Psycholinguistic markers for specific language impairment (SLI).

By Gina Conti-Ramsden, N. Botting, B. Faragher. Journal of Child Psychology and Psychiatry and Allied Disciplines, 2001

898 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/692a352908009b86a8667f4530b1b57de750facd

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Citations in the corpus

Dyslexia and Specific Language Impairment: The Role of Phonology and Auditory Processing (2010, background): “A range of tasks are considered to be difficult for children with SLI, including vocabulary ( Conti-Ramsden et al, 1997 ) and semantic processing ( Weckerly, Wulfeck, & Reilly, 2001 ), grammatical morphology ( Marchman, Wulfeck, & Ellis Weismer, 1999 ), and sentence processing as indexed by recallin”
The Role of Sentence Recall in Reading and Language Skills of Children with Learning Difficulties. (2005, background): “Conti-Ramsden et al. (2001) suggest that sentence recall is an effective psycholinguistic marker of children with specific language impairment as a consequence of the involvement of short-term memory in the task.”
Specific language impairment is not specific to language: the procedural deficit hypothesis. (2005, neutral): “…deficits of phonological working memory (Montgomery, 1995a; Edwards and Lahey, 1998; Gathercole and Baddeley, 1990; Kamhi and Catts, 1986), has even been claimed to be a behavioral indicator or diagnostic marker for language impairment (Gray, 2003; Bishop et al., 1996; Conti-Ramsden et al., 2001).”
Nonword repetition and word learning: The nature of the relationship (2006, background): “The consistency and magnitude of the nonword repetition deficit in SLI has led to its adoption as a behavioral marker for the disorder (Bishop et al., 1996; Conti-Ramsden & Botting, 2001; Conti-Ramsden & Hesketh, 2003; Dollaghan & Campbell, 1998).”
Language deficits in poor comprehenders: a case for the simple view of reading. (2006, background): “To be more specific, researchers have argued that poor performance in nonword repetition is a psycholinguistic marker of language impairments in children (Bishop, North, & Donlan, 1996; Conti-Ramsden, Botting, & Faragher, 2001 ).”
Growth Models of Developmental Language Disorders (2004, neutral): “…& Grela, 1997; Joseph, Serratrice, & Conti-Ramsden, 2002); past tense (Marchman, Wulfeck, & Ellis Weismer, 1999; Oetting & Horohov, 1997); and third-person singular present -s and past tense (Bedore & Leonard, 1998; Conti-Ramsden, Botting, & Faragher, 2001; Eadie, Fey, Douglas, & Parsons, 2002).”
CATALISE: A Multinational and Multidisciplinary Delphi Consensus Study. Identifying Language Impairments in Children (2016, background): “Supplementary comments: A body of work on 'markers' for language impairment has identified these particular aspects of language as promising for identifying children with language difficulties [64,65,66,67].”
Are specific language impairment and dyslexia distinct disorders? (2005, background): “Furthermore, problems in nonword repetition have been argued to be a potential psycholinguistic marker of SLI (Bishop et al., 1996; Conti-Ramsden et al., 2001).”
Tense marking in children with autism (2004, background): “Conti–Ramsden et al. (2001) also found modest correlations between NVIQ and a task to elicit past tense on both regular and irregular verbs.”
Understanding Variability in Reading Comprehension in Adolescents With Autism Spectrum Disorders: Interactions With Language Status and Decoding Skill (2011, background): “25 SD on the Recalling Sentences subtest (RS) of the Clinical Evaluation of Language Fundamentals ( Semel, Wiig, & Secord, 2006 ), an excellent clinical marker of language impairment in both non-ASD and ASD populations ( Conti-Ramsden, Botting, & Faragher, 2001 ; Riches, Loucas, Baird, Charman, &”