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Language and Independence in Adolescents With and Without a History of Specific Language Impairment (SLI).

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Title: Language and Independence in Adolescents With and Without a History of Specific Language Impairment (SLI).
Authors: Conti-Ramsden, Gina1 gina.conti-ramsden@manchester.ac.uk, Durkin, Kevin2
Source: Journal of Speech, Language & Hearing Research. Feb2008, Vol. 51 Issue 1, p70-83. 14p. 7 Charts.
Subject Terms: *Language & education, *Developmental psychology, *Parent-child relationships, Language disorders in adolescence, Autonomy in adolescence, Sociolinguistics
Abstract: Purpose: Achieving behavioral independence is a key task of adolescent development. This 1 article of a companion set of 2 (the 2nd addressing the topic of parental perspectives) presents an investigation of the impact of language ability on independence. Method: Longitudinal and follow-up data from 120 adolescents with a history of specific language impairment (SLI), as well as concurrent data on a comparison group of 118 typically developing (TD) young people, are reported. Parental and self-report measures were used to examine independent functioning related to everyday living at the end of compulsory education (16 years of age). Results: Adolescents with SLI are less independent than their TD peers, and level of independence is associated with poor early language and poor later literacy skills. Conclusion: Language and literacy play a larger role in adolescent independent functioning than nonverbal abilities in both TD adolescents and adolescents with SLI. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
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Abstract:Purpose: Achieving behavioral independence is a key task of adolescent development. This 1 article of a companion set of 2 (the 2nd addressing the topic of parental perspectives) presents an investigation of the impact of language ability on independence. Method: Longitudinal and follow-up data from 120 adolescents with a history of specific language impairment (SLI), as well as concurrent data on a comparison group of 118 typically developing (TD) young people, are reported. Parental and self-report measures were used to examine independent functioning related to everyday living at the end of compulsory education (16 years of age). Results: Adolescents with SLI are less independent than their TD peers, and level of independence is associated with poor early language and poor later literacy skills. Conclusion: Language and literacy play a larger role in adolescent independent functioning than nonverbal abilities in both TD adolescents and adolescents with SLI. [ABSTRACT FROM AUTHOR]
ISSN:10924388
DOI:10.1044/1092-4388(2008/005)