Processing and Linguistic Markers in Young Children With Specific Language Impairment (SLI).
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| Title: | Processing and Linguistic Markers in Young Children With Specific Language Impairment (SLI). |
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| Authors: | Conti-Ramsden, Gina |
| Source: | Journal of Speech, Language & Hearing Research. Oct2003, Vol. 46 Issue 5, p1029-1037. 9p. |
| Subject Terms: | *Children's language, Specific language impairment in children, Language disorders in children, Communicative disorders in children, Articulation disorders in children |
| Abstract: | Thirty-two 5-year-old children with specific language impairment (SLI) and 32 chronological age (CA) controls completed 4 tasks that were considered potential positive markers for SLI. Children's performance on 2 linguistic tasks (past tense and noun plurals task) and 2 processing tasks (nonword repetition and digit recall) were examined. This approach allowed the examination of more than 1 type of marker simultaneously, facilitating both comparisons between markers and also the evaluation of combinations of markers in relation to identifying SLI. Children with SLI performed significantly worse than CA controls in all 4 marker tasks. Specificity/sensitivity analysis of the 4 marker tasks revealed nonword repetition and the past tense task to have the best overall accuracy at the 25th and 16th percentile. Finally, stepwise discriminant analysis revealed nonword repetition and past tense marking to be the best markers for identifying young children with SLI. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Speech, Language & Hearing Research is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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