Cross-disciplinary dialogue about the nature of oral and written language problems in the context of developmental, academic, and phenotypic profiles

Topics in Language Disorders

Volumn 31, Issue 1, 2011, Pages 6-23

  Silliman, Elaine R ^a   Berninger, Virginia W ^b  

^a UNIVERSITY OF SOUTH FLORIDA   (United States)

^b UNIVERSITY OF WASHINGTON   (United States)

Author keywords

Academic learning profiles; cross disciplinary models for language in varying contexts; developmental profiles; late talkers; oral and written language; phenotype profiles

Indexed keywords

EID: 79951806524     PISSN: 02718294     EISSN: None     Source Type: Journal    
DOI: 10.1097/TLD.0b013e31820a0b5b     Document Type: Review

References (55)

1. Apel, K., & Apel, L. (2011). Identifying intra-individual differencesin students written language disabilities. Topics in Language Disorders, 31(1), 54-72.
2. Berninger, V. (2007). Process assessment of the learner II user s guide (CD formatted book). San Antonio, TX: Pearson (formerly Harcourt/PsyCorp).
3. Berninger, V. (2008). Defining and differentiating dyslexia, dysgraphia, and language learning disability within a working memory model. In E. R. Silliman & M. Mody (Ed.), Language impairment and readingdisability- interactions among brain, behavior and experience (pp. 103-134). New York: Guilford Press.
4. Berninger, V. (2010). Differential diagnoses and treatmen for specific learning disabilities across development. Full Day Continuing Education Workshop at Annual Meeting of the American Psychological Association, San Diego, CA,Hilton San Diego Bayfront Hotel;also taped for APA professional evelopment rogram.
5. Berninger, V., & Abbott, D. (2010). Listening comprehension, oral expression, reading comprehension and written expression: Related yet unique language systems in grades 1, 3, 5, and 7. Journal of Educational Psychology, 102, 635-651.
6. Berninger, V., Abbott, R., Nagy, W., & Carlisle, J. (2010). Growth in phonological, orthographic, and morphological awareness in grades 1 to 6. Journal of Psycholinguistic Research, 39, 141-163.
7. Berninger, V., Abbott, R., Thomson, J., Wagner, R., Swanson,H. L., Wijsman, E., et al. (2006). Modeling deve (Pubitemid 43706598)
8. Berninger, V., & Holdnack, J. (2008). Neuroscientific and clinical perspectives on the RTI initiative in learning disabilities diagnosis and intervention: Response to questions begging answers that see the forest and the trees. In C. Reynolds & E. Fletcher-Janzen (Eds.), Neuroscientific and clinical perspectives on the RTI initiative in learning disabilities diagnosis and intervention (pp. 66-81). New York: Wiley.
9. Berninger, V., & Miller, B. (2010). Adolescent specific learning disabilities SLDs): Vol. 3. Ch. 115. B. Brown, & M. Prinstein (Eds.). Encyclopedia of Adolescence. Oxford, UK: Elsevier (Academic Press).
10. Berninger, V., Nielsen, K., Abbott, R., Wijsman, E., & Raskind, W. (2008). Gender differences in severity of writing and reading disabilities. Journal of School Psychology,46,151-172.
11. Berninger, V., O Donnell, L., & Holdnack, J. (2008).Research- supported differential diagnosis of specific learning disabilities and implications for instruction and response to instruction (RTI). In A. Prifitera, D. Saklofske, L. Weiss (Eds.), WISC-IV clinical assessment and intervention (2nd ed., pp. 69-108). SanDiego, CA: Academic Press (Elsevier).
12. Berninger, V., & O Malley, M. (in press). Evidence-based diagnosis and treatment for specific learning disabilities involving impairments in written and/or oral language. Journal of Learning Disabilities.
13. Berninger, V., Raskind, W., Richards, T., Abbott, R., & Stock, P. (2008). A multidisciplinary approach to understanding developmental dyslexia within workingmemory architecture: Genotypes, phenotypes, brain, and instruction. Developmental Neuropsychology,33, 707-744.
14. Berninger, V., & Richards, T. (2010). Inter-relationships among behavioral markers, genes, brain, and treatment in dyslexia and dysgraphia. Future Neurology, 5, 597-617. doi: 10.2217/fnl.10.22
15. Berry, M. F. (1969). Language disorders of children: The bases and diagnoses. New York: Appleton-Century-Crofts.
16. Bishop, D. V. M. (2009). Specific language impairment as a language learning disability. Child Language Teachingand Therapy, 25, 163-165.
17. Bishop, D. V. M., & Snowling, M. J. (2004). Developmental dyslexia and specific language impairment. Psychological Bulletin, 130, 858-886. (Pubitemid 39508392)
18. Cabell, S. Q., Justice, L. M., Zucker, T. A., & McGinty, A. S.(2009). Emergent name-writing abilities of preschoolage children with language impairment. Language Speech and Hearing Services in Schools, 40,53-66.
19. Cannon, J. (1997). Stellaluna. Orlando: Harcourt-Brace
20. Capone, N. C., & McGregor, K. K. (2004). Gesture development: A review for clinical and research practices. Journal of Speech, Language, and Hearing Research,47, 173-186. (Pubitemid 38338391)
21. Catts, H. W., Adlof, S. M., Hogan, T. P., & Ellis Weismer, S.(2005). Are specific language impairment and dyslexia distinct disorders? Journal of Speech, Language, and Hearing Research, 48, 1378-1396. (Pubitemid 43357520)
22. Catts, H. W., Bridges, M. S., Little, T. D., & Tomblin, J. B. (2008). Reading achievement growth in children with language impairments. Journal of Speech- Languageand Hearing Research, 51, 1569-1579.
23. Connelly, V., Dockrell, J., & Barnett, A. (in press). Children challenged by writing due to language and motor difficulties. In Berninger, V. (Ed.), Past, present, and future contributions of cognitive writing research to cognitive psychology. New York: Psychology Press/Taylor Francis Group.
24. Crais, E., Douglas, D. D., & Campbell, C. C. (2004). The intersection of the development of gestures and intentionality. Journal of Speech, Language, and Hearing Research, 47, 678-694. (Pubitemid 38900369)
25. Crais, E. R., Watson, L. R., & Baranek, G. T. (2009). Use of gesture development in profiling children s prelinguistic communication skills. American Journal of Speech-Language Pathology, 18(1), 95-108.
26. Eisenson, J. (1984). Aphasia and related disorders in children (2nd ed.). New York: Harper & Row.
27. Eliot, L. (1999). What s going on in there? How the brain and mind develop in the first five years of life. New York: Bantam Books.
28. Ellis, E. M., & Thal, D. J. (2008). Early language delay and risk for language impairment. Perspectives on Language Learning and Education, 15(3), 93-100.
29. Fenson, L., Marchman, V. A., Thal, D. J., Dale, P. & Bates, E. (2007). MacArthur-Bates communicative development inventories (CDIs) (2nd ed.). Baltimore: Paul H.Brookes.
30. Foorman, B. R., Arndt, E. J., & Crawford, E. C. (2011). Important constructs in literacy learning across disciplines. Topics in Language Disorders, 31(1), 73-83.
31. Jones, C., Hapṕe, F., Golden, H., Marsden, A., Tregay, J., Simonoff, E., et al. (2009). Reading and arithmetic in adolescents with autism spectrum disorders: Peaks and dips in attainment. Neuropsychology, 23, 718-728.
32. Luyster, R., Kadlec, M., Carter, A., & Tager-Flusberg, H. (2008). Language assessment and development in toddlers with autism spectrum disorders. Journal of Autism and Developmental Disorders, 38, 1426-1438.
33. Mashburn, A. J., & Myers, S. S. (2010). Advancing research on children with speech-language impairment: An introduction to the early childhood longitudinal study- kindergarten cohort. Language, Speech, and Hearing Services in Schools, 41, 61-69.
34. Mather, N., & Fuchs, L. (Eds.) (2010). Comprehensive evaluations from experts in psychology and special education. New York: Wiley.
35. Paul, R., Murray, C., Clancy, K., & Andrews, D. (1997). Reading and metaphonological outcomes in late talkers. Journal of Speech, Language, and Hearing Research, 40, 1037-1047. (Pubitemid 27422385)
36. Pennington, B. F., & Bishop, D. V. M. (2009). Relations among speech, language, and reading disorders. Annual Review of Psychology, 60, 283-306.
37. Rescorla, L. (2009). Age 17 language and reading outcomes in late-talking toddlers: Support for a dimensional perspective on language delay. Journal of Speech, Language, and Hearing Research, 52, 16-30.
38. Richards, T., Aylward, E., Raskind, W., Abbott, R., Field,. K., Parsons, A. et al. (2006). Converging evidence fortriple word form theory in children with dyslexia. Developmental Neuropsychology, 30, 547-589. (Pubitemid 44300411)
39. Rosenfield, S., & Berninger, V. (Eds.). (2009). Implementing evidence-based interventions in school settings. New York: Oxford University Press.
40. H. S. (2005). Developmental relationships between language and reading: Reconciling a beautiful hypothesis with some ugly facts. In H. W. Catts, & A. G. Kamhi (Eds.), The connections between language and reading abilities (pp. 3-24). Mahwah, NJ: Erlbaum.
41. Scott, C. M. (2011). Assessment of language and literacy: A process of hypothesis testing. Topics in Language Disorders, 31(1), 24-39.
42. Scott, C. M. (2010). Assessing expository texts produced by school-age children and adolescents. In M. A. Nippold, & C. M. Scott (Eds.), Expository discourse in children, adolescents, and adults (pp. 191-214). New York: Psychology Press.
43. Shumway, S., & Wetherby, A. M. (2009). Communicative acts of children with autism spectrum disorders in the second year of life. Journal of Speech, Language, and Hearing Research, 52, 1139-1156.
44. Silliman, E. R., & Mody, M. (2008). Individual differences in oral language and reading: It s a matter of individual differences. In M. Mody, & E. R. Silliman (Eds.) ,Brain, behavior, and learning in language and reading disorders (pp. 349-386). New York: Guilford Press.
45. Silliman, E. R., & Scott, C. M. (2009). Research-based oral language intervention routes to the academic language of literacy: Finding the right road. In S. Rosenfield, & V. W. Berninger (Eds.), Implementing evidence-based academic interventions in school settings (pp. 107-145). New York: Oxford University Press.
46. Skibbe, L. E., Grimm, K. J., Stanton-Chapman, T. L., Justice, L. M., Pence, K. L., Bowles, R. P. (2008). Reading trajectories of children with language difficulties from preschool through fifth grade. Language, Speech, and Hearing Services in Schools, 39, 475-486.
47. Thal, D., & Bates, E. (1988). Language and gesture in late talkers. Journal of Speech and Hearing Research, 31, 115-123. (Pubitemid 18079119)
48. Thal, D. J., Bates, E., Goodman, J., & Jahn-Samilo, J. (1997). Continuity of language abilities: An exploratory study of late-and early-talking toddlers. Developmental Neuropsychology, 13, 239-273. (Pubitemid 127509808)
49. Thal, D. J., & Katich, J. (1996). Predicaments in early identification of specific language impairment: Does the early bird catch the worm? In K. N. Cole, P. S. Dale & D. J. Thal (Eds.), Assessment of communication and language (pp. 1-28). Baltimore: Paul H. Brookes.
50. Thal, D. J., & Tobias, S. (1992). Communicative gestures in children with delayed onset of oral expressive vocabulary. Journal of Speech and Hearing Research, 35, 1281-1289. (Pubitemid 23004656)
51. Thal, D., Tobias, S., & Morrison, D. (1991). Language and gesture in late talkers: A 1-year follow-up. Journal of Speech and Hearing Research, 34, 604-612.
52. Torppa, M., Lyytinen, P., Erskine, J., Eklund, K., & Lyytinen, H. (2010, May 17). Language development, literacy skills, and predictive connections to reading in Finnish children with and without familial risk for dyslexia. Journal of Learning Disabilities. doi: 2010, 10.1177/0022219410369096
53. Torppa, M., Tolvanen, A., Poikkeus, A.-M., Eklund, K., Lerkkanen, M.K., Leskinen, E., et al. (2007). Reading development subtypes and their early characteristics. Annals of Dyslexia, 57, 3-32.
54. Troia, G. A. (2011). How might pragmatic language skills affect the written expression of students with language learning disabilities? Topics in Language Disorders, 31(1), 40-53.
55. Wetherby, A. M., Watt, N., Morgan, L., & Shumway, S. (2007). Social communication profiles of children with autism spectrum disorders late in the second year of life. Journal of Autism and Developmental Disorders, 37, 960-975.(Pubitemid 46790795)