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Cited by 879Language Development and DisordersNeurobiology of Language and BilingualismReading and Literacy Development

The DOI matches its Crossref record; 33 of the 33 references it cites were found in a registry or an index.

Psycholinguistic Markers for Specific Language Impairment (SLI)

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Conti‐Ramsden, Gina, Botting, Nicola, Faragher, Brian·2001·Journal of Child Psychology and Psychiatry
DOI 10.1111/1469-7610.00770
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Abstract

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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Research works printed but not linked: 5

  1. Lee, L. (1974). Developmental sentence analysis. Evanston, IL : Northwest University Press.
  2. Leonard, L. B. (1998). Children with specific language impair- ment. Cambridge, MA : MIT Press.
  3. Stothard, S. E., Snowling, M. J., Bishop, D. V. M., Chipchase, B. B., & Kaplan, C. A. (1998). Language impaired pre- schoolers : A follow-up into adolescence. Journal of Speech, Language and Hearing Research, 41, 407-418.
  4. Wechsler, D. (1992). Wechsler Intelligence Scale for Children- Third edition. San Antonio, TX : The Psychological Cor- poration.
  5. Williams, K. (1997). Expressive Vocabulary Test. Minnesota : American Guidance Service. Manuscript accepted 22 March 2001 14697610, 2001, 6, · DOI

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Metadata

Authors
Conti‐Ramsden, G., Botting, N., & Faragher, B.
Affiliations
University of Manchester (GB)
ORCID
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
DOI
10.1111/1469-7610.00770
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
Licence
onlinelibrary.wiley.com/termsAndConditions#vor (vor, 767 d)
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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