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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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Almeida, L., Ferré, S., Morin, E., Prévost, P., dos Santos, C., Tuller, L., & Zebib, R. (2016) · SHS Web of Conferences · doi:10.1051/shsconf/20162710005 · Cited by 7
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Intervención en el control inhibitorio en niños con y sin trastorno de lenguaje dentro del aula
Aguilar-Mediavilla, E. M., Guirado-Moreno, J. L., Sanchez-Azanza, V. A., Adrover‐Roig, D., & Valera-Pozo, M. (2021) · Revista de Investigación en Logopedia · doi:10.5209/rlog.69256 · Cited by 12
“Estos resultados coinciden con estudios previos que señalan las dificultades de memoria fonológica como una característica de los niños con TDL y dislexia (Bishop & Snowling, 2004; Conti-Ramsden et al., 2001).”
BackgroundLanguage impairment in Turkish-speaking children
Topbaş, S., Güven, S., Uysal, A. A., & Kazanoğlu, D. (2016) · Trends in language acquisition research · doi:10.1075/tilar.20.13top · Cited by 7
Wilder, A., & Redmond, S. M. (2020) · Clinical Linguistics & Phonetics · doi:10.1080/02699206.2020.1740323 · Cited by 9
“Likewise, a sentence recall task (e.g., S. M. Redmond, 2005), which like the nonword repetition task deploys children ’ s working memory skills (Conti-Ramsden et al., 2001; Kamhi & Catts, 1986; D. v. Bishop et al., 1996), may be related to children ’ s ability to produce grammatically correct in fi…”
BackgroundMethodEvaluating the GAPS test as a screener for language impairment in young children
Nash, H., Leavett, R., & Childs, H. (2011) · International Journal of Language & Communication Disorders · doi:10.1111/j.1460-6984.2011.00038.x · Cited by 6
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Speech profiles of Spanish-Catalan children with developmental language disorder
Aguilar-Mediavilla, E. M., Buil‐Legaz, L., & Sanchez-Azanza, V. A. (2019) · Clinical Linguistics & Phonetics · doi:10.1080/02699206.2019.1619096 · Cited by 7
Christou, S., Coloma, C. J., Andreu, L., Guerra, E., Araya, C., Rodríguez‐Ferreiro, J., & Sanz‐Torrent, M. (2022) · Journal of Speech Language and Hearing Research · doi:10.1044/2022_jslhr-21-00591 · Cited by 7
Sharify, A., Ajalloueyan, M., Saeedi, M., & Amirsalari, S. (2022) · Iranian journal of child neurology. · doi:10.22037/ijcn.v16i4.30499 · Cited by 6
“As one of the most effective clinical indicators of specific language impairments (SLIs) (43-45), sentence repetition is also associated with the working memory of children with CIs (1,43) and comprises such components as working memory and speech and linguistic perception.”
BackgroundSubordination in Turkish Heritage Children with and without Developmental Language Impairment
Şan, N. H. (2023) · Languages · doi:10.3390/languages8040239 · Cited by 9
Lindfors, H., Hansson, K., Pakulak, E., Cohn, N., & Andersson, A. (2024) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1253509 · Cited by 6
Botting, N., Gaynor, M., Tucker, K., & Orchard-Lisle, G. (2015) · Child Language Teaching and Therapy · doi:10.1177/0265659015595444 · Cited by 6
“…semantic content) as well as measurement of sentence level language skills known to indicate language difficulties (sentence repetition skills; see Conti-Ramsden et al., 2001) and for real-world usefulness and availability in terms of clinical practice (i.e. they were well known by, used by and…”
BackgroundResultInfluentialIdentification of two SLI profiles through WISC-IV, CELF-4 and FON
de Andalucía, C. D. E. D. L. J., & Martínez, A. B. (2015) · Propósitos y Representaciones · doi:10.20511/pyr2015.v3n2.78 · Cited by 6
“Ahora bien, hay que tener en cuenta que muchos niños cambian de un “específico” a un “inespecífico” en la forma clínica de su Trastorno de Lenguaje conforme crecen (Conti-Ramsden et al., 2001), ya que aumentan las variables deterioradas.”
BackgroundHassanali, K.-N., Liu, Y., & Solorio, T. (2012) · Interspeech (USB) · doi:10.21437/interspeech.2012-321 · Cited by 6
“The TD group consisted of 99 speakers while the LI group consisted of 19 speakers [6].”
BackgroundAguilar-Mediavilla, E. M., Buil‐Legaz, L., Penadés, R. L., & Adrover‐Roig, D. (2017) · Literacy studies · doi:10.1007/978-3-319-53646-0_2 · Cited by 6
Language Evaluation in Developmental Language Disorder: Celf 4 vs Celf 5
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“5 are crucial questions to correctly identify LDL/SLI (Acosta et al., 2013; Conti-Ramsden et al., 2001; Wilson et al., 1991; Wood et al., 2016).”
BackgroundHelo, A., Guerra, E., Coloma, C. J., Aravena-Bravo, P., & Pia Rämä, A. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.796459 · Cited by 6
Riches, N. G. (2015) · Clinical Linguistics & Phonetics · doi:10.3109/02699206.2015.1027832 · Cited by 6
Complex sentence profiles in children with Specific Language Impairment: Are they really atypical?*
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Roseberry-McKibbin, C. (2019) · Communication Disorders Quarterly · doi:10.1177/1525740119890314 · Cited by 6
“Multiple research studies have documented that markers of LI are consistent across cultural and linguistic groups (Conti-Ramsden et al., 2001; de Jong & Fletcher, 2014; Dispaldro et al., 2013; Krok & Leonard, 2015; Marinis & Armon-Lotem, 2015; Mendez & Simon-Cereijido, 2019; Paradis et al., 2013; Sheng et al., 2012; S…”
BackgroundLanguage Disorders in Multiple Sclerosis
Soltani, M., & Rahimifar, P. (2020) · BiblioBoard Library Catalog (Open Research Library) · doi:10.5772/intechopen.85766 · Cited by 6
Capelli, E., Silibello, G., Ajmone, P. F., Altamore, E., Lalatta, F., Vizziello, P., Costantino, M. A., & Zampini, L. (2022) · Developmental Neurorehabilitation · doi:10.1080/17518423.2021.2020925 · Cited by 6
“indices for identifying children with DLD in different languages.(87,88)”
BackgroundJiménez, E., & Hills, T. T. (2022) · Developmental Psychology · doi:10.1037/dev0001446 · Cited by 6
“…rst years; however, many of these late bloomers experience future delays in speci fi c language abilities or language-related tasks, such as in understanding and producing complex sentences at age fi ve (Rescorla & Turner, 2015) and in nonword repetition tasks at age 11 (Conti-Ramsden et al., 2001).”
Rodríguez, V. M. A., Ramı́rez, G., & Hernández, S. E. (2016) · Journal for the Study of Education and Development Infancia y Aprendizaje · doi:10.1080/02103702.2016.1189118 · Cited by 6
An elicited imitation test for measuring preschoolers’ language development
Mehrani, M. B. (2017) · Psychological Reports · doi:10.1177/0033294117732976 · Cited by 6
“On this basis, various deficits in sentence repetition are considered a hallmark of specific language impairment (Conti-Ramsden et al., 2001).”
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Montgomery, J. W., & Evans, J. L. (2006) · Applied Psycholinguistics · doi:10.1017/s0142716406280391 · Cited by 6
Talk of the Town: Evaluation report and executive summary
Thurston, A., Roseth, C. J., O’Hare, L., Davison, J., & Stark, P. (2016) · Research Portal (Queen's University Belfast) · doi:10.13140/rg.2.2.10212.17282 · Cited by 6
Sharda, M., Tuerk, C., Chowdhury, R., Jamey, K., Foster, N. E. V., Custo-Blanch, M., Tan, M., Nadig, A., & Hyde, K. L. (2018) · PsyArXiv (OSF Preprints) · doi:10.31234/osf.io/2xnmv · Cited by 7
Puglisi, M. L., Blasi, H. F., & Snowling, M. J. (2020) · Language, Speech, and Hearing Services in Schools · doi:10.1044/2020_lshss-19-00083 · Cited by 5
Zhou, X., Dillon, H., Tomlin, D., Burgoyne, K., Gurteen, H., Nixon, G., Gudkar, A. I., & Heinrich, A. (2025) · Ear and Hearing · doi:10.1097/aud.0000000000001715 · Cited by 5
Courteau, É., Loignon, G., Steinhauer, K., & Royle, P. (2023) · Journal of Speech Language and Hearing Research · doi:10.1044/2022_jslhr-21-00541 · Cited by 5
“This kind of task has shown excellent discriminating accuracy for identifying DLD in many languages, including English (e.g., Conti-Ramsden et al., 2001) and French (e.g., Leclercq et al., 2014; Tuller et al., 2018).”
BackgroundInfluentialChristopulos, T. T., & Redmond, S. M. (2023) · Language Speech and Hearing Services in Schools · doi:10.1044/2022_lshss-22-00048 · Cited by 7
Suárez‐Coalla, P., Suárez-Romón, M., & Martínez, V. (2024) · Reading Psychology · doi:10.1080/02702711.2024.2359930 · Cited by 8
Predictors of sentence recall performance in children with and without DLD: Complexity matters
McDonald, J. L., & Oetting, J. B. (2024) · Journal of Child Language · doi:10.1017/s0305000924000345 · Cited by 5
Wang, X., & Jiandan, H. (2016) · Chinese Journal of Applied Linguistics · doi:10.1515/cjal-2016-0022 · Cited by 5
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Shaqiri, A., Gallopeni, F., & Selmani, E. (2020) · Early Child Development and Care · doi:10.1080/03004430.2020.1800663 · Cited by 6
“…skills are of utmost importance because they have a great influence on numerous aspects of individual development and lifestyle (Catts et al., 2008; Conti-Ramsden et al., 2001; Dockrell et al., 2011; Peterson, 1990; Schoon et al., 2010; St Clair et al., 2011; Tomblin et al., 2007; Wellman et al.,…”
BackgroundDavis, B. H. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108658089.019 · Cited by 5
Šmolík, F., & Matiasovitsová, K. (2020) · Journal of Speech Language and Hearing Research · doi:10.1044/2020_jslhr-20-00370 · Cited by 5
Pascual, M., & Salas, N. (2020) · Journal for the Study of Education and Development Infancia y Aprendizaje · doi:10.1080/02103702.2020.1848090 · Cited by 8
“Of the 132 students, only 23 had been previously diagnosed with ADHD (five children), ASD (one child), dyslexia (two children) or DLD (five children), and two children had curricular adaptations at school.”
BackgroundInfluentialBakar, N. A., Smith, G., Razak, R. A., & Garraffa, M. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.948992 · Cited by 5
“A value of 2 standard deviations below the mean value of the CA group was used as suggested in the literature (Conti-Ramsden et al., 2001; Paul et al., 2012).”
MethodAssessment Measures for Specific Language Impairment in Brazil: A Systematic Review
Filgueiras, A., Archibald, L. M. D., & Landeira-Fernández, J. (2013) · Review of European Studies · doi:10.5539/res.v5n5p159 · Cited by 5
Dispaldro, M. (2014) · Clinical Linguistics & Phonetics · doi:10.3109/02699206.2014.923940 · Cited by 5
“Several studies have reported a link between NW repetition and grammar (Botting & Conti-Ramsden, 2001; Conti-Ramsden et al., 2001; Montgomery, 1995; Montgomery & Evans, 2009; Sahlén et al., 1999a, 1999b).”
BackgroundLeikin, M., & Tovli, E. (2018) · Communication Disorders Quarterly · doi:10.1177/1525740118810848 · Cited by 5
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Acha, J., Agirregoikoa, A., Barreto‐Zarza, F., & Arranz, E. (2020) · International Journal of Behavioral Development · doi:10.1177/0165025420905356 · Cited by 5
Cross-Morpheme Generalization Using a Complexity Approach in School-Age Children.
DeAnda, S., Blossom, M., & Abel, A. (2020) · Journal of Speech, Language and Hearing Research · doi:10.1044/2020_jslhr-19-00173 · Cited by 1
“…sentence imitation tasks are not valid (a body of research demonstrates they are particularly difficult for children with DLD; Abel et al., 2015; Conti-Ramsden et al., 2001; Dalal & Loeb, 2005; Oetting et al., 2016; Smolík & Vávrů, 2014) but that elicitation tasks may be relatively more…”
BackgroundA Sentence Repetition Task for Early Language Assessment in Spanish
Bravo, N., Lázaro, M., & Mariscal, S. (2020) · The Spanish Journal of Psychology · doi:10.1017/sjp.2020.43 · Cited by 5
“…fact, some authors consider that sentence repetition scores are better clinicalmarkers of Specific Language Impairment (SLI) than other used assessments, such as non-word repetition and past tense elicitation tasks (Archibald & Joanisse 2009; Conti-Ramsden et al., 2001; Seeff-Gabriel et al., 2010).”
BackgroundWho is Right? A Word-Identification-in-Noise Test for Young Children Using Minimal Pair Distracters
Evans, S., & Rosen, S. (2021) · Journal of Speech Language and Hearing Research · doi:10.1044/2021_jslhr-20-00658 · Cited by 4
Rujas, I., Mariscal, S., Casla, M., Lázaro, M., & Murillo, E. (2017) · The Spanish Journal of Psychology · doi:10.1017/sjp.2017.69 · Cited by 5
“This finding is especially relevant if we consider that difficulties in nonword repetition performance has been used as a clinical marker or at least as a warning sign of possible language impairments (Conti-Ramsden et al., 2001).”
BackgroundKelley, L. E., & McCann, J. P. (2021) · Language Speech and Hearing Services in Schools · doi:10.1044/2021_lshss-21-00038 · Cited by 6
Restrepo, M. A., Gorin, J. S., Gray, S. I., Morgan, G., & Barona, N. (2010) · Society for Research on Educational Effectiveness · Cited by 5
SLI in Bilinguals: Testing Complex Syntax and Semantics in German
Lein, T., Hamann, C., Rothweiler, M., Ibrahim, L. A., Chilla, S., & San, H. (2016) · Cited by 5
Bonvillian, J. D., Lee, N. K., Dooley, T. T., & Loncke, F. T. (2020) · Open Book Publishers · doi:10.11647/obp.0205 · Cited by 6
Blake, A., Dąbrowska, E., & Riches, N. G. (2025) · Journal of Communication Disorders · doi:10.1016/j.jcomdis.2025.106541 · Cited by 6
Wood, C. L., & Hoge, R. (2017) · International Journal of Bilingual Education and Bilingualism · doi:10.1080/13670050.2017.1308310 · Cited by 4
“In fact, Conti-Ramsden, Botting, and Faragher (2001) found that the recalling sentences subtest of the Clinical Evaluation of Language Fundamentals (CELF) – Revised (Semel, Wiig, and Secord 1994) was the best discriminator (90% sensitivity and 85% specificity) between monolingual English-speaking…”
BackgroundMethodPerformance in Nonword Repetition Tasks among Mandarin- English Bilingual Children in Malaysia
Woon, C. P., Yap, N. T., & Lim, H. W. (2020) · Pertanika journal of social science & humanities · doi:10.47836/pjssh.28.4.35 · Cited by 4
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Jin, F., Schjølberg, S., Eadie, P. A., Nes, R. B., Valand, S. B., Røysamb, E., & Vulchanova, M. (2023) · International Journal of Language & Communication Disorders · doi:10.1111/1460-6984.12861 · Cited by 4
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Smith, G., Janetti, B. B., Sarin, M., & Garraffa, M. (2023) · Languages · doi:10.3390/languages8040248 · Cited by 4
Phonological Memory in 5 to 6 Year-Old Korean Children
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Nouvelles propositions pour la recherche et l’évaluation du langage chez les enfants dysphasiques.
Parisse, C., & Maillart, C. (2010) · Open Repository and Bibliography (University of Liège) · Cited by 4
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La répétition de phrases comme aide au diagnostic des enfants dysphasiques.
Maillart, C., Leclercq, A., & Quémart, P. (2012) · Open Repository and Bibliography (University of Liège) · Cited by 4
Bullying in Schools: Speech Language Pathologists’ Responses to Specific Bullying Incidents
Blood, G. W. (2014) · Journal of Communication Disorders Deaf Studies & Hearing Aids · doi:10.4172/2375-4427.1000121 · Cited by 4
“Children with SLI may have difficulty with both receptive and expressive language [29-38].”
BackgroundCaballero, Á. A., Rodríguez, V. M. A., Moreno, A., & Ramı́rez, G. (2017) · Culture and Education · doi:10.1080/11356405.2017.1305073 · Cited by 4
Working Memory and Morphosyntax in Children with Specific (Primary) Language Impairment
Chávez, A., & Benavides, A. A. (2017) · Literacy studies · doi:10.1007/978-3-319-53646-0_14 · Cited by 4
Larsson, A., Persson, C., Klintö, K., & Miniscalco, C. (2020) · Acta Paediatrica · doi:10.1111/apa.15301 · Cited by 4
Howell, P., Chua, L. Y., Yoshikawa, K., Tang, H. H. S., Welmillage, T., Harris, J., & Tang, K. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.568867 · Cited by 4
“Accuracy was determined on consonants alone immediately after each non-word was produced (Conti-Ramsden et al., 2001) and the correct/incorrect designation was entered manually into the laptop.”
MethodMoral content influences facial emotion processing development during early-to-middle childhood
Bigelow, F. J., Clark, G. M., Lum, J. A. G., & Enticott, P. G. (2022) · Neuropsychologia · doi:10.1016/j.neuropsychologia.2022.108372 · Cited by 4
Chondrogianni, V., Judge-Clayden, F., & Butcher, M. (2022) · Applied Psycholinguistics · doi:10.1017/s0142716422000285 · Cited by 5
“Nonverbal IQ has shown to significantly and positively correlate with receptive vocabulary in both the L1 and L2 (Daller & Ongun, 2017; Paradis, 2011), but has weak or no correlations with NWR tasks (Conti-Ramsden et al., 2001; Szewczyk et al., 2018).”
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Nonword reading and other reading‐related skills in Down syndrome
Muscat, L., & Grech, H. (2023) · Journal of Research in Special Educational Needs · doi:10.1111/1471-3802.12604 · Cited by 4
Communication Disorders: Neurodevelopmental Considerations
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Effects of the Narrative Intervention Program for Preschool Portuguese Children
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Reading and Writing Empirical Papers in Applied Linguistics
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Hasson, N. (2011) · City Research Online (City University London) · Cited by 4
Floccia, C., Sambrook, T., Luche, C. D., Kwok, R., 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.v83.1 · Cited by 4
Lam, J. H. Y., Ramos, M. N., Wang, J., Iglesias, A., Peña, E. D., Bedore, L. M., & Gillam, R. B. (2025) · Journal of Speech Language and Hearing Research · doi:10.1044/2025_jslhr-25-00076 · Cited by 3
Kałowski, P., Obarska, M., Romaneczko, J., Walczak, D., & Banasik‐Jemielniak, N. (2025) · International Journal of Bilingualism · doi:10.1177/13670069251358991 · Cited by 3
Developmental Language Disorder: A Consequence of Exemplar-Based Learning?
Riches, N. G. (2025) · First Language · doi:10.1177/01427237251371762 · Cited by 3
Chilla, S., Hamann, C., Prévost, P., Ibrahim, L. A., Ferré, S., dos Santos, C., Zebib, R., & Tuller, L. (2021) · Trends in language acquisition research · doi:10.1075/tilar.29.08chi · Cited by 4
Chilla, S. (2022) · Literacy studies · doi:10.1007/978-3-030-80072-7_16 · Cited by 3
Predictors of language and reading outcomes in 12‐year‐old children born very preterm
Hedenius, M., Johansson, M., Kaul, Y. F., Andersson, E., Montgomery, C., Hellström-Westas, L. K., & Kochukhova, O. (2024) · Acta Paediatrica · doi:10.1111/apa.17408 · Cited by 3
“26 In line with Imgrund et al., 27 our findings suggest that this task may be particularly suitable to detect persistent language problems in children born very preterm.”
LITMUS Turkish sentence repetition test: The best items, effect of scoring and diagnostic accuracy
Kütükçü, D. K., & Topbaş, S. (2024) · Applied Neuropsychology Child · doi:10.1080/21622965.2024.2400483 · Cited by 3
Bliekendaal, W., van den Boer, M., Hakvoort, B. E., & de Bree, E. H. (2024) · Reading and Writing · doi:10.1007/s11145-024-10593-w · Cited by 3
Parvez, L., Keshavarzi, M., Richards, S., Liberto, G. M. D., & Goswami, U. (2024) · Journal of Speech Language and Hearing Research · doi:10.1044/2024_jslhr-24-00031 · Cited by 5
Horne, A. O. V., Hall, J., & Curran, M. K. (2014) · Language · doi:10.1353/lan.2014.0050 · Cited by 3
“However, tense composites also are less useful for older children (Gladfelter & Leonard 2013), and a wider range of language tasks in more complex settings is needed to diagnose children (Conti-Ramsden 2003, Conti-Ramsden et al. 2001, Moyle et al. 2011).”
BackgroundPark, H.-J., Han, S.-A., Choi, J.-H., Sim, S.-Y., Seo, Y.-R., & Jang, H. (2016) · Eon'eo cheong'gag jang'ae yeon'gu/Communication sciences & disorders · doi:10.12963/csd.16332 · Cited by 3
Development of the Hong Kong Sign Language Sentence Repetition Test
Sze, F. Y. B., Wei, M. X., & Lam, D. (2020) · The Journal of Deaf Studies and Deaf Education · doi:10.1093/deafed/enaa001 · Cited by 3
Inhibition in preschool children at risk of developmental language disorder
Thomas, S. A., Shipp, N. J., & Ryder, N. (2022) · Child Language Teaching and Therapy · doi:10.1177/02656590221111341 · Cited by 3
“In the atypical groups, performance on the nonword repetition test supported the at risk nature of the monolingual and bilingual groups, as nonword repetition is a known marker of language disorder (Conti-Ramsden et al., 2001).”
BackgroundTrembath, D. L., Conti‐Ramsden, G., ., G. X., Cook, F., & Reilly, S. (2021) · International Journal of Language & Communication Disorders · doi:10.1111/1460-6984.12593 · Cited by 4
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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