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Abdul Aziz, Safiyyah; Fletcher, Janet; Bayliss, Donna M. – International Journal of Language & Communication Disorders, 2017
Background: Past research with children with specific language impairment (SLI) has shown them to have poorer planning and problem-solving ability, and delayed self-regulatory speech (SRS) relative to their typically developing (TD) peers. However, the studies are few in number and are restricted in terms of the number and age range of…
Descriptors: Speech, Planning, Problem Solving, Language Impairments
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Heilmann, John J.; Rojas, Raúl; Iglesias, Aquiles; Miller, Jon F. – International Journal of Language & Communication Disorders, 2016
Background: Language sampling, recognized as a gold standard for expressive language assessment, is often elicited using wordless picture storybooks. A series of wordless storybooks, commonly referred to as "Frog" stories, have been frequently used in language-based research with children from around the globe. Aims: To examine the…
Descriptors: Picture Books, Story Telling, Story Reading, Comparative Analysis
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Ruiz-Felter, Roxanna; Cooperson, Solaman J.; Bedore, Lisa M.; Peña, Elizabeth D. – International Journal of Language & Communication Disorders, 2016
Background: Although some investigations of phonological development have found that segmental accuracy is comparable in monolingual children and their bilingual peers, there is evidence that language use affects segmental accuracy in both languages. Aims: To investigate the influence of age of first exposure to English and the amount of current…
Descriptors: Language Acquisition, Kindergarten, Young Children, Bilingual Students
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Justice, Laura M.; Schmitt, Mary Beth; Murphy, Kimberly A.; Pratt, Amy; Biancone, Tricia – International Journal of Language & Communication Disorders, 2014
This study examined vocabulary intervention--in terms of targets and techniques--for children with language impairment receiving speech-language therapy in public schools (i.e., non-fee-paying schools) in the United States. Vocabulary treatments and targets were examined with respect to their alignment with the empirically validated practice of…
Descriptors: Vocabulary, Intervention, Public Schools, Speech Language Pathology
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Smith-Lock, Karen M.; Leitao, Suze; Lambert, Lara; Nickels, Lyndsey – International Journal of Language & Communication Disorders, 2013
Background: Children with specific language impairment are known to struggle with expressive grammar. While some studies have shown successful intervention under laboratory conditions, there is a paucity of evidence for the effectiveness of grammar treatment in young children in community settings. Aim: To evaluate the effectiveness of a…
Descriptors: Expressive Language, Intervention, Program Effectiveness, Grammar
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Ketelaars, Mieke P.; Cuperus, Juliane; Jansonius, Kino; Verhoeven, Ludo – International Journal of Language & Communication Disorders, 2010
Background: Specific language impairment (SLI) is diagnosed when a child shows isolated structural language problems. The diagnosis of pragmatic language impairment (PLI) is given to children who show difficulties with the use of language in context. Unlike children with SLI, these children tend to show relatively intact structural language skills…
Descriptors: Attention Deficit Hyperactivity Disorder, Autism, Language Impairments, Disability Identification
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Gardner, Hilary; Froud, Karen; McClelland, Alastair; van der Lely, Heather K. J. – International Journal of Language and Communication Disorders, 2006
Background: Despite a large body of evidence regarding reliable indicators of language deficits in young children, there has not been a standardized, quick screen for language impairment. The Grammar and Phonology Screening (GAPS) test was therefore designed as a short, reliable assessment of young children's language abilities. Aims: GAPS was…
Descriptors: Grammar, Phonology, Screening Tests, Reading Difficulties
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Bavin, Edith L.; Wilson, Peter H.; Maruff, Paul; Sleeman, Felicity – International Journal of Language and Communication Disorders, 2005
Children with Specific language Impairment (SLI) have problems with verbal memory, particularly with tasks that have more processing demands. They also have slower speeds of responding for some tasks. To identify the extent to which young children with SLI would differ in performance from age-matched non-impaired children on a set of spatio-visual…
Descriptors: Memory, Young Children, Language Impairments, Visual Perception