Towards a typology of specific language impairment

Weerdenburg, Marjolijn van; Verhoeven, Ludo; Balkom, Hans van

doi:10.1111/j.1469-7610.2005.01454.x

Cited by 53 publications

(43 citation statements)

References 31 publications

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“…In this study 26 tests differentiated children with SLI from matched control children at the group level. Furthermore, the language deficits of children with SLI in Finnish that were found in this study are consistent with those found in international studies [7,8,16,17]. On a local basis, the result increases the clinicians' confidence, both physicians' and SLTs', in language tests even in the case of smaller populations with their own languages, such as Finnish.…”

Section: Discussionsupporting

confidence: 79%

“…Most of the test procedures used to identify and describe subgroups of language impairments are standardized either in English or in the language of one country only [4,15,16]. Smaller populations with their own languages, such as Finnish, may only have indicative norms.…”

Section: Introductionmentioning

confidence: 99%

“…Smaller populations with their own languages, such as Finnish, may only have indicative norms. These norms are usually created on the basis of scarce or insufficient scientific data or clinical trials with a small and selected number of participants [16]. Furthermore, the performance of different available tests has not been compared in populations of children with SLI.…”

Section: Introductionmentioning

confidence: 99%

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Use of Language Tests when Identifying Specific Language Impairment in Primary Health Care

Hannus

Kauppila

Pitkäniemi³

et al. 2013

Folia Phoniatr Logop

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Objective: To evaluate the ability of language tests to identify children with specific language impairment (SLI) in primary health care. All the language tests presently in clinical use in Finland were applied. Method: All the children with SLI living in one city in Finland constituted the cohort. Test scores were collected from 83 subjects drawn from a birth cohort of 4,553 children. Finally 31 case-control pairs were studied. All SLI diagnoses were set in secondary health care. Test scores of 14 language tests were examined that, together with subtests, included 39 different tasks. Results: Out of 39 performed tests, the difference in test scores between children with SLI and their matched controls was statistically significant in 26 tests. A group of six tests had good sensitivity and moderate specificity for SLI diagnosis and they correctly classified children with SLI to either F80.1 or F80.2 diagnosis category. Conclusion: The results suggest that most of the language tests in Finnish identify children with SLI and, furthermore, that these tests identify language deficits that are consistent with those found in other studies. More studies with larger age-matched populations are needed.

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Section: Discussionsupporting

confidence: 79%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Use of Language Tests when Identifying Specific Language Impairment in Primary Health Care

Hannus

Kauppila

Pitkäniemi³

et al. 2013

Folia Phoniatr Logop

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“…Similarly, monolingual children with PLI present a wide range of variation in language profiles and symptom severity (e.g. van Weerdenburg, Verhoeven, & van Balkom, 2006). As such it is quite expected the profiles of two bilingual children with PLI would differ substantially, despite both children meeting the same study criteria.…”

Section: Methodsmentioning

confidence: 99%

Nonlinguistic cognitive treatment for bilingual children with primary language impairment

Ebert¹,

Rentmeester-Disher²,

Kohnert³

2012

Clinical Linguistics & Phonetics

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Substantial evidence points to the presence of subtle weaknesses in the nonlinguistic cognitive processing skills of children with primary (or specific) language impairment (PLI). It is possible that these weaknesses contribute to the language learning difficulties that characterize PLI, and that treating them can improve language skills. To test this premise, we treated two nonlinguistic cognitive processing skills, processing speed and sustained selective attention, in two Spanish–English bilingual children with PLI. The study followed a single-subject multiple baseline design, with both repeated measures and standardized pre- and post-testing as outcome measures. Results from the repeated measures tasks showed that both participants made gains in nonlinguistic cognitive processing skills as well as in Spanish and English. These results both replicate and extend prior work showing that non-linguistic cognitive processing treatment can positively affect language skills in children with PLI.

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“…Clusters 1, 2, and 6 have a pattern of low sentence recall compared to stronger and similar word and nonword reading efficiency and math fluency. These clusters (1,2,6) are distinguished by overall performance (low, average, high, respectively). Clusters 3 and 4 show the opposite pattern with stronger sentence recall performance compared to reading and math performance.…”

Section: Resultsmentioning

confidence: 99%

Language, Reading, and Math Learning Profiles in an Epidemiological Sample of School Age Children

et al. 2013

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Dyscalculia, dyslexia, and specific language impairment (SLI) are relatively specific developmental learning disabilities in math, reading, and oral language, respectively, that occur in the context of average intellectual capacity and adequate environmental opportunities. Past research has been dominated by studies focused on single impairments despite the widespread recognition that overlapping and comorbid deficits are common. The present study took an epidemiological approach to study the learning profiles of a large school age sample in language, reading, and math. Both general learning profiles reflecting good or poor performance across measures and specific learning profiles involving either weak language, weak reading, weak math, or weak math and reading were observed. These latter four profiles characterized 70% of children with some evidence of a learning disability. Low scores in phonological short-term memory characterized clusters with a language-based weakness whereas low or variable phonological awareness was associated with the reading (but not language-based) weaknesses. The low math only group did not show these phonological deficits. These findings may suggest different etiologies for language-based deficits in language, reading, and math, reading-related impairments in reading and math, and isolated math disabilities.

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Towards a typology of specific language impairment

Cited by 53 publications

References 31 publications

Use of Language Tests when Identifying Specific Language Impairment in Primary Health Care

Use of Language Tests when Identifying Specific Language Impairment in Primary Health Care

Nonlinguistic cognitive treatment for bilingual children with primary language impairment

Language, Reading, and Math Learning Profiles in an Epidemiological Sample of School Age Children

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