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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]
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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  Data: Language and Independence in Adolescents With and Without a History of Specific Language Impairment (SLI).
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  Data: <searchLink fieldCode="AR" term="%22Conti-Ramsden%2C+Gina%22">Conti-Ramsden, Gina</searchLink><relatesTo>1</relatesTo><i> gina.conti-ramsden@manchester.ac.uk</i><br /><searchLink fieldCode="AR" term="%22Durkin%2C+Kevin%22">Durkin, Kevin</searchLink><relatesTo>2</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Speech%2C+Language+%26+Hearing+Research%22">Journal of Speech, Language & Hearing Research</searchLink>. Feb2008, Vol. 51 Issue 1, p70-83. 14p. 7 Charts.
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  Data: *<searchLink fieldCode="DE" term="%22Language+%26+education%22">Language & education</searchLink><br />*<searchLink fieldCode="DE" term="%22Developmental+psychology%22">Developmental psychology</searchLink><br />*<searchLink fieldCode="DE" term="%22Parent-child+relationships%22">Parent-child relationships</searchLink><br /><searchLink fieldCode="DE" term="%22Language+disorders+in+adolescence%22">Language disorders in adolescence</searchLink><br /><searchLink fieldCode="DE" term="%22Autonomy+in+adolescence%22">Autonomy in adolescence</searchLink><br /><searchLink fieldCode="DE" term="%22Sociolinguistics%22">Sociolinguistics</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>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.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=28773998
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        Value: 10.1044/1092-4388(2008/005)
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        Text: English
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      – SubjectFull: Developmental psychology
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      – SubjectFull: Parent-child relationships
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      – SubjectFull: Language disorders in adolescence
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      – SubjectFull: Autonomy in adolescence
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      – SubjectFull: Sociolinguistics
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              Text: Feb2008
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              Y: 2008
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