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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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“…impairment (SLI, henceforth) were compared to children with autism and poor structural language abilities (Apoor, henceforth) and children with autism and appropriate language abilities (Aapp, henceforth) on nonword repetition performance, which is considered a typical weakness in SLI [15,16].”
BackgroundIs language impaired in Spanish-speaking children with autism spectrum disorder level 1?
Pedroche, A. S., Valera-Pozo, M., Mateus-Moreno, A., Díaz, M. F. L., Aguilar-Mediavilla, E. M., & Adrover‐Roig, D. (2024) · Autism & Developmental Language Impairments · doi:10.1177/23969415241275931 · Cited by 2
A Bibliometric and Visualized Study of the Knowledge Domain of Language Disorder Research
Hu, M., Fan, L., & Wang, Z. (2024) · SAGE Open · doi:10.1177/21582440241289816 · Cited by 2
Practical Methodology of Cognitive Tasks Within a Navigational Assessment
Robillard, M., Mayer-Crittenden, C., Roy‐Charland, A., Minor-Corriveau, M., & Bélanger, R. (2015) · Journal of Visualized Experiments · doi:10.3791/52286 · Cited by 1
La dysphasie : à quels signes être attentifs en période préscolaire ?
Schelstraete, M., & Roch, D. (2014) · Contraste · doi:10.3917/cont.039.0181 · Cited by 1
Ramı́rez, G., Rodríguez, V. M. A., & Expósito, S. H. (2015) · Universitas Psychologica · doi:10.11144/javeriana.upsy14-2.ermn · Cited by 1
Poll, G. H., Burke, L., Miller, C., & Fiene, J. (2016) · Communication Disorders Quarterly · doi:10.1177/1525740116679887 · Cited by 1
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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