The Relationship Between Nonlinguistic False Belief Tasks, Visual Processing Capacity, and Language Ability in Children With Specific Language Impairment

2019 ◽  
Vol 28 (4) ◽  
pp. 101-110
Author(s):  
Su Yeon Lee ◽  
Dong Sun Yim
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Visual Processing ◽  
Language Ability ◽  
False Belief ◽  
Processing Capacity ◽  
Specific Language ◽  
False Belief Tasks ◽  
The Relationship

The Relationship of Language and Emotion Regulation Skills to Reticence in Children With Specific Language Impairment

2004 ◽  
Vol 47 (3) ◽  
pp. 637-646 ◽  
Author(s):  
Martin Fujiki ◽  
Matthew P. Spackman ◽  
Bonnie Brinton ◽  
Andrea Hall
Keyword(s):  
Emotion Regulation ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Rating Scale ◽  
Teacher Behavior ◽  
Language Ability ◽  
Specific Language ◽  
Behavior Rating Scale ◽  
Significant Difference ◽  
The Relationship

This study examined the relationship between emotion regulation, language ability, and reticent behavior in children with specific language impairment (SLI) and their typical peers. Participants included 43 children with SLI and 43 typically developing children, for a total sample of 86 participants. Children were selected from 2 age ranges: 5–8 years and 9–12 years. The Emotion Regulation Checklist (ERC; A. Shields & D. Cicchetti, 1997, 1998) and the Teacher Behavior Rating Scale (TBRS; C. H. Hart & C. C. Robinson, 1996) were completed by each child’s teacher to provide measures of emotion regulation and reticence, respectively. The Comprehensive Assessment of Spoken Language (CASL; E. Carrow-Woodfolk, 1999) was administered to provide a measure of language ability. A regression analysis including all participants indicated that the emotion regulation scores and the CASL scores were significant predictors of the reticence scores, accounting for 43% of the variance. Group-specific analyses were then conducted to determine whether the 2 predictor scales differentially predicted reticence based on language and age groups. None of the tests exceeded the.05 level, indicating that there was no significant difference in predictive power on the 2 factors in question. KEY WORDS: emotion regulation, language impairment, reticence, withdrawal, socioemotional

scholarly journals Comprehension and production of relative clauses: a comparison between Swedish impaired and unimpaired children

2000 ◽  
Vol 27 (2) ◽  
pp. 313-333 ◽  
Author(s):  
GISELA HÅKANSSON ◽  
KRISTINA HANSSON
Keyword(s):  
Language Comprehension ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Production ◽  
Relative Clauses ◽  
Sentence Completion ◽  
Target Structure ◽  
Elicited Imitation ◽  
Specific Language ◽  
The Relationship

The aim of the present study is to investigate the relationship between language comprehension and language production in Swedish children. This was done longitudinally with 10 children with specific language impairment (SLI), aged 4;0 to 6;3 at Time I, and 10 children with unimpaired language development, aged 3;1 to 3;7 at Time I. The target structure was subordination, more precisely relative clauses. The children's comprehension was tested with picture pointing, act-out and oral response tests. Their production was tested with elicited imitation and sentence completion tests. Data were collected twice, with an interval of six months. The results from the unimpaired children at Time I showed a difference between comprehension and production. At Time II these children scored higher on production than on comprehension. The children with SLI scored significantly higher on comprehension than on production at Time I. In half of the SLI group there was a clear development between the two data collection sessions, diminishing the dissociation. On neither testing did the children with SLI differ significantly from the unimpaired children in comprehension. At both testings, however, the children with SLI had significantly more responses where they did not insert the complementizer in relative clauses. The results indicate that the relationship between comprehension and production is different at different stages in development. They also show that structures involving dependency relations are particularly difficult to produce for children with SLI.

Gesture and speech during shared book reading with preschoolers with specific language impairment

2015 ◽  
Vol 42 (6) ◽  
pp. 1191-1218 ◽  
Author(s):  
MANUELA LAVELLI ◽  
CHIARA BARACHETTI ◽  
ELENA FLORIT
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Sequential Analysis ◽  
Book Reading ◽  
Shared Book Reading ◽  
Typically Developing ◽  
Specific Language ◽  
Potential Effectiveness ◽  
Maternal Speech ◽  
The Relationship

ABSTRACTThis study examined (a) the relationship between gesture and speech produced by children with specific language impairment (SLI) and typically developing (TD) children, and their mothers, during shared book-reading, and (b) the potential effectiveness of gestures accompanying maternal speech on the conversational responsiveness of children. Fifteen preschoolers with expressive SLI were compared with fifteen age-matched and fifteen language-matched TD children. Child and maternal utterances were coded for modality, gesture type, gesture–speech informational relationship, and communicative function. Relative to TD peers, children with SLI used more bimodal utterances and gestures adding unique information to co-occurring speech. Some differences were mirrored in maternal communication. Sequential analysis revealed that only in the SLI group maternal reading accompanied by gestures was significantly followed by child's initiatives, and when maternal non-informative repairs were accompanied by gestures, they were more likely to elicit adequate answers from children. These findings support the ‘gesture advantage’ hypothesis in children with SLI, and have implications for educational and clinical practice.

Specific Language Impairment as a Clinical Category

1991 ◽  
Vol 22 (2) ◽  
pp. 66-68 ◽  
Author(s):  
Laurence B. Leonard
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Ability ◽  
Central Mechanism ◽  
Alternative View ◽  
Specific Language ◽  
Language Impaired ◽  
Language Measures ◽  
Clinical Category

Many children are diagnosed as "specifically language-impaired" principally on the basis of their low scores relative to the norm on language measures. Yet it is often assumed that such children must suffer from a subtle disruption or defect in some peripheral or central mechanism that is involved in language learning. In this paper, an alternative view is offered: Many of these children may simply be limited in language ability in much the same way that others may be poor in musical, spatial, or bodily kinesthetic abilities.

Beyond morphosyntax in developing bilinguals and “specific” language impairment

2010 ◽  
Vol 31 (2) ◽  
pp. 303-310 ◽  
Author(s):  
Kathryn Kohnert ◽  
Kerry Danahy Ebert
Keyword(s):  
Language Learners ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Dual Language ◽  
Processing Capacity ◽  
Primary Language ◽  
Specific Language ◽  
Behavioral Profile ◽  
Domain Specific ◽  
Primary Language Impairment

In the Keynote Article, “The Interface Between Bilingual Development and Specific Language Impairment,” Johanne Paradis considers issues and evidence at the intersection of children learning two languages and primary or specific language impairment (SLI). The review focuses on morphosyntactic evidence and the fit of this evidence with maturational (domain-specific) and limited processing capacity (LPC; domain-general) theories of language impairment. We agree with Paradis that studies that systematically and simultaneously investigate the behavioral profile of dual-language learners and children with language impairment are of significant theoretical and practical value. In our commentary we aim to broaden the behavioral profile to be considered in these populations, beyond the level of morphosyntax. In line with this aim we use the term primary language impairment (PLI) for the same population referred to as SLI by Paradis.

Sign in / Sign up

Export Citation Format

Share Document