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Psycholinguistic Markers for Specific Language Impairment (SLI)
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In this study 160 children, aged 11 years with a definite history of specific language impairment (SLI), completed four tasks that could be potential positive psycholinguistic markers for this impairment: a third person singular task, a past tense task, a nonword repetition task, and a sentence repetition task. This allowed examination of more than one type of marker simultaneously, facilitating both comparisons between markers and also evaluation of combinations of markers in relation to identifying SLI. The study also provided data regarding the markers in relation to nonverbal IQ, made use of new normative data on all tasks, and examined marker accuracy in relation to current language status. The results show that markers vary in accuracy, with sentence repetition (a previously unused marker) proving to be the most useful. This psycholinguistic marker shows high levels of sensitivity (90%), specificity (85%), and overall accuracy (88%), as well as being able to identify the majority of children whose current language status falls in the normal range despite a history of SLI.
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“This cut-off provides adequate sensitivity and specificity for the identification of language impairment”
From Can Bilingualism Mitigate Set-Shifting Difficulties in Children With Autism Spectrum Disorders? (2019) · cites this paper as Conti-Ramsden et al., 2001
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“The consistency and magnitude of the nonword repetition deficit in SLI has led to its adoption as a behavioral marker for the disorder (Bishop et al., 1996; Conti-Ramsden & Botting, 2001; Conti-Ramsden & Hesketh, 2003; Dollaghan & Campbell, 1998).”
BackgroundSpecific Language Impairment is not Specific to Language: the Procedural Deficit Hypothesis
Ullman, M. T., & Pierpont, E. I. (2005) · Cortex · doi:10.1016/s0010-9452(08)70276-4 · Cited by 972
“…deficits of phonological working memory (Montgomery, 1995a; Edwards and Lahey, 1998; Gathercole and Baddeley, 1990; Kamhi and Catts, 1986), has even been claimed to be a behavioral indicator or diagnostic marker for language impairment (Gray, 2003; Bishop et al., 1996; Conti-Ramsden et al., 2001).”
Bishop, D. V. M., Snowling, M. J., Thompson, P. A., Greenhalgh, T., & CATALISE consortium (2016) · PLOS ONE · doi:10.1371/journal.pone.0158753 · Cited by 831
“Supplementary comments: A body of work on 'markers' for language impairment has identified these particular aspects of language as promising for identifying children with language difficulties [64,65,66,67].”
BackgroundAre Specific Language Impairment and Dyslexia Distinct Disorders?
Catts, H. W., Adlof, S. M., Hogan, T. P., & Weismer, S. E. (2005) · Journal of Speech Language and Hearing Research · doi:10.1044/1092-4388(2005/096 · Cited by 686
Clegg, J., Hollis, C. P., Mawhood, L., & Rutter, M. L. (2004) · Journal of Child Psychology and Psychiatry · doi:10.1111/j.1469-7610.2004.00342.x · Cited by 695
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Individual Differences in Language Acquisition and Processing
Kidd, E., Donnelly, S., & Christiansen, M. H. (2017) · Trends in Cognitive Sciences · doi:10.1016/j.tics.2017.11.006 · Cited by 560
“For instance, variation in phonological short-term memory correlates with children’s vocabulary development and is an accurate marker of language impairment [83,84].”
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Snowling, M. J., & Melby‐Lervåg, M. (2016) · Psychological Bulletin · doi:10.1037/bul0000037 · Cited by 570
“org/10.1177/0956797612473122 Caravolas, M., Lervåg, A., Mousikou, P., Efrim, C., Litavsky, M., Onochie-Quintanilla, E., . . . Hulme, C. (2012). Common patterns of prediction of literacy development in different alphabetic orthographies. Psychological Science, 23, 678 – 686. http://dx.doi.org/10.1177/ 0956797611434536…”
BackgroundInfluentialPredicting language outcome in infants with autism and pervasive developmental disorder
Charman, T., Baron‐Cohen, S., Swettenham, J., Baird, G., Drew, A., & Cox, A. (2003) · International Journal of Language & Communication Disorders · doi:10.1080/136820310000104830 · Cited by 489
Bishop, D. V. M., & Norbury, C. F. (2002) · Journal of Child Psychology and Psychiatry · doi:10.1111/1469-7610.00114 · Cited by 474
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Estes, K. G., Evans, J. L., & Else-Quest, N. M. (2007) · Journal of Speech Language and Hearing Research · doi:10.1044/1092-4388(2007/015 · Cited by 430
Coady, J. A., & Evans, J. L. (2008) · International Journal of Language & Communication Disorders · doi:10.1080/13682820601116485 · Cited by 432
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McGregor, K. K. (2020) · Language Speech and Hearing Services in Schools · doi:10.1044/2020_lshss-20-00003 · Cited by 379
“People with DLD are typically poorer at repeating sentences than their age-mates; in fact, the problem is so characteristic that it is considered a clinical marker (Conti-Ramsden et al., 2001).”
Ten questions about terminology for children with unexplained language problems
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“For example, we have been able to identify specific deficits that might help account for language difficulties (Conti-Ramsden et al. 2001), to evaluate efficacy of intervention (Washington et al. 2011), to give parents a prognosis (Whitehouse et al. 2009a), and to identify genetic risk factors…”
BackgroundDurkin, K., & Conti‐Ramsden, G. (2007) · Child Development · doi:10.1111/j.1467-8624.2007.01076.x · Cited by 394
Norbury, C., & Bishop, D. (2002) · International Journal of Language & Communication Disorders · doi:10.1080/13682820210136269 · Cited by 341
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Norbury, C. F., Nash, M., Baird, G., & Bishop, D. V. M. (2004) · International Journal of Language & Communication Disorders · doi:10.1080/13682820410001654883 · Cited by 315
“Children’s changing clinical picture over time (Stothard et al. 1998, ContiRamsden and Botting 1999, Conti-Ramsden et al. 2001b, Bishop and Norbury 2002).”
BackgroundSpecific language impairment: a convenient label for whom?
Reilly, S., Tomblin, J. B., Law, J., McKean, C., Mensah, F. K., Morgan, A. T., Goldfeld, S. R., Nicholson, J. M., & Wake, M. A. (2014) · International Journal of Language & Communication Disorders · doi:10.1111/1460-6984.12102 · Cited by 304
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“Conti–Ramsden et al. (2001) also found modest correlations between NVIQ and a task to elicit past tense on both regular and irregular verbs.”
BackgroundLaws, G., & Bishop, D. (2003) · Journal of Speech Language and Hearing Research · doi:10.1044/1092-4388(2003/103 · Cited by 293
Klem, M., Melby‐Lervåg, M., Hagtvet, B. E., Lyster, S. H., Gustafsson, J., & Hulme, C. (2014) · Developmental Science · doi:10.1111/desc.12202 · Cited by 291
“…they appear to be sensitive to residual language processing weaknesses which may not be detected on other expressive and receptive language tasks (Conti-Ramsden et al., 2001; Stothard, Snowling, Bishop, Chipchase & Kaplan, Address for correspondence: Charles Hulme, Division of Psychology and…”
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Kalandadze, T., Norbury, C., Nærland, T., & Næss, K.-A. B. (2016) · Autism · doi:10.1177/1362361316668652 · Cited by 281
“The children were assessed with the British Picture Vocabulary Scale (BPVS II; Dunn et al., 1997), the Concepts and Directions Subtest of the Clinical Evaluation of Language Fundamentals (CELF-III; Semel et al., 2000), and the Recalling Sentences Subtest of the CELF-III (Conti-Ramsden et al., 2001).”
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Emotional health in adolescents with and without a history of specific language impairment (SLI)
Conti‐Ramsden, G., & Botting, N. (2008) · Journal of Child Psychology and Psychiatry · doi:10.1111/j.1469-7610.2007.01858.x · Cited by 296
Stokes, S. F., Wong, A. M.-Y., Fletcher, P. J., & Leonard, L. B. (2006) · Journal of Speech Language and Hearing Research · doi:10.1044/1092-4388(2006/019 · Cited by 258
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Music improves social communication and auditory–motor connectivity in children with autism
Sharda, M., Tuerk, C., Chowdhury, R., Jamey, K., Foster, N. E. V., Custo-Blanch, M., Tan, M., Nadig, A., & Hyde, K. L. (2018) · Translational Psychiatry · doi:10.1038/s41398-018-0287-3 · Cited by 268
Loucas, T., Charman, T., Pickles, A. R., Simonoff, E. A., Chandler, S., Meldrum, D., & Baird, G. (2008) · Journal of Child Psychology and Psychiatry · doi:10.1111/j.1469-7610.2008.01951.x · Cited by 237
Rice, M. L., Warren, S. F., & Betz, S. K. (2005) · Applied Psycholinguistics · doi:10.1017/s0142716405050034 · Cited by 236
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Fricke, S., Bowyer‐Crane, C., Haley, A., Hulme, C., & Snowling, M. J. (2012) · Journal of Child Psychology and Psychiatry · doi:10.1111/jcpp.12010 · Cited by 229
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“Deficits on these tests contribute to the defining phenotype of SLI [TagerFlusberg & Cooper, 1999] and have been identified as good clinical markers for this disorder [Conti-Ramsden, 2003; Conti-Ramsden et al., 2001; for a review, see Coady & Evans, 2008].”
BackgroundBishop, D., Adams, C., & Norbury, C. (2005) · Genes Brain & Behavior · doi:10.1111/j.1601-183x.2005.00148.x · Cited by 223
“Why do deficits in phonological STM and verb inflections co-occur? The bivariate analysis indicated no significant shared genetic influence on phonological STM and verb inflections, yet the current study, together with some previous studies ( Conti-Ramsden et al. 2001; Norbury et al. 2001), finds a modest but signific…”
ResultRiches, N. G., Loucas, T., Baird, G., Charman, T., & Simonoff, E. A. (2009) · International Journal of Language & Communication Disorders · doi:10.3109/13682820802647676 · Cited by 225
Language in autism and specific language impairment: Where are the links?
Williams, D. M., Botting, N., & Boucher, J. (2008) · Psychological Bulletin · doi:10.1037/a0013743 · Cited by 234
“Sentence repetition, a task on which children with SLI perform poorly, also discriminates children with SLI from typically developing children (e.g., Conti-Ramsden et al., 2001).”
Conti‐Ramsden, G., Mok, P. L. H., Pickles, A. R., & Durkin, K. (2013) · Research in Developmental Disabilities · doi:10.1016/j.ridd.2013.08.043 · Cited by 220
“Conti-Ramsden et al. / Research in Developmental Disabilities 34 (2013) 4161–4169 4162”
BackgroundNon‐word repetition and language development in children with specific language impairment (SLI)
Botting, N., & Conti‐Ramsden, G. (2001) · International Journal of Language & Communication Disorders · doi:10.1080/13682820110074971 · Cited by 218
Sentence repetition: what does the task measure?
Polišenská, K., Chiat, S., & Roy, P. (2014) · International Journal of Language & Communication Disorders · doi:10.1111/1460-6984.12126 · Cited by 214
Eadie, P. A., Fey, M. E., Douglas, J. M., & Parsons, C. L. (2002) · Journal of Speech Language and Hearing Research · doi:10.1044/1092-4388(2002/058 · Cited by 211
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Nonword Repetition: A Comparison of Tests
Archibald, L. M. D., & Gathercole, S. E. (2006) · Journal of Speech Language and Hearing Research · doi:10.1044/1092-4388(2006/070 · Cited by 199
Grammatical Tense Deficits in Children With SLI and Nonspecific Language Impairment
Rice, M. L., Tomblin, J. B., Hoffman, L., Richman, W. A., & Marquis, J. G. (2004) · Journal of Speech Language and Hearing Research · doi:10.1044/1092-4388(2004/061 · Cited by 190
Language Development and Assessment in the Preschool Period
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“The majority of studies have involved school-age children (Archibald and Gathercole 2006a; Botting and ContiRamsden 2001; Conti-Ramsden et al. 2001) and available tools for measuring PSTM have also focused on children over 4 years of age (Gathercole and Baddeley 1996).”
BackgroundEye‐movement patterns are associated with communicative competence in autistic spectrum disorders
Norbury, C., Brock, J., Cragg, L., Einav, S., GRIFFITHS, H. M., & Nation, K. (2009) · Journal of Child Psychology and Psychiatry · doi:10.1111/j.1469-7610.2009.02073.x · Cited by 189
“In non-autistic populations it is an excellent clinical marker of language impairment (Bishop, Adams, & Norbury 2006; Conti-Ramsden, Botting, & Faragher 2001 ) and is one of the core subtests of the CELF used to identify language phenotypes in ASD (Tager-Flusberg & Joseph, 2003).”
BackgroundConti‐Ramsden, G., Clair, M. S., Pickles, A. R., & Durkin, K. (2012) · Journal of Speech Language and Hearing Research · doi:10.1044/1092-4388(2012/10-0182 · Cited by 186
Botting, N., & Conti‐Ramsden, G. (2003) · Developmental Medicine & Child Neurology · doi:10.1111/j.1469-8749.2003.tb00951.x · Cited by 184
Age 13 Language and Reading Outcomes in Late-Talking Toddlers
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Dawes, P., & Bishop, D. (2009) · International Journal of Language & Communication Disorders · doi:10.1080/13682820902929073 · Cited by 190
Working Memory Training for Children With Cochlear Implants: A Pilot Study
Kronenberger, W. G., Pisoni, D. B., Henning, S. C., Colson, B. G., & Hazzard, L. M. (2010) · Journal of Speech Language and Hearing Research · doi:10.1044/1092-4388(2010/10-0119 · Cited by 173
Lei, L., Pan, J., Liu, H., McBride-Chang, C. A., Li, H., Zhang, Y., Chen, L., Tardif, T. Z., Liang, W., Zhang, Z., et al. (2010) · Journal of Child Psychology and Psychiatry · doi:10.1111/j.1469-7610.2010.02311.x · Cited by 170
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“Such limitations, typically assessed by determining the accuracy of imitation of nonwords of increasing lengths, are considered a clinical marker of SLI ( Conti-Ramsden et al. 2001 ).”
BackgroundHick, R. F., Botting, N., & Conti‐Ramsden, G. (2005) · Developmental Medicine & Child Neurology · doi:10.1017/s0012162205001040 · Cited by 168
Bishop, D., & Norbury, C. (2004) · Autism · doi:10.1177/1362361305049028 · Cited by 169
Identifying language impairment in children: combining language test scores with parental report
Bishop, D., & McDonald, D. J. (2009) · International Journal of Language & Communication Disorders · doi:10.1080/13682820802259662 · Cited by 167
“The finding on the repeating non-words test is consistent with previous studies showing this to be as a particularly good marker of language impairment (Conti-Ramsden et al. 2001).”
Evidence‐based pathways to intervention for children with language disorders
Ebbels, S. H., McCartney, E., Slonims, V., Dockrell, J. E., & Norbury, C. (2018) · International Journal of Language & Communication Disorders · doi:10.1111/1460-6984.12387 · Cited by 220
Language Acquisition and Language Disorders
(2013) · Language acquisition & language disorders · doi:10.1075/lald · Cited by 166
Norbury, C., & Nation, K. (2010) · Scientific Studies of Reading · doi:10.1080/10888431003623553 · Cited by 177
“25 SD on the Recalling Sentences subtest (RS) of the Clinical Evaluation of Language Fundamentals ( Semel, Wiig, & Secord, 2006 ), an excellent clinical marker of language impairment in both non-ASD and ASD populations ( Conti-Ramsden, Botting, & Faragher, 2001 ; Riches, Loucas, Baird, Charman, & Simonoff, 2010 ).”
BackgroundLanguage in autism: domains, profiles and co-occurring conditions
Schaeffer, J. C., El-Raziq, M. A., Castroviejo, E., Durrleman, S., Ferré, S., Grama, I., Hendriks, P., Kissine, M., Manenti, M., Marinis, T., et al. (2023) · Journal of Neural Transmission · doi:10.1007/s00702-023-02592-y · Cited by 204
Katsos, N., Andrés‐Roqueta, C., Estevan, R. A. C., & Cummins, C. (2011) · Cognition · doi:10.1016/j.cognition.2010.12.004 · Cited by 162
Thordardottir, E. T., Kehayia, E., Mazer, B. L., Lessard, N., Majnemer, A., Sutton, A. E., Trudeau, N., & Chilingaryan, G. (2010) · Journal of Speech Language and Hearing Research · doi:10.1044/1092-4388(2010/09-0196 · Cited by 159
Armon-Lotem, S., & Meir, N. (2016) · International Journal of Language & Communication Disorders · doi:10.1111/1460-6984.12242 · Cited by 158
A Prosodically Controlled Word and Nonword Repetition Task for 2- to 4-Year-Olds
Roy, P., & Chiat, S. (2004) · Journal of Speech Language and Hearing Research · doi:10.1044/1092-4388(2004/019 · Cited by 158
Redmond, S. M., Thompson, H. L., & Goldstein, S. (2010) · Journal of Speech Language and Hearing Research · doi:10.1044/1092-4388(2010/10-0010 · Cited by 149
Gutiérrez‐Clellen, V. F., & Simon‐Cereijido, G. (2010) · Learning Disabilities Research and Practice · doi:10.1111/j.1540-5826.2009.00300.x · Cited by 149
“The results of this study replicate findings reported by research using this measure with English speakers (Conti-Ramsden et al., 2001; Conti-Ramsden & Hesketh, 2003; Ellis Weismer et al., 2000; Gray, 2003) and Spanish speakers (Girbau & Schwartz, 2007).”
ResultConstraints in the Production of Written Text in Children with Specific Language Impairments
Dockrell, J. E., Lindsay, G., Connelly, V. J., & Mackie, C. J. (2007) · Exceptional Children · doi:10.1177/001440290707300202 · Cited by 149
Paradis, J., Schneider, P., & Duncan, T. S. (2012) · Journal of Speech Language and Hearing Research · doi:10.1044/1092-4388(2012/12-0050 · Cited by 169
Factors Supporting Idiom Comprehension in Children With Communication Disorders
Norbury, C. (2004) · Journal of Speech Language and Hearing Research · doi:10.1044/1092-4388(2004/087 · Cited by 146
Betz, S. K., Eickhoff, J. R., & Sullivan, S. F. (2013) · Language Speech and Hearing Services in Schools · doi:10.1044/0161-1461(2012/12-0093 · Cited by 145
Leyfer, O. T., Tager-Flusberg, H. B., Dowd, M., Tomblin, J. B., & Folstein, S. E. (2008) · Autism Research · doi:10.1002/aur.43 · Cited by 157
“…and specific psycholinguistic marker for SLI [Conti-Ramsden, Botting, & Faragher, 2001; Tager-Flusberg & Cooper, 1999], and it detects a history of SLI in over 50% of school-aged probands who, by that age, often score above the threshold on standardized language tests [Conti-Ramsden et al., 2001].”
BackgroundBotting, N., & Conti‐Ramsden, G. (2007) · British Journal of Developmental Psychology · doi:10.1348/026151007x235891 · Cited by 142
Chiat, S., & Roy, P. (2007) · Journal of Speech Language and Hearing Research · doi:10.1044/1092-4388(2007/030 · Cited by 141
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The Impact of Specific Language Impairment on Adolescents' Written Text
Dockrell, J. E., Lindsay, G., & Connelly, V. J. (2009) · Exceptional Children · doi:10.1177/001440290907500403 · Cited by 139
Kindergarten Predictors of Second Versus Eighth Grade Reading Comprehension Impairments
Adlof, S. M., Catts, H. W., & Lee, J. (2010) · Journal of Learning Disabilities · doi:10.1177/0022219410369067 · Cited by 153
Bishop, D., & Norbury, C. (2004) · Autism · doi:10.1177/1362361305049027 · Cited by 171
Riches, N. G. (2012) · International journal of language and communication disorders · doi:10.1111/j.1460-6984.2012.00158.x · Cited by 144
Risk Factors Associated With Language in Autism Spectrum Disorder: Clues to Underlying Mechanisms
Tager-Flusberg, H. B. (2015) · Journal of Speech Language and Hearing Research · doi:10.1044/2015_jslhr-l-15-0146 · Cited by 149
Snow, P. C., & Powell, M. B. (2007) · Children & Society · doi:10.1111/j.1099-0860.2006.00076.x · Cited by 133
Risk markers for SLI: A study of young language-learning children
Conti‐Ramsden, G., & Hesketh, A. (2003) · International Journal of Language & Communication Disorders · doi:10.1080/1368282031000092339 · Cited by 129
Cross-Language Nonword Repetition by Bilingual and Monolingual Children
Windsor, J., Kohnert, K. J., Lobitz, K. F., & Pham, G. T. (2010) · American Journal of Speech-Language Pathology · doi:10.1044/1058-0360(2010/09-0064 · Cited by 128
Connelly, V. J., Dockrell, J. E., Walter, K., & Critten, S. (2012) · Written Communication · doi:10.1177/0741088312451109 · Cited by 128
Dispaldro, M., Leonard, L. B., & Deevy, P. (2012) · Journal of Speech Language and Hearing Research · doi:10.1044/1092-4388(2012/11-0304 · Cited by 127
Loomes, C., Rasmussen, C., Pei, J. R., Manji, S., & Andrew, G. (2007) · Research in Developmental Disabilities · doi:10.1016/j.ridd.2007.01.001 · Cited by 135
Neuropsychological profiles of children with cerebral palsy
Stadskleiv, K., Jahnsen, R. B., Andersen, G. L., & von Tetzchner, S. (2017) · Developmental Neurorehabilitation · doi:10.1080/17518423.2017.1282054 · Cited by 126
“An uneven profile was defined as a VC–PRI discrepancy larger than 1 SD.74 For children not having Norwegian as their first language, TROG-2 was used as a measure of VC as comprehension of grammar and sentence structure is a better estimate of verbal skills than size of receptive vocabulary.75 This criterion was set in…”
MethodWetherell, D., Botting, N., & Conti-Ramsden, G. (2007) · International journal of language and communication disorders · doi:10.1080/13682820601056228 · Cited by 124
“The group consisted of 19 adolescents recruited from a wider study (Conti-Ramsden et al., 1997, Conti-Ramsden and Botting, 1999, Conti-Ramsden et al., 2001).”
Leonard, L. B. (2014) · Journal of Child Language · doi:10.1017/s0305000914000130 · Cited by 124
Babayiğit, S. (2012) · Journal of Research in Reading · doi:10.1111/j.1467-9817.2012.01538.x · Cited by 137
Rice, M. L., Smith, S. D., & Gayán, J. (2009) · Journal of Neurodevelopmental Disorders · doi:10.1007/s11689-009-9031-x · Cited by 122
“Non-word repetition tasks are measures of phonological short-term memory that have been suggested as “core deficits” in SLI [28] or as a “key contributory trait of SLI” [29] .”
BackgroundIdentifying language impairment in bilingual children in France and in Germany
Tuller, L., Hamann, C., Chilla, S., Ferré, S., Morin, E., Prévost, P., dos Santos, C., Ibrahim, L. A., & Zebib, R. (2018) · International Journal of Language & Communication Disorders · doi:10.1111/1460-6984.12397 · Cited by 130
Redmond, S. M. (2005) · Clinical Linguistics & Phonetics · doi:10.1080/02699200410001669870 · Cited by 123
“…has been shown to be sensitive to subtle, sub-clinical deficits that might persist in some older children with language impairments as well as in compensated adults with a positive history of language impairments (Conti-Ramsden, 2003; Conti-Ramsden et al., 2001; Records, Tomblin and Freese, 1992).”
BackgroundCan Bilingualism Mitigate Set-Shifting Difficulties in Children With Autism Spectrum Disorders?
Gonzalez-Barrero, A. M., & Nadig, A. S. (2019) · Child Development · doi:10.1111/cdev.12979 · Cited by 114
“This cut-off provides adequate sensitivity and specificity for the identification of language impairment (Conti-Ramsden et al., 2001; Elin Thordardottir et al., 2011).”
BackgroundVerb Learning in Children With SLI
Riches, N. G., Tomasello, M., & Conti‐Ramsden, G. (2005) · Journal of Speech Language and Hearing Research · doi:10.1044/1092-4388(2005/097 · Cited by 118
Peter, B., Raskind, W. H., Matsushita, M., Lisowski, M., Vu, T., Berninger, V. W., Wijsman, E. M., & Brkanac, Z. (2011) · Journal of Neurodevelopmental Disorders · doi:10.1007/s11689-010-9065-0 · Cited by 117
“SR, also referred to as sentence imitation, is considered a sensitive measure of expressive language ability and difficulty with this task is one of the psycholinguistic markers of language impairment (Conti-Ramsden et al. 2001).”
Background
Metadata
- Authors
- Conti‐Ramsden, G., Botting, N., & Faragher, B.
- Affiliations
- University of Manchester (GB)
- Venue
- Journal of Child Psychology and Psychiatry
- Publisher
- Wiley
- Published
- 2001-09
- Volume
- 42
- Issue
- 6
- Pages
- 741-748
- ISSN
- 0021-9630 (ISSN-L)
- 1469-7610
- OpenAlex
- W2131789329
- Cited by
- 879
- References
- 33
- Citations by year
- 2026: 18 · 2025: 24 · 2024: 31 · 2023: 45 · 2022: 40 · 2021: 43 · 2020: 96 · 2019: 39 · 2018: 47 · 2017: 60 · 2016: 40 · 2015: 47 · 2014: 52 · 2013: 35 · 2012: 48
- FWCI
- 22.28
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Journal of Child Psychology and Psychiatry (publishedVersion)
- PubMed (publishedVersion)
- Research Explorer (The University of Manchester) (submittedVersion)
- Funders
- Nuffield Foundation
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Life Sciences › Neuroscience › Cognitive Neuroscience › Neurobiology of Language and Bilingualism
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Keywords
- specific language impairment, psycholinguistic markers, sentence imitation, non-word repetition, third person singular, nonverbal intelligence, reference values, diagnostic accuracy, language assessment, children
- MeSH terms
- Child, Cognition, Female, Humans, Language Disorders, Language Tests, Male, Psycholinguistics, Psychological Tests, Sensitivity and Specificity
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