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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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“Moreover, children with insufficient skills in vocabulary, morphosyntax, syntax, listening comprehension, and production have difficulties in reading comprehension (e.g., Botting, 2007; Cain et al., 2000; Cain & Oakhill, 2007; Conti-Ramsden et al., 2001).”
BackgroundRole of phonotactic frequency in nonword repetition by children with specific language impairments
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“Dollaghan et al. (1995) reported that children repeat nonwords whose stressed syllables correspond to known words more accurately than those that do not.”
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“Variation in NWR performance among children with SLI NWR has been proposed as a culturally unbiased clinical marker for SLI which is independent of IQ or social economic status (e.g., Conti-Ramsden et al. 2001, Gardner et al. 2006).”
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“Notably, this study showed the presence of difficulties in a test of non-word repetition in children born VPT, which is considered a reliable marker of verbal difficulties in children with language impairments.(25) Preterm birth impacts language development at different levels, with some differences between receptive…”
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“Nonword repetition has also been shown to be a highly reliable diagnostic marker of SLI and is one of the most reliable measures when it comes to relate phenotypical markers of SLI to genetic correlates of SLI (see for example, Bishop, 2006; Conti-Ramsden et al., 2001; Newbury et al., 2005).”
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“There is also increasing evidence of the value of sentence repetition as a marker of SLI [24], even in children whose surface language performance has evolved to be within normal limits [3].”
BackgroundMethodResultInfluentialLanguage Features in a Mother and Daughter of a Chromosome 7;13 Translocation InvolvingFOXP2
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"Whom would you like to talk with?"
Spitale, M., Silleresi, S., Cosentino, G., Panzeri, F., & Garzotto, F. (2020) · ACM International Conference on Interaction Design and Children (IDC) · doi:10.1145/3392063.3394421 · Cited by 45
“We selected these activities because Sentence Repetition is currently recognized as the single most sensitive task for spotting linguistic impairment [13].”
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“…with significantly lower rates of SRc production than in TD children, and in elicited production, where SLI children show high error rates in tasks such as sentence repetition (e.g., The girl is painting the boy instead of The girl who is painting the boy; Conti-Ramsden et al., 2001; Riches, 2012).”
BackgroundMacrae, T., & Tyler, A. A. (2014) · Language Speech and Hearing Services in Schools · doi:10.1044/2014_lshss-13-0081 · Cited by 43
“Indeed, NWR has been identified as a potential psycholinguistic marker of SLI in children (Conti-Ramsden & Botting, 2001).”
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What Factors Influence Language Impairment Considering Resilience as well as Risk
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Nickisch, A., & von Kries, R. (2009) · Journal of Speech Language and Hearing Research · doi:10.1044/1092-4388(2008/07-0150 · Cited by 41
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“still subject to discussion (G. Conti-Ramsden, Botting, & Faragher, 2001 ).”
Language disorders in children with Developmental Dyslexia
Guasti, M. T., Branchini, C., Vernice, M., Barbieri, L., & Arosio, F. (2015) · Language acquisition & language disorders · doi:10.1075/lald.58.02gua · Cited by 40
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“The seminal work of Conti-Ramsden et al. (2001) established the utility of sentence repetition for identifying DLD, and the task has attracted increasing attention since that point.”
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Contralateral Suppression of Otoacoustic Emissions in Children with Specific Language Impairment
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Freudenthal, D. T., Ramscar, M., Leonard, L. B., & Pine, J. M. (2021) · Cognitive Science · doi:10.1111/cogs.12945 · Cited by 39
The Impacts of Language Background and Language-Related Disorders in Auditory Processing Assessment
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“…40 children who were between the ages of 6 and 9 years, Ellis Weismer, Tomblin, Zhang, Buckwalter, Chynoweth and Jones (2000) included 581 children who were 7, Conti-Ramsden, Botting, and Faragher (2001) included 260 children who were 10, and Conti-Ramsden (2003) included 64 children who were 5.”
BackgroundIdentifying risk for specific language impairment with narrow and global measures of grammar
Souto, S., Leonard, L. B., & Deevy, P. (2014) · Clinical Linguistics & Phonetics · doi:10.3109/02699206.2014.893372 · Cited by 39
Phonological representations in children with SLI
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“In fact the firmly established and long standing observation that children with SLI exhibit weakness carrying out nonword repetition tasks (Bishop and Snowling, 2004; Conti-Ramsden et al., 2001) and word learning tasks (Kan and Windsor, 2010) has led to speculation that difficulty forming and retrieving phonological r…”
Backgroundde Hoog, B. E., Langereis, M. C., van Weerdenburg, M., Knoors, H. E. T., & Verhoeven, L. T. W. (2014) · Research in Developmental Disabilities · doi:10.1016/j.ridd.2014.11.007 · Cited by 38
Using a monolingual screening test for assessing bilingual children
Altman, C., Harel, E., Meir, N., Iluz-Cohen, P., Walters, J., & Armon-Lotem, S. (2021) · Clinical Linguistics & Phonetics · doi:10.1080/02699206.2021.2000644 · Cited by 38
“…between monolinguals and bilinguals when assessed in a single language and the importance of considering exposure history (Bortolini et al., 2006; Conti-Ramsden et al., 2001; Gathercole, 2013; Girbau & Schwartz, 2008; Thordardottir, 2015; Thordardottir & Brandeker, 2013; Thordardottir et al.,…”
BackgroundWhy computational models are better than verbal theories: the case of nonword repetition
Jones, G., Gobet, F. R., Freudenthal, D., Watson, S. E., & Pine, J. M. (2013) · Developmental Science · doi:10.1111/desc.12111 · Cited by 39
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Sentence repetition and language impairment in French-speaking children with ASD
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Contribution of phonological and broader language skills to literacy.
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Antonijević, S., Lyons, R., O’Malley, M.-P., Meir, N., Haman, E., Banasik‐Jemielniak, N., Carroll, C., McMenamin, R., Rodden, M., & Fitzmaurice, Y. (2019) · Clinical Linguistics & Phonetics · doi:10.1080/02699206.2019.1637458 · Cited by 36
“SR has been shown to have significant potential as a clinical marker for language disorder in monolingual (Conti-Ramsden et al., 2001), bilingual (Meir, Walters, & Armon-Lotem, 2016; Thordardottir & Brandeker, 2013) and bilectal children (Theodorou, Kambanaros, & Grohmann, 2017).”
BackgroundThe mediating effect of language on the development of cognitive and affective theory of mind
Bigelow, F. J., Clark, G. M., Lum, J. A. G., & Enticott, P. G. (2021) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2021.105158 · Cited by 42
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Καλτσά, Μ., Prentza, A. I., & Tsimpli, I. M. (2019) · International Journal of Bilingualism · doi:10.1177/1367006918819867 · Cited by 35
Assessing language development in Arabic: The Arabic language: Evaluation of function (ALEF)
Rakhlin, N., Aljughaiman, A. M., & Grigorenko, E. L. (2019) · Applied Neuropsychology Child · doi:10.1080/21622965.2019.1596113 · Cited by 35
Ebert, K. D. (2014) · International Journal of Language & Communication Disorders · doi:10.1111/1460-6984.12090 · Cited by 35
“Two separate studies (Archibald & Joanisse 2009; Conti-Ramsden et al. 2001) have compared the sensitivity and specificity of the task to other candidates for a clinical marker, including nonsense word repetition and grammatical tense marking.”
Nag, S., Snowling, M. J., & MIRKOVIĆ, J. (2017) · Applied Psycholinguistics · doi:10.1017/s0142716417000200 · Cited by 34
“Other studies have shown that the task has been sensitive to subtle individual differences, particularly to variations at the lower end of the distribution (e.g., English: Conti-Ramsden et al., 2001; Redmond et al., 2011; Rice et al., 2005; Dutch: Wilsenach 2006).”
BackgroundMethodInfluentialWorking, Declarative, and Procedural Memory in Children With Developmental Language Disorder
Jackson, E., Leitão, S., Claessen, M., & Boyes, M. E. (2020) · Journal of Speech Language and Hearing Research · doi:10.1044/2020_jslhr-20-00135 · Cited by 34
Markers for persistent specific expressive language delay in 3-4-year-olds.
Everitt, A., Hannaford, P., & Conti-Ramsden, G. (2013) · International journal of language and communication disorders · doi:10.1111/1460-6984.12028 · Cited by 42
Assessing speech perception in young children and relationships with language skills
Vance, M., Rosen, S., & Coleman, M. (2009) · International Journal of Audiology · doi:10.1080/14992020902930550 · Cited by 34
Early Oral Language Markers of Poor Reading Performance in Hong Kong Chinese Children
Liu, P. D., McBride-Chang, C. A., Wong, A. M. ‐., Tardif, T. Z., Stokes, S. F., Fletcher, P. J., & Shu, H. (2010) · Journal of Learning Disabilities · doi:10.1177/0022219410369084 · Cited by 34
“Conti-Ramsden, Botting, and Faragher (2001) suggested that children’s performance on tasks of sentence repetition primarily reflect limitations in short-term memory.”
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Ward, L., Polišenská, K., & Bannard, C. (2024) · Journal of Speech Language and Hearing Research · doi:10.1044/2024_jslhr-23-00490 · Cited by 33
Robertson, E. K., Joanisse, M. F., Desroches, A. S., & Terry, A. (2012) · Journal of Learning Disabilities · doi:10.1177/0022219412449430 · Cited by 33
Moscati, V., Rizzi, L., Vottari, I., Chilosi, A. M., Salvadorini, R., & Guasti, M. T. (2020) · Journal of Child Language · doi:10.1017/s0305000919000709 · Cited by 33
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Language impairment in children with CI: An investigation of Swedish
Hansson, K., Ibertsson, T., Asker-Árnason, L., & Sahlén, B. (2018) · Lingua · doi:10.1016/j.lingua.2018.07.001 · Cited by 11
Improving Child Compliance on a Computer-Administered Nonword Repetition Task
Polišenská, K., & Kapalková, S. (2014) · Journal of Speech Language and Hearing Research · doi:10.1044/1092-4388(2013/13-0014 · Cited by 33
Andrés‐Roqueta, C., García-Molina, I., & Buils, R. F. (2021) · Children · doi:10.3390/children8020123 · Cited by 32
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Kaganovich, N., Schumaker, J., Leonard, L. B., Gustafson, D., & Macias, D. (2014) · Journal of Speech Language and Hearing Research · doi:10.1044/2014_jslhr-l-13-0192 · Cited by 35
“Indeed, earlier research shows that school-age children with a history of SLI often continue to exhibit albeit more subtle but clear linguistic difficulties (Conti-Ramsden et al., 2001; Hesketh & ContiRamsden, 2013; Rice, Hoffman, & Wexler, 2009).”
BackgroundAnalysis and Control in Children With SLI
Lum, J. A. G., & Bavin, E. L. (2007) · Journal of Speech Language and Hearing Research · doi:10.1044/1092-4388(2007/109 · Cited by 32
Motor Control and Nonword Repetition in Specific Working Memory Impairment and SLI
Archibald, L. M. D., Joanisse, M. F., & Munson, B. (2013) · Topics in Language Disorders · doi:10.1097/tld.0b013e31829cf5e7 · Cited by 32
“These findings replicate many previous reports of nonword repetition deficits for children with LI (e.g., Conti-Ramsden et al., 2001; Gray, 2003).”
BackgroundResultBenavides, A. A., Harmon, M. T., & Murata, C. (2017) · Journal of Communication Disorders · doi:10.1016/j.jcomdis.2017.12.001 · Cited by 31
Morpho-Syntactic Abilities of Unbalanced Bilingual Children: A Closer Look at the Weaker Language
Meir, N. (2018) · Frontiers in Psychology · doi:10.3389/fpsyg.2018.01318 · Cited by 32
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“Non-word repetition belongs to the core assessment measures used for diagnosing LI and has been identified as a reliable clinical marker of SLI in monolingual children (Conti-Ramsden et al., 2001; Gathercole, 2006).”
BackgroundCalder, S. D., Claessen, M., Ebbels, S. H., & Leitão, S. (2020) · Journal of Speech Language and Hearing Research · doi:10.1044/2020_jslhr-20-00132 · Cited by 38
“This includes particular difficulties with a range of morphosyntactic skills, such as the use and understanding of tense related morphosyntax (Conti-Ramsden et al., 2001; Rice et al., 1999).”
BackgroundLum, J. A. G., & Kidd, E. (2012) · Journal of Speech Language and Hearing Research · doi:10.1044/1092-4388(2011/10-0137 · Cited by 31
Wong, A. M.-Y., Klee, T. M., Stokes, S. F., Fletcher, P. J., & Leonard, L. B. (2010) · Journal of Speech Language and Hearing Research · doi:10.1044/1092-4388(2009/08-0195 · Cited by 31
Schaeffer, J. C. (2020) · Language Acquisition · doi:10.1080/10489223.2020.1724293 · Cited by 30
Christensen, R. V., & Hansson, K. (2012) · Journal of Speech, Language and Hearing Research · doi:10.1044/1092-4388(2012/10-0350 · Cited by 31
Noonan, N. B., Redmond, S. M., & Archibald, L. M. D. (2014) · Journal of Speech Language and Hearing Research · doi:10.1044/2014_jslhr-l-12-0225 · Cited by 30
Sentence repetition and digit span: Potential markers of bilingual children with suspected SLI?
Ziethe, A., Eysholdt, U., & Döllinger, M. (2012) · Logopedics Phoniatrics Vocology · doi:10.3109/14015439.2012.664652 · Cited by 30
Marini, A., Ruffino, M., Sali, M. E., & Molteni, M. (2017) · Journal of Speech, Language, and Hearing Research · doi:10.1044/2017_jslhr-l-15-0415 · Cited by 29
Kidd, E., & Bavin, E. L. (2007) · First Language · doi:10.1177/0142723707067437 · Cited by 31
Floccia, C., Sambrook, T. D., Luche, C. D., Kwok, R. K. W., Goslin, J., White, L., Cattani, A., Sullivan, E., Abbot‐Smith, K., Krott, A., et al. (2018) · Monographs of the Society for Research in Child Development · doi:10.1111/mono.12350 · Cited by 30
Hick, R. F., Botting, N., & Conti‐Ramsden, G. (2007) · Developmental Medicine & Child Neurology · doi:10.1111/j.1469-8749.2005.tb01187.x · Cited by 29
“The EVT has been used successfully in other studies involving children with SLI (see Conti-Ramsden et al. 2001b).”
BackgroundMethodShahmahmood, T. M., Jalaie, S., Soleymani, Z., Haresabadi, F., & Nemati, P. (2016) · Journal of Research in Medical Sciences · doi:10.4103/1735-1995.189648 · Cited by 28
“[15,45,46] The results of this study show that NWR is one of the tasks which have received much attention in included studies.”
Language assessment tools for Arabic-speaking heritage and refugee children in Germany
Hamann, C., Chilla, S., Ibrahim, L. A., & Fekete, I. (2020) · Applied Psycholinguistics · doi:10.1017/s0142716420000399 · Cited by 31
Purdy, J., Leonard, L., Weber-Fox, C., & Kaganovich, N. (2014) · Journal of Speech, Language and Hearing Research · doi:10.1044/2014_jslhr-l-13-0176 · Cited by 28
Dispaldro, M., Deevy, P., Altoè, G., Benelli, B., & Leonard, L. B. (2011) · International Journal of Language & Communication Disorders · doi:10.1111/j.1460-6984.2011.00008.x · Cited by 28
“Uses and interpretations of non-word repetition tasks in children with and without specific language impairment (SLI).”
BackgroundInfluentialSpitale, M., Silleresi, S., Leonardi, G., Arosio, F., Giustolisi, B., Guasti, M. T., & Garzotto, F. (2021) · CHI Conference Extended Abstracts on Human Factors in Computing Systems (CHI EA) · doi:10.1145/3411763.3451775 · Cited by 27
Zebib, R., Tuller, L., Hamann, C., Ibrahim, L. A., & Prévost, P. (2019) · First Language · doi:10.1177/0142723719888372 · Cited by 27
“…on SR revealed lower performance in the Bi-DLD group compared to the Bi-TD group, which goes with the results found in previous studies in both monolinguals (Archibald & Joanisse, 2009; Conti-Ramsden et al., 2001; Poll et al., 2010; Riches, 2012) and bilinguals (ArmonLotem & Meir, 2016).”
BackgroundResultIndividual differences in semantic and structural errors in children’s memory for sentences
Marshall, C. M., & Nation, K. (2003) · Educational and Child Psychology · doi:10.53841/bpsecp.2003.20.3.7 · Cited by 27
Developmental conduction aphasia after neonatal stroke
Northam, G. B., Adler, S., Eschmann, K. C. J., Chong, W. K., Cowan, F. M., & Baldeweg, T. (2018) · Annals of Neurology · doi:10.1002/ana.25218 · Cited by 27
“Speech repetition problems are thought to impact on language learning and are established predictors of impaired literacy and language development in childhood.(23) Also, in view of the presumed functional role of the dorsal stream in language learning,(13) we assessed speech repetition in the context of other abiliti…”
BackgroundJackson, E., Leitão, S., Claessen, M., & Boyes, M. E. (2019) · Journal of Communication Disorders · doi:10.1016/j.jcomdis.2019.02.001 · Cited by 27
Hardman, G., Herman, R., Kyle, F. E., Ebbels, S. H., & Morgan, G. (2023) · Journal of Clinical Medicine · doi:10.3390/jcm12175755 · Cited by 30
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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