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Cited by 129Language Development and DisordersReading and Literacy DevelopmentDevelopmental and Educational Neuropsychology

Risk markers for SLI: A study of young language-learning children

Conti‐Ramsden, Gina, Hesketh, Anne·2003·International Journal of Language & Communication Disorders
DOI 10.1080/1368282031000092339
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Abstract

Background: Adequate assessment of ‘normal variation’ versus ‘abnormal status’ is particularly difficult for clinicians working with young children who are under 5 years of age and who present with slow language development. There is therefore clinical motivation to identify possible key difficulties (or ‘risk markers’) that may distinguish children who are likely to have specific language impairment (SLI) from the variation observed in younger, normally developing children. Aims: The issue of ‘risk markers’ for SLI was explored. It is well known that the issue of markers is controversial. The view presented here is that a risk marker represents a symptom with no assumption about whether the symptom reflects a single cause or that this symptom alone identifies the disorder. Methods and Procedures: The performance of 32 children with SLI was compared with that of 32 younger normal language‐learning children on four potential risk marker tasks: non‐word repetition, digit recall, past tense provision and plural marking. Outcomes and Results: The findings suggest that processing markers, particularly non‐word repetition, have the potential for indicating SLI risk. In particular, children who fall in the bottom quarter of the normal distribution in non‐word repetition (performance below the 25th centile) appear to be at risk of SLI. Conclusions: Although these results need to be interpreted cautiously, the evidence is thought to warrant the use of non‐word repetition tasks in clinical practice.

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Authors
Conti‐Ramsden, G., & Hesketh, A.
Affiliations
University of Manchester (GB)
Corresponding author
Conti‐Ramsden, Gina
ORCID
Venue
International Journal of Language & Communication Disorders
Publisher
Wiley
Published
2003-07-09
Volume
38
Issue
3
Pages
251-263
ISSN
  • 1368-2822 (ISSN-L)
  • 1460-6984
DOI
10.1080/1368282031000092339
OpenAlex
W1980026321
Cited by
129
References
84
Citations by year
2026: 2 · 2025: 1 · 2024: 3 · 2021: 7 · 2020: 21 · 2019: 3 · 2018: 1 · 2017: 3 · 2016: 5 · 2015: 7 · 2014: 7 · 2013: 6 · 2012: 14
FWCI
7.97
Type
journal article
Language
en
Open access
closed
Licence
onlinelibrary.wiley.com/termsAndConditions#vor (vor, 2732 d)
Locations
  • International Journal of Language & Communication Disorders (publishedVersion)
  • PubMed (publishedVersion)
  • Research Explorer (The University of Manchester) (publishedVersion)
Funders
Wellcome Trust
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
  • Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
  • Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
Keywords
specific language impairment, risk indicators, non-word repetition, digit recall, plural marking, language processing, young children, language assessment, normal variation
MeSH terms
Child, Child, Preschool, Female, Humans, Language Development Disorders, Language Tests, Male, Case-Control Studies, Risk Assessment

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