Processing and linguistic markers in young children with specific language impairment (SLI)

Journal of Speech, Language, and Hearing Research

Volumn 46, Issue 5, 2003, Pages 1029-1037

  Conti Ramsden, Gina ^a  

^a UNIVERSITY OF MANCHESTER   (United Kingdom)

Author keywords

Linguistic markers; Nonword repetition; Processing markers; Specific language impairment (SLI)

Indexed keywords

ARTICLE; CLINICAL ARTICLE; CONTROLLED STUDY; HUMAN; INTELLIGENCE QUOTIENT; LANGUAGE DISABILITY; LINGUISTICS; PRESCHOOL CHILD; RECALL; SPEECH THERAPY; TASK PERFORMANCE;

CHILD, PRESCHOOL; FEMALE; HUMANS; LANGUAGE DISORDERS; LANGUAGE TESTS; LINGUISTICS; MALE;

EID: 0141566376     PISSN: 10924388     EISSN: None     Source Type: Journal    
DOI: 10.1044/1092-4388(2003/082)     Document Type: Article

References (37)

1. Baddeley, A., Gathercole, S. E., & Papagno, C. (1998). The phonological loop as a language learning device. Psychological Review, 105, 158-173.
2. Bedore, L. M., & Leonard, L. B. (1998). Specific language impairment and grammatical morphology: A discriminant function analysis. Journal of Speech, Language, and Hearing Research, 41, 1185-1192.
3. Bishop, D. V. M., North, T., & Donlan, C. (1996). Nonword repetition as a behavioural marker for inherited language impairment: Evidence from a twin study. Journal of Child Psychology and Psychiatry, 37, 391-403.
4. Bortolini, U., Caselli, M. C., Deevy, P., & Leonard, L. B. (2002). Specific language impairment in Italian: A first step in the search for a clinical marker. International Journal of Language and Communication Disorders, 37, 77-94.
5. Conti-Ramsden, G., Botting, N., & Faragher, B. (2001). Psycholinguistic markers for specific language impairment (SLI). Journal of Child Psychology and Psychiatry, 42, 741-748.
6. Crago, M., & Gopnik, M. (1994). From families to phenotypes: Theoretical and clinical implications of research into the genetic basis of specific language impairment. In R. Watkins & M. Rice (Eds.), Specific language impairments in children (pp. 35-51). Baltimore: Paul H. Brookes.
7. Daneman, M., & Carpenter, P. (1980). Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behavior, 19, 450-466.
8. Dollaghan, C., & Campbell, T. F. (1998). Nonword repetition and child language impairment. Journal of Speech, Language and Hearing Research, 41, 1136-1146.
9. Edwards, S., Fletcher, P., Garman, M., Hughes, A., Letts, C., & Sinka, I. (1997). Reynell Developmental Language Scales-III (RDLS). Windsor, U.K.: nferNelson Publishing.
10. Elliot, C. D. (1983). British Abilities Scales. Windsor, U.K.: nferNelson Publishing.
11. Ellis Weismer, S., Evans, J., & Hesketh, L. (1999). An examination of verbal working memory capacity in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 42, 1249-1260.
12. Ellis Weismer, S., Tomblin, J. B., Zhang, X., Buckwalter, P., Chynoweth, J., & Jones, M. (2000). Nonword repetition performance in school-age children with and without language impairment. Journal of Speech, Language, and Hearing Research, 43, 865-878.
13. Fenson, L., Dale, P. S., Reznick, S., Thal, D., Bates, E., Hartung, J. P., et al. (1993) MacArthur Communicative Development Inventories. San Diego, CA: Singular.
14. Fey, M., Long, S., & Cleave, P. (1994). Reconsideration of IQ criteria in the definition of specific language impairment. In R. Watkins & M. Rice (Eds.), Specific language impairments in children (pp. 161-178). Baltimore: Paul H. Brookes.
15. Gathercole, S., & Baddeley, A. (1990). Phonological memory deficits in language disordered children: Is there a causal connection? Journal of Memory and Language, 29, 336-360.
16. Gathercole, S. E., & Baddeley, A. D. (1996). The Children's Test of Nonword Repetition. London, U.K.: The Psychological Corporation.
17. Gopnik, M., & Crago, M. (1991). Familial aggregation of a developmental language disorders. Cognition, 39, 1-50.
18. Goulin, C., & Campbell, T. (1994). Procedure for assessing verbal working memory in normal school-age children: Some preliminary data. Perceptual and Motor Skills, 79, 55-64.
19. Jarrold, C., Baddeley, A. D., & Hewes, A. K. (2000). Verbal short-term memory deficits in Down syndrome: A consequence of problems in rehearsal? Journal of Child Psychology and Psychiatry, 41, 233-244.
20. Kjelgaard, M. M., & Tager-Flusberg, H. (2001). An investigation of language impairment in autism: Implications for genetic subgroups. Language and Cognitive Processes, 16, 287-308.
21. Lahey, M. (1990). Who shall be called language disordered? Some reflections and one persepective. Journal of Speech and Hearing Disorders, 55, 612-620.
22. Leonard, L. B. (1998). Children with specific language impairment. Cambridge, MA: MIT Press.
23. Marchman, V. A., Wulfeck, B., & Ellis Weismer, S. E. (1999). Morphological productivity in children with normal language and SLI: A study of the English past tense. Journal of Speech, Language, and Hearing Research, 42, 206-219.
24. Oetting, J. B. (1992). Language impaired and normally-developing children's acquisition of English plural. Unpublished doctoral dissertation, University of Kansas, Kansas City.
25. Oetting, J., & Horohov, J. (1997). Past tense marking by children with and without specific language impairment. Journal of Speech and Hearing Research, 40, 62-74.
26. Oetting, J., & Rice, M. (1993). Plural acquisition in children with specific language impairment. Journal of Speech and Hearing Research, 36, 1241-1253.
27. Paradis, J., & Crago, M. (2000). Tense and temporality: A comparison between children learning a second language and children with SLI. Journal of Speech, Language, and Hearing Research, 43, 834-847.
28. Rice, M., & Oetting, J. (1993). Morphological deficits of children with SLI: Evaluation of number marking and agreement. Journal of Speech and Hearing Research, 36, 1254-1262.
29. Rice, M. L., & Wexler, K. (1996). Toward tense as a clinical marker of specific language impairment in English-speaking children. Journal of Speech and Hearing Research, 39, 1239-1257.
30. Rice, M., & Wexler, K. (2001). Test of Grammatical Impairment. San Antonio, TX: The Psychological Corporation.
31. Rice, M. L., Wexler, K., & Cleave, P. L. (1995). Specific language impairment as a period of extended optional infinitive. Journal of Speech, Language, and Hearing Research, 38, 850-863.
32. Rice, M. L., Wexler, K., & Hershberger, S. (1998). Tense over time: The longitudinal course of tense acquisition in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 41, 1412-1431.
33. Silman, A. J. (1995). Epidemiological studies: A practical guide. Cambridge, U.K.: Cambridge University Press.
34. Snowling, M. J., Bishop, D. V. M., & Stothard, S. E. (2000). Is preschool language impairment a risk factor for dyslexia in adolescence? Journal of Child Psychology and Psychiatry, 41, 587-600.
35. Stothard, S. E., Snowling, M. J., Bishop, D. V. M., Chipchase, B. B., & Kaplan, C. A. (1998). Language impaired pre-schoolers: A follow-up into adolescence. Journal of Speech, Language, and Hearing Research, 41, 117-132.
36. Wechsler, D. (1992). Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R). Sidcup, U.K.: The Psychological Corporation.
37. Wiig, E. H., Secord, W., & Semel, E. (1992). Clinical Evaluation of Language Fundamentals-Preschool (CELF-Preschool). Sidcup, U.K.: The Psychological Corporation.