Specific language impairment and school outcomes. II: Educational context, student satisfaction, and post‐compulsory progress

Durkin, Kevin; Simkin, Zoë; Knox, Emma; Conti‐Ramsden, Gina

doi:10.1080/13682820801921510

Cited by 65 publications

(56 citation statements)

References 19 publications

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“…Reported educational outcomes for this population are quite varied. Recent estimates of completion of compulsory education by individuals with SLI range from 50% (Whitehouse, Watt, Line, & Bishop, 2009) to 91% (Durkin, Simkin, Knox, & Conti-Ramsden, 2009), with adequate provision of special education services in broad academic areas being an important factor in the completion of high school requirements.…”

Section: Slimentioning

confidence: 99%

Miranda Rights Comprehension in Young Adults With Specific Language Impairment

Rost

McGregor

2012

Am J Speech Lang Pathol

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Purpose The purpose of this study was to determine whether citizens with language impairment understand legal rights as conveyed in Miranda warnings. Method Grisso's Instruments for Assessing Understanding and Appreciation of Miranda Rights (1998) was administered to 34 young adults, half of whom met the diagnostic criteria for specific language impairment (SLI). A correlational analysis of the relationship between language scores and Miranda rights comprehension was conducted, as were tests of differences between individuals with SLI (n = 17) and individuals without SLI. Results Language ability was positively correlated with overall performance on the Miranda measure. As a group, individuals with SLI were significantly poorer than their peers with normal language at defining Miranda vocabulary and applying Miranda rights in hypothetical situations. The group with SLI was also marginally less able to paraphrase Miranda sentences. Conclusion Language impairment limits comprehension of Miranda warnings. As a result, citizens with language impairment are at risk of being denied their constitutional rights.

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Section: Slimentioning

confidence: 99%

Miranda Rights Comprehension in Young Adults With Specific Language Impairment

Rost

McGregor

2012

Am J Speech Lang Pathol

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“…Indeed, children with SLI face challenges in many areas of development and education (Bishop and Adams, 1990; Conti-Ramsden et al, 2009; Durkin et al, 2009; St. Clair et al, 2010). Difficulties in decoding others' language, in formulating and producing utterances, and in processing textual materials pose considerable burdens when dealing with novel concepts and problem-solving procedures.…”

Section: Introductionmentioning

confidence: 99%

Severity of specific language impairment predicts delayed development in number skills

Durkin¹,

Mok²,

Conti‐Ramsden³

2013

Front. Psychol.

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The extent to which mathematical development is dependent upon language is controversial. This longitudinal study investigates the role of language ability in children's development of number skills. Participants were 229 children with specific language impairment (SLI) who were assessed initially at age 7 and again 1 year later. All participants completed measures of psycholinguistic development (expressive and receptive), performance IQ, and the Basic Number Skills subtest of the British Ability Scales. Number skills data for this sample were compared with normative population data. Consistent with predictions that language impairment would impact on numerical development, average standard scores were more than 1 SD below the population mean at both ages. Although the children showed improvements in raw scores at the second wave of the study, the discrepancy between their scores and the population data nonetheless increased over time. Regression analyses showed that, after controlling for the effect of PIQ, language skills explained an additional 19 and 17% of the variance in number skills for ages 7 and 8, respectively. Furthermore, logistic regression analyses revealed that less improvement in the child's language ability over the course of the year was associated with a greater odds of a drop in performance in basic number skills from 7 to 8 years. The results are discussed in relation to the interaction of linguistic and cognitive factors in numerical development and the implications for mathematical education.

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“…Identifying key predictors of linguistic outcomes in FXS may be useful for a number of reasons. First, given the prevalence of language impairments in this population and the profound impact communication deficits can have on quality of life and educational attainment (e.g., Van Agt et al 2011; Durkin et al 2009), developing a better understanding of sources of language variation in FXS is of considerable public health importance. Such knowledge could aid in identifying early markers of language impairment and in counseling families regarding prognosis and treatment recommendations.…”

Section: Introductionmentioning

confidence: 99%

Contributions of phonological and verbal working memory to language development in adolescents with fragile X syndrome

Pierpont

Richmond

Abbeduto

et al. 2011

J Neurodevelop Disord

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Fragile X syndrome (FXS) is the most common inherited cause of intellectual disability. Although language delays are frequently observed in FXS, neither the longitudinal course of language development nor its cognitive predictors are well understood. The present study investigated whether phonological and working memory skills are predictive of growth in vocabulary and syntax in individuals with FXS during adolescence. Forty-four individuals with FXS (mean age = 12.61 years) completed assessments of phonological memory (nonword repetition and forward digit recall), verbal working memory (backward digit recall), vocabulary, syntax, and nonverbal cognition. Vocabulary and syntax skills were reassessed at a 2-year follow-up. In a series of analyses that controlled for nonverbal cognitive ability and severity of autism symptoms, the relative contributions of phonological and working memory to language change over time were investigated. These relationships were examined separately for boys and girls. In boys with FXS, phonological memory significantly predicted gains in vocabulary and syntax skills. Further, verbal working memory was uniquely associated with vocabulary gains among boys. In girls with FXS, phonological and working memory skills showed no relationship with language change across the 2-year time period. Our findings indicate that, for adolescent boys with FXS, acquisition of vocabulary and syntax may be constrained by the ability to maintain and manipulate phonological representations online. Implications for the identification and treatment of language disorders in this population are discussed. The present study is the first to identify specific cognitive mechanisms contributing to language growth over time in individuals with FXS.

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Specific language impairment and school outcomes. II: Educational context, student satisfaction, and post‐compulsory progress

Cited by 65 publications

References 19 publications

Miranda Rights Comprehension in Young Adults With Specific Language Impairment

Miranda Rights Comprehension in Young Adults With Specific Language Impairment

Severity of specific language impairment predicts delayed development in number skills

Contributions of phonological and verbal working memory to language development in adolescents with fragile X syndrome

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