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https://www.readbyqxmd.com/read/28321888/specific-language-impairment-is-associated-with-maternal-and-family-factors
#1
F B Diepeveen, P van Dommelen, A M Oudesluys-Murphy, P H Verkerk
BACKGROUND: This study aimed to identify risk factors associated with specific language impairment (SLI). METHODS: In a nested case-control design, 253 children attending special needs schools for severe speech and language difficulties in the Netherlands were matched for sex and date of birth with 253 children attending mainstream education. Data on perinatal, maternal and family issues were retrieved from well-child care files registered shortly after birth. RESULTS: Children with SLI had younger mothers than children in the control group (mean 30 years 9 months vs...
March 20, 2017: Child: Care, Health and Development
https://www.readbyqxmd.com/read/28296973/quantitative-analysis-of-disfluency-in-children-with-autism-spectrum-disorder-or-language-impairment
#2
Heather MacFarlane, Kyle Gorman, Rosemary Ingham, Alison Presmanes Hill, Katina Papadakis, Géza Kiss, Jan van Santen
Deficits in social communication, particularly pragmatic language, are characteristic of individuals with autism spectrum disorder (ASD). Speech disfluencies may serve pragmatic functions such as cueing speaking problems. Previous studies have found that speakers with ASD differ from typically developing (TD) speakers in the types and patterns of disfluencies they produce, but fail to provide sufficiently detailed characterizations of the methods used to categorize and quantify disfluency, making cross-study comparison difficult...
2017: PloS One
https://www.readbyqxmd.com/read/28289279/next-gen-sequencing-identifies-non-coding-variation-disrupting-mirna-binding-sites-in-neurological-disorders
#3
P Devanna, X S Chen, J Ho, D Gajewski, S D Smith, A Gialluisi, C Francks, S E Fisher, D F Newbury, S C Vernes
Understanding the genetic factors underlying neurodevelopmental and neuropsychiatric disorders is a major challenge given their prevalence and potential severity for quality of life. While large-scale genomic screens have made major advances in this area, for many disorders the genetic underpinnings are complex and poorly understood. To date the field has focused predominantly on protein coding variation, but given the importance of tightly controlled gene expression for normal brain development and disorder, variation that affects non-coding regulatory regions of the genome is likely to play an important role in these phenotypes...
March 14, 2017: Molecular Psychiatry
https://www.readbyqxmd.com/read/28265645/nonadjacent-dependency-learning-in-cantonese-speaking-children-with-and-without-a-history-of-specific-language-impairment
#4
Lai-Sang Iao, Lai Yan Ng, Anita Mei Yin Wong, Oi Ting Lee
Purpose: This study investigated nonadjacent dependency learning in Cantonese-speaking children with and without a history of specific language impairment (SLI) in an artificial linguistic context. Method: Sixteen Cantonese-speaking children with a history of SLI and 16 Cantonese-speaking children with typical language development (TLD) were tested with a nonadjacent dependency learning task using artificial languages that mimic Cantonese. Results: Children with TLD performed above chance and were able to discriminate between trained and untrained nonadjacent dependencies...
March 1, 2017: Journal of Speech, Language, and Hearing Research: JSLHR
https://www.readbyqxmd.com/read/28257584/semantic-processing-of-sentences-in-preschoolers-with-specific-language-impairment-evidence-from-the-n400-effect
#5
Judith Pijnacker, Nina Davids, Marjolijn van Weerdenburg, Ludo Verhoeven, Harry Knoors, Petra van Alphen
Purpose: Given the complexity of sentence processing and the specific problems that children with specific language impairment (SLI) experience, we investigated the time course and characteristics of semantic processing at the sentence level in Dutch preschoolers with SLI. Method: We measured N400 responses to semantically congruent and incongruent spoken sentences (e.g., "My father is eating an apple/*blanket") in a group of 37 Dutch preschoolers with SLI and in a group of 25 typically developing (TD) peers...
March 1, 2017: Journal of Speech, Language, and Hearing Research: JSLHR
https://www.readbyqxmd.com/read/28256101/the-procedural-learning-deficit-hypothesis-of-language-learning-disorders-we-see-some-problems
#6
Gillian West, Miguel A Vadillo, David R Shanks, Charles Hulme
Impaired procedural learning has been suggested as a possible cause of developmental dyslexia (DD) and specific language impairment (SLI). This study examined the relationship between measures of verbal and non-verbal implicit and explicit learning and measures of language, literacy and arithmetic attainment in a large sample of 7 to 8-year-old children. Measures of verbal explicit learning were correlated with measures of attainment. In contrast, no relationships between measures of implicit learning and attainment were found...
March 2, 2017: Developmental Science
https://www.readbyqxmd.com/read/28241196/sensitivity-to-morphosyntactic-information-in-3-year-old-children-with-typical-language-development-a-feasibility-study
#7
Patricia Deevy, Laurence B Leonard, Virginia A Marchman
Purpose: This study tested the feasibility of a method designed to assess children's sensitivity to tense/agreement information in fronted auxiliaries during online comprehension of questions (e.g., Are the nice little dogs running?). We expected that a group of children who were proficient in auxiliary use would show this sensitivity, indicating an awareness of the relation between the subject-verb sequence (e.g., dogs running) and preceding information (e.g., are). Failure to grasp this relation is proposed to play a role in the protracted inconsistency in auxiliary use in children with specific language impairment (SLI)...
March 1, 2017: Journal of Speech, Language, and Hearing Research: JSLHR
https://www.readbyqxmd.com/read/28241193/lipreading-ability-and-its-cognitive-correlates-in-typically-developing-children-and-children-with-specific-language-impairment
#8
Jenni Heikkilä, Eila Lonka, Sanna Ahola, Auli Meronen, Kaisa Tiippana
Purpose: Lipreading and its cognitive correlates were studied in school-age children with typical language development and delayed language development due to specific language impairment (SLI). Method: Forty-two children with typical language development and 20 children with SLI were tested by using a word-level lipreading test and an extensive battery of standardized cognitive and linguistic tests. Results: Children with SLI were poorer lipreaders than their typically developing peers...
March 1, 2017: Journal of Speech, Language, and Hearing Research: JSLHR
https://www.readbyqxmd.com/read/28174821/deficits-in-coordinative-bimanual-timing-precision-in-children-with-specific-language-impairment
#9
Janet Vuolo, Lisa Goffman, Howard N Zelaznik
Purpose: Our objective was to delineate components of motor performance in specific language impairment (SLI); specifically, whether deficits in timing precision in one effector (unimanual tapping) and in two effectors (bimanual clapping) are observed in young children with SLI. Method: Twenty-seven 4- to 5-year-old children with SLI and 21 age-matched peers with typical language development participated. All children engaged in a unimanual tapping and a bimanual clapping timing task...
February 1, 2017: Journal of Speech, Language, and Hearing Research: JSLHR
https://www.readbyqxmd.com/read/28112055/observing-iconic-gestures-enhances-word-learning-in-typically-developing-children-and-children-with-specific-language-impairment
#10
Susanne Vogt, Christina Kauschke
Research has shown that observing iconic gestures helps typically developing children (TD) and children with specific language impairment (SLI) learn new words. So far, studies mostly compared word learning with and without gestures. The present study investigated word learning under two gesture conditions in children with and without language impairment. Twenty children with SLI (age four), twenty age-matched TD children, and twenty language-matched TD children were taught words that were presented with either iconic or non-iconic gestures...
January 23, 2017: Journal of Child Language
https://www.readbyqxmd.com/read/28073077/hypertext-comprehension-of-deaf-and-hard-of-hearing-students-and-students-with-specific-language-impairment
#11
Helen Blom, Eliane Segers, Daan Hermans, Harry Knoors, Ludo Verhoeven
This paper provides insight into the reading comprehension of hierarchically structured hypertexts within D/HH students and students with SLI. To our knowledge, it is the first study on hypertext comprehension in D/HH students and students with SLI, and it also considers the role of working memory. We compared hypertext versus linear text comprehension in D/HH students and students with SLI versus younger students without language problems who had a similar level of decoding and vocabulary. The results demonstrated no difference in text comprehension between the hierarchically structured hypertext and the linear text...
January 7, 2017: Research in Developmental Disabilities
https://www.readbyqxmd.com/read/28046095/learning-and-overnight-retention-in-declarative-memory-in-specific-language-impairment
#12
Ágnes Lukács, Ferenc Kemény, Jarrad A G Lum, Michael T Ullman
We examined learning and retention in nonverbal and verbal declarative memory in Hungarian children with (n = 21) and without (n = 21) SLI. Recognition memory was tested both 10 minutes and one day after encoding. On nonverbal items, only the children with SLI improved overnight, with no resulting group differences in performance. In the verbal domain, the children with SLI consistently showed worse performance than the typically-developing children, but the two groups showed similar overnight changes. The findings suggest the possibility of spared or even enhanced declarative memory consolidation in SLI...
2017: PloS One
https://www.readbyqxmd.com/read/28036410/interactive-book-reading-to-accelerate-word-learning-by-kindergarten-children-with-specific-language-impairment-identifying-an-adequate-intensity-and-variation-in-treatment-response
#13
Holly L Storkel, Krista Voelmle, Veronica Fierro, Kelsey Flake, Kandace K Fleming, Rebecca Swinburne Romine
Purpose: This study sought to identify an adequate intensity of interactive book reading for new word learning by children with specific language impairment (SLI) and to examine variability in treatment response. Method: An escalation design adapted from nontoxic drug trials (Hunsberger, Rubinstein, Dancey, & Korn, 2005) was used in this Phase I/II preliminary clinical trial. A total of 27 kindergarten children with SLI were randomized to 1 of 4 intensities of interactive book reading: 12, 24, 36, or 48 exposures...
January 1, 2017: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/27982253/comprehension-of-ambiguity-for-children-with-specific-language-impairment-and-autism-spectrum-disorder
#14
Mariana Katsumi Ishihara, Ana Carina Tamanaha, Jacy Perissinoto
Purpose: To verify and compare the performance of children and adolescents with Specific Language Impairment (SLI) and Autism Spectrum Disorder (ASD) using a formal, standardized test that assesses language competence, more specifically comprehension of ambiguity. Methods: The sample comprised 19 individuals aged 6 to 14 years, of both genders, divided into two groups: ASD Group (9) and SLI Group (10). Participants were assessed using the Test of Language Competence - TLC; Ambiguous Sentences subtest (Wiig, Secord, 1989)...
November 2016: CoDAS
https://www.readbyqxmd.com/read/27973643/syntactic-versus-memory-accounts-of-the-sentence-comprehension-deficits-of-specific-language-impairment-looking-back-looking-ahead
#15
James W Montgomery, Ronald B Gillam, Julia L Evans
Purpose: Compared with same-age typically developing peers, school-age children with specific language impairment (SLI) exhibit significant deficits in spoken sentence comprehension. They also demonstrate a range of memory limitations. Whether these 2 deficit areas are related is unclear. The present review article aims to (a) review 2 main theoretical accounts of SLI sentence comprehension and various studies supporting each and (b) offer a new, broader, more integrated memory-based framework to guide future SLI research, as we believe the available evidence favors a memory-based perspective of SLI comprehension limitations...
December 1, 2016: Journal of Speech, Language, and Hearing Research: JSLHR
https://www.readbyqxmd.com/read/27904612/a-systematic-review-on-diagnostic-procedures-for-specific-language-impairment-the-sensitivity-and-specificity-issues
#16
REVIEW
Toktam Maleki Shahmahmood, Shohreh Jalaie, Zahra Soleymani, Fatemeh Haresabadi, Parvin Nemati
BACKGROUND: Identification of children with specific language impairment (SLI) has been viewed as both necessity and challenge. Investigators and clinicians use different tests and measures for this purpose. Some of these tests/measures have good psychometric properties, but it is not sufficient for diagnostic purposes. A diagnostic procedure can be used for identification a specific population with confidence only when its sensitivity and specificity are acceptable. In this study, we searched for tests/measures with predefined sensitivity and specificity for identification of preschool children with SLI from their typically developing peers...
2016: Journal of Research in Medical Sciences: the Official Journal of Isfahan University of Medical Sciences
https://www.readbyqxmd.com/read/27884866/a-case-of-specific-language-impairment-in-a-deaf-signer-of-american-sign-language
#17
David Quinto-Pozos, Jenny L Singleton, Peter C Hauser
This article describes the case of a deaf native signer of American Sign Language (ASL) with a specific language impairment (SLI). School records documented normal cognitive development but atypical language development. Data include school records; interviews with the child, his mother, and school professionals; ASL and English evaluations; and a comprehensive neuropsychological and psychoeducational evaluation, and they span an approximate period of 7.5 years (11;10-19;6) including scores from school records (11;10-16;5) and a 3...
November 23, 2016: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/27867370/theory-of-mind-deficits-and-social-emotional-functioning-in-preschoolers-with-specific-language-impairment
#18
REVIEW
Constance Vissers, Sophieke Koolen
Children with Specific Language Impairment (SLI) often experience emotional and social difficulties. In general, problems in social emotional functioning can be cognitively explained in terms of Theory of Mind (ToM). In this mini-review, an overview is provided of studies on social-emotional functioning and ToM in preschoolers (average age from 2.3 to 6.2 years) with SLI. It is concluded that, similar to school-aged children with SLI, preschoolers with SLI have several social-emotional problems and that both cognitive and affective aspects of ToM are impaired in those children...
2016: Frontiers in Psychology
https://www.readbyqxmd.com/read/27851795/health-related-quality-of-life-for-children-and-adolescents-with-specific-language-impairment-a-cohort-study-by-a-learning-disabilities-reference-center
#19
Gaëlle Hubert-Dibon, Marie Bru, Christèle Gras Le Guen, Elise Launay, Arnaud Roy
OBJECTIVES: To assess the health-related quality of life (HRQOL) of children with specific language impairment (SLI). STUDY DESIGN: In a prospective sample at a Learning Disabilities Reference Center, proxy-rated HRQOL (KIDSCREEN-27) was assessed for children with SLI and unaffected children from January 1, 2014 to March 31, 2015. Quality of life predictors for children with SLI were evaluated by recording the length and number of speech therapy and psychotherapy sessions and the specific school organization that the children had participated in...
2016: PloS One
https://www.readbyqxmd.com/read/27788275/processing-binding-relations-in-specific-language-impairment
#20
Richard G Schwartz, Arild Hestvik, Liat Seiger-Gardner, Diana Almodovar
Purpose: This sentence processing experiment examined the abilities of children with specific language impairment (SLI) and children with typical language development (TD) to establish relations between pronouns or reflexives and their antecedents in real time. Method: Twenty-two children with SLI and 24 age-matched children with TD (7;3-10;11 [years;months]) participated in a cross-modal picture priming experiment to determine whether they selectively activated the correct referent at the pronoun or reflexive in sentences...
December 1, 2016: Journal of Speech, Language, and Hearing Research: JSLHR
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