scholarly journals Reading Comprehension and Reading Processing of School-Aged Children with Specific Language Impairment Using Eye Tracker

2018 ◽  
Vol 23 (4) ◽  
pp. 914-928 ◽  
Author(s):  
Si-Nae Kang ◽  
Dongsun Yim
Keyword(s):  
Reading Comprehension ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Eye Tracker ◽  
Specific Language ◽  
School Aged Children

Jumping around and leaving things out: A profile of the narrative abilities of children with specific language impairment

1998 ◽  
Vol 19 (4) ◽  
pp. 647-667 ◽  
Author(s):  
A. Elisabeth Miranda ◽  
Allyssa McCabe ◽  
Lynn S. Bliss
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Personal Narratives ◽  
Five Dimensions ◽  
Specific Language ◽  
School Aged Children ◽  
Discourse Coherence ◽  
Heavy Burden ◽  
Event Sequencing ◽  
Experimental Group

ABSTRACTThis article investigates the discourse coherence of school-aged children with specific language impairment (SLI). The following dimensions of discourse are analyzed: topic maintenance, event sequencing, explicitness (including referencing), conjunctive cohesion, and fluency. The personal narratives of the children in the experimental group were compared with those produced by two groups of children with normal language development, one group matched by chronological age and the other matched by language level. The narratives of the children with SLI were significantly impaired compared with both control groups with respect to all five dimensions of narration, although impairment was far more pronounced for topic maintenance, event sequencing, and implicitness than it was for conjunctive cohesion or fluency. The former serious impairments place a heavy burden on listeners. Theoretical and clinical implications of the results are discussed.

scholarly journals Promoting Reading Achievement in Children With Developmental Language Disorders: What Can We Learn From Research on Specific Language Impairment and Dyslexia?

2020 ◽  
Vol 63 (10) ◽  
pp. 3277-3292
Author(s):  
Suzanne M. Adlof
Keyword(s):  
Academic Achievement ◽  
Reading Comprehension ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Disorder ◽  
Language Skills ◽  
Future Research ◽  
Specific Language ◽  
School Identification ◽  
Potential Benefits

Purpose Specific language impairment (SLI; see also developmental language disorder) and dyslexia are separate, yet frequently co-occurring disorders that confer risks to reading comprehension and academic achievement. Until recently, most studies of one disorder had little consideration of the other, and each disorder was addressed by different practitioners. However, understanding how the two disorders relate to each other is important for advancing theories about each disorder and improving reading comprehension and academic achievement. The purpose of this clinical focus article is to integrate research on SLI and dyslexia as well as advocate for the consideration of comorbidities in future research and clinical practice. Method The first section reviews definitions as well as inclusionary and exclusionary criteria for SLI and dyslexia. The second section reviews research demonstrating that SLI and dyslexia are different disorders that often co-occur. Studies examining language, working memory, and academic achievement in children with separate versus co-occurring SLI and dyslexia are reviewed. The final section compares and contrasts school identification frameworks for children with SLI and dyslexia and considers the potential benefits of incorporating broad language skills into response to intervention (RTI) assessment frameworks. Conclusions Children with weak language skills are at a high risk of experiencing reading problems, but language difficulties are often hidden from view. Directly addressing language skills within school RTI frameworks can help improve the identification and treatment of children with SLI and dyslexia as well as support improved reading comprehension and academic achievement for all students. Presentation Video https://doi.org/10.23641/asha.13063793

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