Cargando…

Causal Pathways for Specific Language Impairment: Lessons From Studies of Twins

PURPOSE: This review article summarizes a program of longitudinal investigation of twins' language acquisition with a focus on causal pathways for specific language impairment (SLI) and nonspecific language impairment in children at 4 and 6 years with known history at 2 years. METHOD: The conte...

Descripción completa

Detalles Bibliográficos
Autor principal:	Rice, Mabel L.
Formato:	Online Artículo Texto
Lenguaje:	English
Publicado:	American Speech-Language-Hearing Association 2020
Materias:	Forum: Advances in Specific Language Impairment Research & Intervention
Acceso en línea:	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8062132/ https://www.ncbi.nlm.nih.gov/pubmed/33064600 http://dx.doi.org/10.1044/2020_JSLHR-20-00169

Ejemplares similares

Advances in Specific Language Impairment Research and Intervention: An Overview of Five Research Symposium Papers
por: Rice, Mabel L.
Publicado: (2020)

Promoting Reading Achievement in Children With Developmental Language Disorders: What Can We Learn From Research on Specific Language Impairment and Dyslexia?
por: Adlof, Suzanne M.
Publicado: (2020)

Retrieval Practice and Word Learning in Children With Specific Language Impairment and Their Typically Developing Peers
por: Leonard, Laurence B., et al.
Publicado: (2020)

Exploring Sentence Diversity at the Boundary of Typical and Impaired Language Abilities
por: Hadley, Pamela A.
Publicado: (2020)

Clinical Intersections Among Idiopathic Language Disorder, Social (Pragmatic) Communication Disorder, and Attention-Deficit/Hyperactivity Disorder
por: Redmond, Sean M.
Publicado: (2020)

Pedigree-Based Gene Mapping Supports Previous Loci and Reveals Novel Suggestive Loci in Specific Language Impairment
por: Andres, Erin M., et al.
Publicado: (2020)

Marking of Tense and Agreement in Language Samples by Children With and Without Specific Language Impairment in African American English and Southern White English: Evaluation of Scoring Approaches and Cut Scores Across Structures
por: Oetting, Janna B., et al.
Publicado: (2021)

Specific Language Impairment in African American English and Southern White English: Measures of Tense and Agreement With Dialect-Informed Probes and Strategic Scoring
por: Oetting, Janna B., et al.
Publicado: (2019)

Diagnostic Accuracy of Sentence Recall and Past Tense Measures for Identifying Children's Language Impairments
por: Redmond, Sean M., et al.
Publicado: (2019)

Autistic preschoolers’ engagement and language use in gross motor versus symbolic play settings
por: Binns, Amanda V, et al.
Publicado: (2022)

Social Confidence in Early Adulthood Among Young People With and Without a History of Language Impairment
por: Durkin, Kevin, et al.
Publicado: (2017)

Sustained Attention in Developmental Language Disorder and Its Relation to Working Memory and Language
por: Smolak, Erin, et al.
Publicado: (2020)

Learning a Sign Language Does Not Hinder Acquisition of a Spoken Language
por: Pontecorvo, Elana, et al.
Publicado: (2023)

Language Development From Early Childhood to Adolescence in Youths With Fragile X Syndrome
por: Brady, Nancy C., et al.
Publicado: (2020)

Neural Correlates of Developmental Speech and Language Disorders: Evidence from Neuroimaging
por: Liégeois, Frédérique, et al.
Publicado: (2014)

Attention in Bilingual Children With Developmental Language Disorder
por: Ebert, Kerry Danahy, et al.
Publicado: (2019)

What children with and without ASD see: Similar visual experiences with different pathways through parental attention strategies
por: Perkovich, Elizabeth, et al.
Publicado: (2022)

Supporting people with visual impairment
Publicado: (2013)

Spoken Word Learning in Children With Developmental Language Disorder or Dyslexia
por: Adlof, Suzanne M., et al.
Publicado: (2021)

Using Polygenic Profiles to Predict Variation in Language and Psychosocial Outcomes in Early and Middle Childhood
por: Newbury, Dianne F., et al.
Publicado: (2019)

Psychometric Properties of the English–Spanish Vocabulary Inventory in Toddlers With and Without Early Language Delay
por: De Anda, Stephanie, et al.
Publicado: (2022)

Language assessment : principles and classroom practices /
por: Brown, H. Douglas, 1941-, et al.
Publicado: (2019)

Phonological and Articulatory Deficits in the Production of Novel Signs in Children With Developmental Language Disorder
por: Goffman, Lisa, et al.
Publicado: (2023)

Treatment Response to a Double Administration of Constraint-Induced Language Therapy in Chronic Aphasia
por: Mozeiko, Jennifer, et al.
Publicado: (2018)

Predicting Outcomes of Language Rehabilitation: Prognostic Factors for Immediate and Long-Term Outcomes After Aphasia Therapy
por: Kristinsson, Sigfus, et al.
Publicado: (2023)

Resting-State Functional Magnetic Resonance Imaging Connectivity Between Semantic and Phonological Regions of Interest May Inform Language Targets in Aphasia
por: Ramage, Amy E., et al.
Publicado: (2020)

Play-based interventions to support social and communication development in autistic children aged 2–8 years: A scoping review
por: Gibson, Jenny L, et al.
Publicado: (2021)

Automated Phenotyping Tool for Identifying Developmental Language Disorder Cases in Health Systems Data (APT-DLD): A New Research Algorithm for Deployment in Large-Scale Electronic Health Record Systems
por: Walters, Courtney E., et al.
Publicado: (2020)

Coordinated social communication in toddlers with and without autism spectrum disorder during a home observation
por: Delehanty, Abigail, et al.
Publicado: (2022)

A robot or a dumper truck? Facilitating play-based social learning across neurotypes
por: Paldam, Ella, et al.
Publicado: (2022)

The strategy factor in successful language learning : the tornado effect /
por: Griffiths, Carol, 1945-
Publicado: (2018)

Validation of an Automated Procedure for Calculating Core Lexicon From Transcripts
por: Dalton, Sarah Grace, et al.
Publicado: (2022)

The Influence of Communication Sample Length on Reliability and Convergent Validity of Vocal Measures Derived From the Communication Complexity Scale
por: McDaniel, Jena, et al.
Publicado: (2022)

Children's Response Bias and Identification of Misarticulated Words
por: Krueger, Breanna I., et al.
Publicado: (2020)

Word Learning by Preschool-Age Children: Differences in Encoding, Re-Encoding, and Consolidation Across Learners During Slow Mapping
por: Gordon, Katherine R., et al.
Publicado: (2022)

Speechreading Ability Is Related to Phonological Awareness and Single-Word Reading in Both Deaf and Hearing Children
por: Buchanan-Worster, Elizabeth, et al.
Publicado: (2020)

A Tool for Automatic Scoring of Spelling Performance
por: Themistocleous, Charalambos, et al.
Publicado: (2020)

Distinct Contributions of Working Memory and Attentional Control to Sentence Comprehension in Noise in Persons With Stroke
por: Fitzhugh, Megan C., et al.
Publicado: (2021)

Dynamic Norming and Open Science
por: MacWhinney, Brian, et al.
Publicado: (2022)

Curriculum development in language teaching /
por: Richards, Jack C., 1943-
Publicado: (2017)

Cannot write session to /tmp/vufind_sessions/sess_1q9o2d5lpjcts5ep8ctnmipfvh