Specific language impairment in the long-term perspective – the importance of assessment procedures, reading skills, and communicative competence

Abstract

The purpose of this study is to provide a review of the literature regarding the treatment of specific language impairment (SLI) in the long-term perspective. We develop the paper along the three issues we consider to be of the most importance in relation to counseling practice with SLI children and young people: the importance of assessment procedures of SLI, the importance of reading skills in the lives of SLI children and adults, and the importance of the quality of communication competence of SLI people for their social life. The review draws on international research mainly; however, the paper also aims to show how the three target issues are represented in the Czech research related literature. key words specific language impairment; assessment procedures; reading skills; communicative and social competence

Best practice in working with children who have developmental language disorder: a focused review of the current research evidence base (article in English)

“…These are excluded from this discussion as identification, assessment/ diagnosis and intervention are likely to be specific to these conditions. DLD has known impacts on children's learning, including reading and writing (Mlčáková et al 2012;Richterová and Seidlová Málková, 2017;Ricketts, 2011), and may have a long-term impact on their social participation (St Clair et al, 2011) and psychological development (Snowling et al 2006).…”

“…Timely identification and diagnosis of DLD is important. In common with many other countries, the Czech Republic relies heavily on parental identification of children with suspected language problems, particularly in the preschool years (Richterová and Seidlová Málková, 2017). This may lead to under-identification, as parents may not recognise signs of DLD in young children due to the subtle nature of language difficulties (Skeat et al, 2014).…”

“…Assessment may be supported by psychometric (i.e. standardised assessment) and/or clinical (professional observation and questioning) strategies (Richterová and Seidlová Málková, 2017). The two approaches are easily combined, supporting a holistic understanding of children's performance in testing and in natural and functional environments.…”