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SLI child* gramma*

Christina N Meyers-Denman, Elena Plante
Purpose: Dosage has been identified as an important element of treatment that may affect treatment efficacy. The purpose of this study was to examine the role of dose schedule for treatment of grammatical morphology deficits in children with specific language impairment (SLI). Method: Sixteen 4-to-5-year-old children with SLI participated in a 5-week intervention consisting of equivalent daily Enhanced Conversational Recast treatment (Plante et al., 2014) targeting grammatical morphology...
October 1, 2016: Language, Speech, and Hearing Services in Schools
Eileen Haebig, Audra Sterling, Jill Hoover
Purpose: One aspect of morphosyntax, finiteness marking, was compared in children with fragile X syndrome (FXS), specific language impairment (SLI), and typical development matched on mean length of utterance (MLU). Method: Nineteen children with typical development (mean age = 3.3 years), 20 children with SLI (mean age = 4.9 years), and 17 boys with FXS (mean age = 11.9 years) completed the Test of Early Grammatical Impairment (TEGI; Rice & Wexler, 2001), and other cognitive and language assessments...
October 1, 2016: Journal of Speech, Language, and Hearing Research: JSLHR
Rita Obeid, Patricia J Brooks, Kasey L Powers, Kristen Gillespie-Lynch, Jarrad A G Lum
Impairments in statistical learning might be a common deficit among individuals with Specific Language Impairment (SLI) and Autism Spectrum Disorder (ASD). Using meta-analysis, we examined statistical learning in SLI (14 studies, 15 comparisons) and ASD (13 studies, 20 comparisons) to evaluate this hypothesis. Effect sizes were examined as a function of diagnosis across multiple statistical learning tasks (Serial Reaction Time, Contextual Cueing, Artificial Grammar Learning, Speech Stream, Observational Learning, and Probabilistic Classification)...
2016: Frontiers in Psychology
Nathalie Bedoin, Lucie Brisseau, Pauline Molinier, Didier Roch, Barbara Tillmann
Children with developmental language disorders have been shown to be also impaired in rhythm and meter perception. Temporal processing and its link to language processing can be understood within the dynamic attending theory. An external stimulus can stimulate internal oscillators, which orient attention over time and drive speech signal segmentation to provide benefits for syntax processing, which is impaired in various patient populations. For children with Specific Language Impairment (SLI) and dyslexia, previous research has shown the influence of an external rhythmic stimulation on subsequent language processing by comparing the influence of a temporally regular musical prime to that of a temporally irregular prime...
2016: Frontiers in Neuroscience
Elin Thordardottir
PURPOSE: Grammatical morphology continues to be widely regarded as an area of extraordinary difficulty in children with Specific Language Impairment (SLI). A main argument for this view is the purported high diagnostic accuracy of morphological errors for the identification of SLI. However, findings are inconsistent across age groups and across languages. Studies show morphological difficulty to be far less pronounced in more highly inflected languages and the diagnostic accuracy of morphology in such languages is largely unknown...
July 2016: Journal of Communication Disorders
Sofía M Souto, Laurence B Leonard, Patricia Deevy, Marc E Fey, Shelley L Bredin-Oja
UNLABELLED: Several recent studies have suggested that the production errors of children with specific language impairment (SLI) such as The girl singing may be explained by a misinterpretation of grammatical adult input containing a similar structure (e.g., The boy hears the girl singing). Thirteen children with SLI and 13 younger typically developing children with comparable sentence comprehension test scores (TD-COMP) completed a comprehension task to assess their understanding of sentences involving a nonfinite subject-verb sequence in a subordinate clause such as The dad sees the boy running...
July 2016: Journal of Communication Disorders
Carmen Julia Coloma, Claudia Araya, Camilo Quezada, Maria Mercedes Pavez, Mariangela Maggiolo
This study examined grammaticality and complexity of sentences in monolingual Spanish-speaking children with specific language impairment (SLI). A group of SLI children (n = 13), mean age 6, was compared to a control group (CCG) matched by age (n = 11), and a younger control group (LCG) with similar linguistic development (n = 13). Grammaticality and complexity of sentences were analysed including identification and counting of: a) simple and complex sentences, b) grammatical and ungrammatical sentences, and c) types of grammatical errors...
2016: Clinical Linguistics & Phonetics
Lise Desmottes, Thierry Meulemans, Christelle Maillart
OBJECTIVES: This study aims to compare verbal and motor implicit sequence learning abilities in children with and without specific language impairment (SLI). METHODS: Forty-eight children (24 control and 24 SLI) were administered the Serial Search Task (SST), which enables the simultaneous assessment of implicit spoken words and visuomotor sequences learning. RESULTS: Results showed that control children implicitly learned both the spoken words as well as the motor sequences...
May 2016: Journal of the International Neuropsychological Society: JINS
Lucía Buil-Legaz, Eva Aguilar-Mediavilla, Javier Rodríguez-Ferreiro
BACKGROUND: Children with a diagnosis of specific language impairment (SLI) present impaired oral comprehension. According to the simple view of reading, general amodal linguistic capacity accounts for both oral and reading comprehension. Considering this, we should expect SLI children to display a reading comprehension deficit. However, previous research regarding the association between reading disorders and SLI has yielded inconsistent results. AIMS: To study the influence of prior oral comprehension competence over reading comprehension during the first years of reading acquisition of bilingual Catalan-Spanish children with SLI (ages 7-8)...
July 2016: International Journal of Language & Communication Disorders
Catherine Davies, Clara Andrés-Roqueta, Courtenay Frazier Norbury
Specific language impairment (SLI) has traditionally been characterized as a deficit of structural language (specifically grammar), with relative strengths in pragmatics. In this study, comprehensive assessment of production, comprehension, and metalinguistic judgment of referring expressions revealed that children with SLI have weaknesses in both structural and pragmatic language skills relative to age-matched peers. Correlational analyses highlight a relationship between their performance on the experimental tasks and their structural language ability...
April 2016: Journal of Experimental Child Psychology
Janna B Oetting, Janet L McDonald, Christy M Seidel, Michael Hegarty
PURPOSE: The inability to accurately recall sentences has proven to be a clinical marker of specific language impairment (SLI); this task yields moderate-to-high levels of sensitivity and specificity. However, it is not yet known if these results hold for speakers of dialects whose nonmainstream grammatical productions overlap with those that are produced at high rates by children with SLI. METHOD: Using matched groups of 70 African American English speakers and 36 Southern White English speakers and dialect-strategic scoring, we examined children's sentence recall abilities as a function of their dialect and clinical status (SLI vs...
February 2016: Journal of Speech, Language, and Hearing Research: JSLHR
Helen Tager-Flusberg
Autism spectrum disorder (ASD) is diagnosed on the basis of core impairments in pragmatic language skills, which are found across all ages and subtypes. In contrast, there is significant heterogeneity in language phenotypes, ranging from nonverbal to superior linguistic abilities, as defined on standardized tests of vocabulary and grammatical knowledge. The majority of children are verbal but impaired in language, relative to age-matched peers. One hypothesis is that this subgroup has ASD and co-morbid specific language impairment (SLI)...
October 2015: Science China. Life Sciences
Ronny Moav-Scheff, Rachel Yifat, Karen Banai
BACKGROUND: Sensitivity to perceptual context (anchoring) has been suggested to contribute to the development of both oral- and written-language skills, but studies of this idea in children have been rare. AIMS: To determine whether deficient anchoring contributes to the phonological memory and word learning deficits of children with specific language impairment (SLI). METHODS AND PROCEDURES: 84 preschool children with and without SLI participated in the study...
October 2015: Research in Developmental Disabilities
Gina Conti-Ramsden, Michael T Ullman, Jarrad A G Lum
What memory systems underlie grammar in children, and do these differ between typically developing (TD) children and children with specific language impairment (SLI)? Whilst there is substantial evidence linking certain memory deficits to the language problems in children with SLI, few studies have investigated multiple memory systems simultaneously, examining not only possible memory deficits but also memory abilities that may play a compensatory role. This study examined the extent to which procedural, declarative, and working memory abilities predict receptive grammar in 45 primary school aged children with SLI (30 males, 15 females) and 46 TD children (30 males, 16 females), both on average 9;10 years of age...
2015: Frontiers in Psychology
Ruth Cumming, Angela Wilson, Usha Goswami
Children with specific language impairments (SLIs) show impaired perception and production of spoken language, and can also present with motor, auditory, and phonological difficulties. Recent auditory studies have shown impaired sensitivity to amplitude rise time (ART) in children with SLIs, along with non-speech rhythmic timing difficulties. Linguistically, these perceptual impairments should affect sensitivity to speech prosody and syllable stress. Here we used two tasks requiring sensitivity to prosodic structure, the DeeDee task and a stress misperception task, to investigate this hypothesis...
2015: Frontiers in Psychology
Kuppuraj Sengottuvel, Prema K S Rao
BACKGROUND: Specific Language Impairment (SLI) is a neurodevelopmental disorder affecting language acquisition in the absence of frank neurological damage, hearing deficits, severe environmental deprivation, or mental retardation. Children with SLI have significant difficulties in syntax domain of language compared to semantics, while their acquisition of pragmatics is relatively spared. PURPOSE: The purpose of the present study is to examine the judgment and revision of inflectional and derivational morphemes of children with specific language impairment (SLI)...
April 2015: Annals of Neurosciences
Karen M Smith-Lock, Suze Leitão, Polly Prior, Lyndsey Nickels
PURPOSE: This study compared the effectiveness of two grammar treatment procedures for children with specific language impairment. METHOD: A double-blind superiority trial with cluster randomization was used to compare a cueing procedure, designed to elicit a correct production following an initial error, to a recasting procedure, which required no further production. Thirty-one 5-year-old children with specific language impairment participated in 8 small group, classroom-based treatment sessions...
October 2015: Language, Speech, and Hearing Services in Schools
Alison Presmanes Hill, Jan van Santen, Kyle Gorman, Beth Hoover Langhorst, Eric Fombonne
BACKGROUND: A subgroup of young children with autism spectrum disorders (ASD) have significant language impairments (phonology, grammar, vocabulary), although such impairments are not considered to be core symptoms of and are not unique to ASD. Children with specific language impairment (SLI) display similar impairments in language. Given evidence for phenotypic and possibly etiologic overlap between SLI and ASD, it has been suggested that language-impaired children with ASD (ASD + language impairment, ALI) may be characterized as having both ASD and SLI...
2015: Journal of Neurodevelopmental Disorders
Laurence B Leonard, Kristina Hansson, Ulrika Nettelbladt, Patricia Deevy
We report a cross-linguistic investigation of English- and Swedish-speaking children with specific language impairment (SLI) in an attempt to determine whether Wexler's (1998; 2003) (Extended) Unique Checking Constraint (EUCC) can account for the grammatical profiles of these groups of children. In Study I, a group of Swedish-speaking preschoolers with SLI showed greater use of finite verb inflections and copula forms than a group of English-speaking preschoolers with SLI, even though the two groups were carefully matched according to both age and severity of language impairment...
2004: Language Acquisition
Ágnes Lukács, Bence Kas, Laurence B Leonard
This study examines whether children with specific language impairment (SLI) acquiring a language with a rich case marking system (Hungarian) have difficulty with case, and, if so, whether the difficulty is comparable for spatial and nonspatial meanings. Data were drawn from narrative samples and from a sentence repetition task. Suffixes were tested both in their spatial and nonspatial meanings. Participants with SLI were compared to same-age peers and younger typically developing children matched on receptive vocabulary scores ( VC children )...
August 1, 2013: First Language
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