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Titolo:
Non-word repetition and language development in children with specific language impairment (SLI)
Autore:
Botting, N; Conti-Ramsden, G;
Indirizzi:
Univ Manchester, Sch Educ, Manchester M13 9PL, Lancs, England Univ Manchester Manchester Lancs England M13 9PL M13 9PL, Lancs, England
Titolo Testata:
INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS
fascicolo: 4, volume: 36, anno: 2001,
pagine: 421 - 432
SICI:
1368-2822(200111)36:4<421:NRALDI>2.0.ZU;2-G
Fonte:
ISI
Lingua:
ENG
Soggetto:
SHORT-TERM-MEMORY; WORKING-MEMORY; PHONOLOGICAL MEMORY; NONWORD REPETITION; FOLLOW-UP; DEFICITS; LIMITATIONS; ADOLESCENCE; COGNITION; TWIN;
Keywords:
specific language impairment (SLI); non-word repetition; memory; language development;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Social & Behavioral Sciences
Citazioni:
43
Recensione:
Indirizzi per estratti:
Indirizzo: Botting, N Univ Manchester, Sch Educ, Oxford Rd, Manchester M13 9PL, Lancs, England Univ Manchester Oxford Rd Manchester Lancs England M13 9PL land
Citazione:
N. Botting e G. Conti-Ramsden, "Non-word repetition and language development in children with specific language impairment (SLI)", INT J LAN C, 36(4), 2001, pp. 421-432

Abstract

Non-word repetition has previously been found to correlate with language outcomes both in children who are language impaired and in those who are developing normally. This paper concerns a group of children identified as having specific language impairment (SLI) and follows the methods of Adams andGathercole (2000) by taking children with the highest and the lowest nonword repetition scores at age 11. These children's language and literacy abilities were then compared. Despite the fact that high and low scorers were matched on Performance IQ tasks ( Block Design and Picture Completion), all linguistic measures except for vocabulary assessments showed significant differences between the groups. The fact that these differences were present despite block design scores being identical for the two groups suggests that more than a general working memory deficit underlies the language difficulties. Furthermore, significant differences were noted on a digit-span taskrequiring processing and production of number words. A specific phonological memory difficulty may therefore be present over and above a subtle but more general processing limitation. The implications for SLI theory and practice are discussed.

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Documento generato il 20/09/20 alle ore 00:45:31