movements during listening

2012 ◽  
Vol 34 (1) ◽  
pp. 5-44 ◽  
Author(s):  
LLORENÇ ANDREU ◽  
MÒNICA SANZ-TORRENT ◽  
JOHN C. TRUESWELL
Keyword(s):  
Eye Movements ◽  
Sentence Processing ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Time Course ◽  
Sentence Comprehension ◽  
Specific Language ◽  
Fine Grained ◽  
Anticipatory Eye Movements ◽  
And Control

ABSTRACTTwenty-five children with specific language impairment (SLI; age 5 years, 3 months [5;3]–8;2), 50 typically developing children (3;3–8;2), and 31 normal adults participated in three eye-tracking experiments of spoken language comprehension that were designed to investigate the use of verb information during real-time sentence comprehension in Spanish. In Experiment 1, participants heard sentences like El niño recorta con cuidado el papel (The boy trims carefully the paper) in the presence of four depicted objects, only one of which satisfied the semantic restrictions of the verb recorta (e.g., paper, clock, fox, and dinosaur). Eye movements revealed that children with SLI, like other groups, were able to recognize and retrieve the meaning of the verb rapidly enough to anticipate the upcoming semantically appropriate referent, prior to actually hearing the noun phrase el papel (the paper). Experiments 2 and 3 revealed that for all groups of participants, anticipatory eye movements were also modulated by the semantic fit of the object serving as the patient/theme of the verb. Relatively fine-grained semantic information of a verb was computed fast enough even by children with SLI to result in anticipatory eye movements to semantically appropriate referents. Children with SLI did differ from age-matched controls, but only slightly in terms of overall anticipatory looking at target objects; the time course of looking between these groups was quite similar. In addition, no differences were found between children with SLI and control children matched for mean length of utterance. Implications for theories that characterize SLI are discussed.

Frequency Discrimination Deficits in People With Specific Language Impairment

2004 ◽  
Vol 47 (3) ◽  
pp. 527-541 ◽  
Author(s):  
G. M. McArthur ◽  
D. V. M. Bishop
Keyword(s):  
Phonemic Awareness ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Reliability And Validity ◽  
Frequency Discrimination ◽  
Poor Reading ◽  
Significant Group ◽  
Specific Language ◽  
Nonverbal Ability ◽  
And Control

The reliability and validity of a frequency discrimination (FD) task were tested in 16 people with specific language impairment (SLI) and 16 people with normal spoken language (controls). The FD thresholds of the 2 groups indicated that FD thresholds for 25-ms and 250-ms tones were remarkably stable across 18 months. The FD thresholds were lower for control listeners than for listeners with SLI for both duration conditions, and the FD thresholds for both groups of listeners were lower for 250-ms tones than for 25-ms tones. Moreover, the FD thresholds were influenced little by nonperceptual, task-related abilities (e.g., paired-associative learning, memory for temporal order, sustained attention, and control of attention) of the listener groups. The significant group difference between the mean FD thresholds of the SLI and control groups was explained by a subgroup of people with SLI who had particularly poor thresholds compared with those of controls and the majority of the SLI group. This subgroup did not differ from the remainder of the SLI sample in terms of age or nonverbal ability but was characterized by very poor reading that was associated with poor phonemic awareness.

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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