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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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Cites
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“language tests (Conti-Ramsden et al., 2001).”
BackgroundMeir, N., Walters, J., & Armon-Lotem, S. (2015) · International Journal of Bilingualism · doi:10.1177/1367006915609240 · Cited by 106
“The lack of significant correlations between LoE and SRep performance, strong correlations between independent language proficiency measures and SRep performance, and significant differences between sequential bilingual children with and without SLI, suggest that SRep is a good candidate for identifying SLI, regardles…”
BackgroundMethodResultInfluentialMeir, N., & Armon-Lotem, S. (2017) · Frontiers in Psychology · doi:10.3389/fpsyg.2017.01442 · Cited by 108
“Conversely, the negative effect of low SES on verbal shortterm memory tasks was not observed in a study by Engel et al. (2008), who investigated the effect of SES on expressive and receptive vocabulary and verbal short-term memory in 40 Brazilian children aged 6–7.”
BackgroundRice, M. L., Hoffman, L., & Wexler, K. N. (2009) · Journal of Speech Language and Hearing Research · doi:10.1044/1092-4388(2009/08-0171 · Cited by 104
Boerma, T., Chiat, S., Leseman, P. P. M., Timmermeister, M., Wijnen, F. N. K., & Blom, E. (2015) · Journal of Speech Language and Hearing Research · doi:10.1044/2015_jslhr-l-15-0058 · Cited by 103
“Large differences between children with and without LI, both monolingual and bilingual, were found on both NWRTs, strengthening the case for nonword repetition as a clinical marker of LI (Conti-Ramsden et al., 2001).”
Robertson, E. K., & Joanisse, M. F. (2009) · Applied Psycholinguistics · doi:10.1017/s0142716409990208 · Cited by 103
Measurement Issues: Assessing language skills in young children.
Dockrell, J., & Marshall, C. (2015) · Child and Adolescent Mental Health · doi:10.1111/camh.12072 · Cited by 103
Dyslexia and Specific Language Impairment: The Role of Phonology and Auditory Processing
Fraser, J., Goswami, U., & Conti-Ramsden, G. (2010) · Scientific Studies of Reading · doi:10.1080/10888430903242068 · Cited by 104
“A range of tasks are considered to be difficult for children with SLI, including vocabulary ( Conti-Ramsden et al, 1997 ) and semantic processing ( Weckerly, Wulfeck, & Reilly, 2001 ), grammatical morphology ( Marchman, Wulfeck, & Ellis Weismer, 1999 ), and sentence processing as indexed by recalling sentences ( Conti…”
BackgroundThe Discriminant Accuracy of a Grammatical Measure With Latino English-Speaking Children
Gutiérrez‐Clellen, V. F., & Simon‐Cereijido, G. (2007) · Journal of Speech Language and Hearing Research · doi:10.1044/1092-4388(2007/068 · Cited by 99
Meir, N., & Novogrodsky, R. (2019) · First Language · doi:10.1177/0142723719849981 · Cited by 99
“Although, it has been suggested that SRep tasks tap into both vSTM and vWM (e.g., Conti-Ramsden et al., 2001; Alloway & Gathercole, 2005), the span for meaningful sequences is twice as great as it is for unrelated sequences of words (e.g., Baddeley, Vallar, & Willson, 1987).”
BackgroundParadis, J. (2015) · Journal of Speech Language and Hearing Research · doi:10.1044/2015_jslhr-l-15-0008 · Cited by 112
McIntyre, N. S., Solari, E. J., Gonzales, J. E., Solomon, M., Lerro, L., Novotny, S. E., Oswald, T. M., & Mundy, P. C. (2017) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-017-3209-y · Cited by 107
Falcaro, M., Pickles, A. R., Newbury, D. F., Addis, L., Banfield, E. C., Fisher, S. E., Monaco, A. P., Simkin, Z., & Conti‐Ramsden, G. (2007) · Genes Brain & Behavior · doi:10.1111/j.1601-183x.2007.00364.x · Cited by 95
“findings (Conti-Ramsden et al. 2001), there was little phenotypic overlap between the two deficits, but, in addition, Bishop et al.”
BackgroundInfluentialSchwob, S., Eddé, L., Jacquin, L., Leboulanger, M., Picard, M., Oliveira, P. R., & Skoruppa, K. (2021) · Journal of Speech Language and Hearing Research · doi:10.1044/2021_jslhr-20-00552 · Cited by 94
Language, literacy and cognitive skills of young adults with developmental language disorder (DLD)
Botting, N. (2020) · International Journal of Language & Communication Disorders · doi:10.1111/1460-6984.12518 · Cited by 90
The role of sentence recall in reading and language skills of children with learning difficulties
Alloway, T. P., & Gathercole, S. E. (2005) · Learning and Individual Differences · doi:10.1016/j.lindif.2005.05.001 · Cited by 96
“Conti-Ramsden et al. (2001) suggest that sentence recall is an effective psycholinguistic marker of children with specific language impairment as a consequence of the involvement of short-term memory in the task.”
BackgroundResultSeeff‐Gabriel, B., Chiat, S., & Dodd, B. J. (2010) · International Journal of Language & Communication Disorders · doi:10.3109/13682820903509432 · Cited by 89
Joffe, V. L., & Varlokosta, S. (2007) · Clinical Linguistics & Phonetics · doi:10.1080/02699200701541375 · Cited by 92
“Previous research has shown a close association between the imitation of syntactically complex sentences and overall syntactic abilities (Brown, 1973; Conti-Ramsden et al., 2001).”
BackgroundGauthier, K., & Genesee, F. H. (2011) · Child Development · doi:10.1111/j.1467-8624.2011.01578.x · Cited by 88
Assessment of bilingual children: What if testing both languages is not possible?
Boerma, T., & Blom, E. (2017) · Journal of Communication Disorders · doi:10.1016/j.jcomdis.2017.04.001 · Cited by 88
Longitudinal stability of reading profiles in individuals with higher functioning autism
Solari, E. J., Grimm, R. P., McIntyre, N. S., Zajic, M. C., & Mundy, P. C. (2019) · Autism · doi:10.1177/1362361318812423 · Cited by 90
“Extant data have demonstrated that nonword repetition tasks are promising markers of language impairment, showing high rates of sensitivity and specificity (Conti-Ramsden et al., 2001).”
BackgroundPsychometric profile of children with auditory processing disorder and children with dyslexia
Dawes, P., & Bishop, D. (2010) · Archives of Disease in Childhood · doi:10.1136/adc.2009.170118 · Cited by 89
“These tests, which are sensitive indicators of language impairment,”
BackgroundConti‐Ramsden, G., & Durkin, K. (2008) · Journal of Speech Language and Hearing Research · doi:10.1044/1092-4388(2008/005 · Cited by 91
Riches, N. G., Loucas, T., Baird, G., Charman, T., & Simonoff, E. A. (2010) · Journal of Communication Disorders · doi:10.1016/j.jcomdis.2010.06.003 · Cited by 86
“former being an especially reliable indicator of SLI (Conti-Ramsden et al., 2001).”
BackgroundLanguage outcomes of children with cerebral palsy aged 5 years and 6 years: a population‐based study
Mei, C., Reilly, S., Reddihough, D. S., Mensah, F. K., Pennington, L., & Morgan, A. T. (2015) · Developmental Medicine & Child Neurology · doi:10.1111/dmcn.12957 · Cited by 86
“07 Yes 22 (26) 40 (28) Unknown 8 (10) 48 (34) Vision impairment No 56 (67) 63 (44) 0.”
Growth Models of Developmental Language Disorders
Rice, M. (2004) · Psychology Press eBooks · doi:10.4324/9781410610881-16 · Cited by 109
“…& Grela, 1997; Joseph, Serratrice, & Conti-Ramsden, 2002); past tense (Marchman, Wulfeck, & Ellis Weismer, 1999; Oetting & Horohov, 1997); and third-person singular present -s and past tense (Bedore & Leonard, 1998; Conti-Ramsden, Botting, & Faragher, 2001; Eadie, Fey, Douglas, & Parsons, 2002).”
The typical development of simultaneous bilinguals
Thordardottir, E. T. (2014) · Trends in language acquisition research · doi:10.1075/tilar.13.08tho · Cited by 84
Auditory Frequency Discrimination in Children With Specific Language Impairment
Hill-Feltham, P., Hogben, J. H., & Bishop, D. (2005) · Journal of Speech Language and Hearing Research · doi:10.1044/1092-4388(2005/080 · Cited by 84
Silleresi, S., Prévost, P., Zebib, R., Bonnet‐Brilhault, F., Conte, D., & Tuller, L. (2020) · Autism Research · doi:10.1002/aur.2268 · Cited by 88
Sukenik, N., & Friedmann, N. (2018) · Frontiers in Psychology · doi:10.3389/fpsyg.2018.00279 · Cited by 80
“…affected, giving rise to various types of DLI, which selectively affect syntax, lexicon, phonology, or pragmatics (Korkman and Hakkinen-Rihu, 1994; Conti-Ramsden et al., 1997, 2001, 2006; Conti-Ramsden and Botting, 1999; van Daal et al., 2004; Bishop, 2006; Friedmann and Novogrodsky, 2008, 2011).”
BackgroundGardner, H., Froud, K., McClelland, A., & van der Lely, H. K. J. (2006) · International Journal of Language & Communication Disorders · doi:10.1080/13682820500442644 · Cited by 78
Leclercq, A., Quémart, P., Magis, D., & Maillart, C. (2014) · Research in Developmental Disabilities · doi:10.1016/j.ridd.2014.08.026 · Cited by 78
“(Conti-Ramsden et al., 2001) even when language difficulties are associated with working memory impairments (Archibald & Joanisse, 2009).”
BackgroundBehind the Scenes of Developmental Language Disorder: Time to Call Neuropsychology Back on Stage
Tomas, E., & Vissers, C. (2019) · Frontiers in Human Neuroscience · doi:10.3389/fnhum.2018.00517 · Cited by 100
Torkildsen, J. V. K., Hitchins, A. R. C., Myhrum, M., & Wie, O. B. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.02530 · Cited by 77
Petruccelli, N., Bavin, E. L., & Bretherton, L. (2012) · Journal of Speech Language and Hearing Research · doi:10.1044/1092-4388(2012/11-0288 · Cited by 76
Conti‐Ramsden, G., Ullman, M. T., & Lum, J. A. G. (2015) · Frontiers in Psychology · doi:10.3389/fpsyg.2015.01090 · Cited by 75
“Keywords: memory, compensation, grammar, receptive grammar, specific language impairment, workingmemory, declarative memory, procedural memory Frontiers in Psychology | www.frontiersin.org August 2015 | Volume 6 | Article 10901”
ResultHow to identify SLI in bilingual children: A study on sentence repetition in French
Fleckstein, A., Prévost, P., Tuller, L., Sizaret, E., & Zebib, R. (2016) · Language Acquisition · doi:10.1080/10489223.2016.1192635 · Cited by 91
“Sentence repetition has been shown to clearly distinguish between children with TD and children with SLI (Archibald & Joanisse 2009; Conti-Ramsden et al. 2001; Stokes, Wong, Fletcher, & Leonard 2006).”
BackgroundInfluentialWhy do children with language impairment have difficulties with narrative macrostructure?
Blom, E., & Boerma, T. (2016) · Research in Developmental Disabilities · doi:10.1016/j.ridd.2016.05.001 · Cited by 75
Hendricks, A. E., Adlof, S. M., Alonzo, C. N., Fox, A. B., & Hogan, T. P. (2019) · Journal of Speech Language and Hearing Research · doi:10.1044/2018_jslhr-l-18-0093 · Cited by 73
Sentence repetition as a marker of language skills in children with dyslexia
Moll, K., Hulme, C., Nag, S., & Snowling, M. J. (2013) · Applied Psycholinguistics · doi:10.1017/s0142716413000209 · Cited by 72
Identification of bilingual children with Specific Language Impairment in France
Almeida, L., Ferré, S., Morin, E., Prévost, P., dos Santos, C., Tuller, L., Zebib, R., & Barthez, M.-A. (2017) · Linguistic Approaches to Bilingualism · doi:10.1075/lab.15019.alm · Cited by 71
Investigating the Role of Verbal Working Memory in Young Children's Sentence Comprehension
Boyle, W., Lindell, A. K., & Kidd, E. (2013) · Language Learning · doi:10.1111/lang.12003 · Cited by 69
Syntax and Morphology in Danish-Speaking Children with Autism Spectrum Disorder
Brynskov, C., Eigsti, I., Jørgensen, M., Lemcke, S., Bohn, O., & Krøjgaard, P. (2016) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-016-2962-7 · Cited by 70
Cerebellar Abnormalities in Developmental Dyslexia: Cause, Correlate or Consequence?
Bishop, D. (2002) · Cortex · doi:10.1016/s0010-9452(08)70018-2 · Cited by 70
Kenworthy, L. E., Wallace, G. L., Powell, K. K., Anselmo, C., Martin, A. D., & Black, D. O. (2012) · Research in Autism · doi:10.1016/j.rasd.2012.03.009 · Cited by 69
Methods for Identifying Specific Language Impairment in Bilingual Populations in Germany
Hamann, C., & Ibrahim, L. A. (2017) · Frontiers in Communication · doi:10.3389/fcomm.2017.00016 · Cited by 79
Lucas, R. M., & Norbury, C. (2014) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-014-2133-7 · Cited by 75
Auditive Verarbeitungs- und Wahrnehmungsstörungen
Nickisch, A., Gross, M., Schönweiler, R., Uttenweiler, V., Zehnhoff‐Dinnesen, A. A., Berger, R. S., Radü, H.-J., & Ptok, M. (2007) · HNO · doi:10.1007/s00106-006-1507-3 · Cited by 69
Arosio, F., Branchini, C., Barbieri, L., & Guasti, M. T. (2014) · Clinical Linguistics & Phonetics · doi:10.3109/02699206.2013.877081 · Cited by 68
“…it has been found that the omission of tense marking is a good clinical marker of SLI in 11 years old English-speaking children (Rice & Wexler, 1996) and its clinical accuracy improves when considered in combination with non-word repetition and sentence repetition (Conti-Ramsden & Botting, 2001).”
BackgroundTaylor, L. J., Maybery, M. T., Grayndler, L., & Whitehouse, A. (2013) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-013-1847-2 · Cited by 75
“Further, NWRep distinguishes SLI from other childhood communication disorders (Botting and Conti-Ramsden 2003) and is a more sensitive and specific marker of SLI than language measures such as past tense marking (Conti-Ramsden et al. 2001).”
BackgroundInfluentialNon‐word repetition in Dutch children with (a risk of) dyslexia and SLI
de Bree, E. H., Rispens, J., & Gerrits, E. (2007) · Clinical Linguistics & Phonetics · doi:10.1080/02699200701576892 · Cited by 68
“This has led to the proposal that poor NWR is a clinical marker for language impairment (Bishop et al., 1996; Dollaghan & Campbell, 1998; Conti-Ramsden et al., 2001; Tager-Flusberg & Cooper, 1999, but see Catts, Adlof, Hogan, & Ellis Weismer, 2005, for a different viewpoint).”
BackgroundResultCharacterizing the Growth Trajectories of Language-Impaired Children Between 7 and 11 Years of Age
Law, J., Tomblin, J. B., & Zhang, X. (2008) · Journal of Speech Language and Hearing Research · doi:10.1044/1092-4388(2008/052 · Cited by 68
Hutchinson, E. A., Bavin, E. L., Efron, D., & Sciberras, E. (2011) · Child Neuropsychology · doi:10.1080/09297049.2011.601288 · Cited by 69
“…when the children were aged 45 months, that is, more than 3 years before working memory was tested, and since there can be changes in SLI status over time (e.g., Bishop & Adams 1990; Conti-Ramsden et al., 2001), it is not clear if all the children could still be classified as SLI 3 years later.”
BackgroundMethodInfluentialChanges in emotional health symptoms in adolescents with specific language impairment
Wadman, R., Botting, N., Durkin, K., & Conti‐Ramsden, G. (2011) · International Journal of Language & Communication Disorders · doi:10.1111/j.1460-6984.2011.00033.x · Cited by 72
“…have been found to be good indicators of receptive and expressive language ability in previous studies involving children with language difficulties (Gillion and Dodd 1994, Stothard et al. 1998), and recalling sentences is a good clinical marker of language impairment (Conti-Ramsden et al. 2001).”
Which are the best predictors of theory of mind delay in children with specific language impairment?
Andrés‐Roqueta, C., Adrián, J., Clemente, R. A., & Katsos, N. (2013) · International Journal of Language & Communication Disorders · doi:10.1111/1460-6984.12045 · Cited by 65
Sentence Repetition as a Tool for Screening Morphosyntactic Abilities of Bilectal Children with SLI
Theodorou, E., Kambanaros, M., & Grohmann, K. Κ. (2017) · Frontiers in Psychology · doi:10.3389/fpsyg.2017.02104 · Cited by 69
“In addition, in order for the task to be administered for screening purposes, cutoff points should be established (Stokes et al., 2006), based on previous research Conti-Ramsden et al. (2001).”
BackgroundMethodResultInfluentialDemouy, J., Plaza, M., Xavier, J., Ringeval, F., Chétouani, M., Périsse, D., Chauvin, D., Savelon, S. V., Golse, B., Cohen, D., et al. (2011) · Research in Autism · doi:10.1016/j.rasd.2011.01.026 · Cited by 68
“, 1975, 1977; Bishop, 2003; Kjelgaard & Tager-Flusberg, 2001; Tager-Flusberg, 2006) and tends to reject, as did other authors (Bishop et al., 1996; Conti-Ramsden et al., 2001), the hypothesis that SLI could be a subtype of PDD.”
ResultRecast Density and Acquisition of Novel Irregular Past Tense Verbs
Proctor-Williams, K., & Fey, M. E. (2007) · Journal of Speech Language and Hearing Research · doi:10.1044/1092-4388(2007/072 · Cited by 63
Hugdahl, K., Gundersen, H. S., Brekke, C., Thomsen, T., Rimol, L. M., Ersland, L., & Niemi, J. (2004) · Journal of Speech Language and Hearing Research · doi:10.1044/1092-4388(2004/014 · Cited by 64
Past Tense Marking by African American English–Speaking Children Reared in Poverty
Pruitt, S. L., & Oetting, J. (2008) · Journal of Speech, Language and Hearing Research · doi:10.1044/1092-4388(2008/07-0176 · Cited by 68
Complexities and constraints in nonword repetition and word learning
Gathercole, S. E. (2006) · Applied Psycholinguistics · doi:10.1017/s014271640606053x · Cited by 63
“Although the Conti-Ramsden et al. (1997) study was unusually inclusive in its selection policy, many of the other key studies in this research literature also fail to meet these exclusionary criteria. For example, Ellis Weismer et al. (2000) conducted a large-scale study of 581 children aged 8 and 9 years of age. Adop…”
ResultInfluentialPhonological Working Memory for Words and Nonwords in Cerebral Cortex
Perrachione, T. K., Ghosh, S., Ostrovskaya, I., Gabrieli, J. D. E., & Kovelman, I. (2017) · Journal of Speech Language and Hearing Research · doi:10.1044/2017_jslhr-l-15-0446 · Cited by 65
Naess, K., Lervåg, A., Lyster, S. H., & Hulme, C. (2015) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2015.02.004 · Cited by 65
Memory in language-impaired children with and without autism
Hill, A. P., van Santen, J. P. H., Gorman, K., Langhorst, B. H., & Fombonne, E. J. (2015) · Journal of Neurodevelopmental Disorders · doi:10.1186/s11689-015-9111-z · Cited by 61
“Consistent with several previous studies of children with SLI [22, 29–35], we found that this group had significantly lower scores on forward and backward digit span tests compared to the ALN group.”
BackgroundResultSocial stress in young people with specific language impairment
Wadman, R., Durkin, K., & Conti‐Ramsden, G. (2010) · Journal of Adolescence · doi:10.1016/j.adolescence.2010.06.010 · Cited by 61
Sentence Imitation as a Marker of SLI in Czech: Disproportionate Impairment of Verbs and Clitics
Šmolík, F., & Vávrů, P. (2014) · Journal of Speech Language and Hearing Research · doi:10.1044/2014_jslhr-l-12-0384 · Cited by 58
“Nonword repetition is a sensitive marker of SLI (Conti-Ramsden et al., 2001; Dollaghan & Campbell, 1998).”
BackgroundSentence repetition as a measure of morphosyntax in monolingual and bilingual children
Komeili, M., & Marshall, C. R. (2013) · Clinical Linguistics & Phonetics · doi:10.3109/02699206.2012.751625 · Cited by 65
“In this regard, the bilingual group differs from monolingual children with SLI, who have selective difficulties with sentence repetition above and beyond their general low language level (Briscoe, Bishop, & Norbury, 2001; Conti-Ramsden et al., 2001).”
BackgroundGonzalez‐Barrero, A. M., & Nadig, A. (2018) · Autism Research · doi:10.1002/aur.2023 · Cited by 61
Bishop, D., Adams, C., & Norbury, C. (2004) · American Journal of Medical Genetics Part B Neuropsychiatric Genetics · doi:10.1002/ajmg.b.30065 · Cited by 58
“Overall, the comparison of groups L and N confirmed that a high proportion of children with low nonword repetition have other characteristics of SLI.”
BackgroundInfluentialKapalková, S., Polišenská, K., Marková, L., & Fenton, J. (2015) · Applied Psycholinguistics · doi:10.1017/s0142716415000454 · Cited by 42
“The MAIN, which was developed by Gagarina et al. (2012), was used for the narrative assessment (see Method).”
MethodRispens, J., & Parigger, E. (2010) · British Journal of Developmental Psychology · doi:10.1348/026151009x482633 · Cited by 56
Making Inferences From Text: It's Vocabulary That Matters
Lucas, R. M., & Norbury, C. (2015) · Journal of Speech Language and Hearing Research · doi:10.1044/2015_jslhr-l-14-0330 · Cited by 56
Pawłowska, M. (2014) · Journal of Speech Language and Hearing Research · doi:10.1044/2014_jslhr-l-13-0189 · Cited by 56
Thordardottir, E. T., & Juliusdottir, A. G. (2012) · International Journal of Bilingual Education and Bilingualism · doi:10.1080/13670050.2012.693062 · Cited by 85
“2006 ; Conti-Ramsden, Botting, and Faragher 2001 ; Ellis Weismer et al.”
Cardy, J. O., Tannock, R., Johnson, A. M., & Johnson, C. J. (2009) · Journal of Communication Disorders · doi:10.1016/j.jcomdis.2009.09.003 · Cited by 59
Written language skills in children with specific language impairment
Williams, G. J., Larkin, R. F., & Blaggan, S. (2013) · International Journal of Language & Communication Disorders · doi:10.1111/1460-6984.12010 · Cited by 55
Children with Speech Language and Communication Needs in England: Challenges for Practice
Dockrell, J. E., Howell, P., Leung, D., & Fugard, A. J. B. (2017) · Frontiers in Education · doi:10.3389/feduc.2017.00035 · Cited by 70
Topbaş, S., Kütükçü, D. K., & Kopkallı-Yavuz, H. (2014) · Clinical Linguistics & Phonetics · doi:10.3109/02699206.2014.927003 · Cited by 54
Thordardottir, E. T. (2017) · International Journal of Bilingual Education and Bilingualism · doi:10.1080/13670050.2017.1358695 · Cited by 65
Assessing Language Skills in Bilingual Children: Current Trends in Research and Practice
Freeman, M. R., & Schroeder, S. R. (2022) · Journal of Child Science · doi:10.1055/s-0042-1743575 · Cited by 54
Brizzolara, D., Gasperini, F., Pfanner, L., Cristofani, P., Casalini, C., & Chilosi, A. M. (2011) · Cortex · doi:10.1016/j.cortex.2011.02.009 · Cited by 54
Kapalková, S., Polišenská, K., & Vicenová, Z. (2012) · International Journal of Language & Communication Disorders · doi:10.1111/j.1460-6984.2012.00189.x · Cited by 53
Improving working memory in children with low language abilities
Holmes, J., Butterfield, S., Cormack, F. K., van Loenhoud, A. C., Ruggero, L., Kashikar, L., & Gathercole, S. E. (2015) · Frontiers in Psychology · doi:10.3389/fpsyg.2015.00519 · Cited by 55
“The novel issue addressed by the present study is whether the benefits of working memory training are modulated by the language-related abilities of the trainees.”
BackgroundResultFlax, J. F., Realpe-Bonilla, T., Roesler, C. P., Choudhury, N. A., & BENASICH, A. A. (2008) · Journal of Learning Disabilities · doi:10.1177/0022219408326215 · Cited by 53
Noun-related morphosyntactic difficulties in specific language impairment across languages
Leonard, L. B. (2016) · First Language · doi:10.1177/0142723715626070 · Cited by 52
The Role of Verbal Working Memory in Children's Sentence Comprehension
Kidd, E. (2013) · Topics in Language Disorders · doi:10.1097/tld.0b013e31829d623e · Cited by 51
Guo, L.-Y., & Schneider, P. (2016) · Journal of Speech Language and Hearing Research · doi:10.1044/2015_jslhr-l-15-0066 · Cited by 51
“Oetting and Hadley (2009) indicated that it is relatively difficult to differentiate children with and without LI using tense measures after age 8 on the basis of the studies by Conti-Ramsden, Botting, and Faragher (2001) and Rice and Wexler (2001).”
BackgroundBlom, E., & Boerma, T. (2020) · Journal of Speech Language and Hearing Research · doi:10.1044/2020_jslhr-20-00012 · Cited by 50
Clark, A., O'Hare, A. E., Watson, J., Cohen, W., Cowie, H., Elton, R. A., Nasir, J., & Seckl, J. R. (2007) · Archives of Disease in Childhood · doi:10.1136/adc.2006.101758 · Cited by 51
Redmond, S. M., Ash, A. C., Christopulos, T. T., & Pfaff, T. (2019) · Journal of Speech Language and Hearing Research · doi:10.1044/2019_jslhr-l-18-0388 · Cited by 58
Sentence Repetition in Deaf Children with Specific Language Impairment in British Sign Language
Marshall, C. R., Mason, K., Rowley, K., Herman, R., Atkinson, J. R., Woll, B., & Morgan, G. (2014) · Language Learning and Development · doi:10.1080/15475441.2014.917557 · Cited by 50
“…subtest is included in many standardized language assessments for children (e.g., Gardner, Froud, McClelland, & van der Lely, 2007; Semel, Wiig, & Secord, 2003), and poor performance on the task is considered a clinical marker for specific language impairment (Conti-Ramsden et al., 2001).”
Krok, W. C., & Leonard, L. (2015) · Journal of Speech, Language and Hearing Research · doi:10.1044/2015_jslhr-l-14-0348 · Cited by 44
Redmond, S. M., Ash, A. C., & Hogan, T. P. (2014) · Language Speech and Hearing Services in Schools · doi:10.1044/2014_lshss-14-0045 · Cited by 53
Sentence Recall by Children With SLI Across Two Nonmainstream Dialects of English
Oetting, J. B., McDonald, J. L., Seidel, C. M., & Hegarty, M. (2015) · Journal of Speech Language and Hearing Research · doi:10.1044/2015_jslhr-l-15-0036 · Cited by 50
“These rates of diagnostic accuracy compare favorably with those reported in other studies in which total percentage of children correctly classified by a sentence recall task has ranged from 87% to 90% (Archibald & Joanisse, 2009; Conti-Ramsden et al., 2001; Poll et al., 2010; Redmond et al., 2011).”
BackgroundResultPhonological processing skills in specific language impairment
Claessen, M., Leitão, S., Kane, R. T., & Williams, C. J. (2013) · International Journal of Speech-Language Pathology · doi:10.3109/17549507.2012.753110 · Cited by 49
de Bree, E. H., Wijnen, F. N. K., & Gerrits, E. (2009) · Dyslexia · doi:10.1002/dys.395 · Cited by 49
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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