Children with specific language impairment: an investigation of their narratives and memory

Abstract

In support of previous research, the children with SLI showed problems with inferencing, linking directly observed or stated information to likely outcomes. They also showed a limited working memory capacity, and they were more likely to make errors in attention. A main finding was that the narrative abilities of the 6-year-old children were linked to their verbal working memory. The information the SLI group heard was harder to access than information they had been able to generate themselves based on a series of pictures. The findings suggest that children with SLI are likely to be at a disadvantage in classroom situations, particularly for information presented aurally and if the information is complex. The use of pictorial aids may help them encode the information. They would also benefit from having information broken into manageable units.

Inferential ability in children with cerebral palsy, spina bifida and pragmatic language impairment

“…Moreover, the PLIgroup was more prone to give answers suggesting they had not understood the question. Similar problems with inference ability in children with language impairment have later been found in numerous studies (Dodwell & Bavin, 2007;Ford & Milosky, 2008) as well as for children with PLI (Leinonen & Letts, 1997;Letts & Leinonen, 2001;Norbury & Bishop, 2002;Botting & Adams, 2005), even though it must be emphasized that these problems often were manifested as trends rather than being significant. In the study by Letts and Leinonen (2001) it is noticeable that literal questions did not constitute a problem for children with language impairment, mean age 8;1 years.…”

“…The complexity of a question is rather explained in terms of the cognitive demands it makes than in its linguistic complexity. Integrating information could also be problematic for children with SLI, resulting in low inferencing scores (Dodwell & Bavin, 2007).…”

Discurso narrativo en escolares de 1° básico con Trastorno Específico del Lenguaje (TEL)

“…Uno de ellos puede ser la memoria de trabajo porque la tarea de recontado, que fue la utilizada en este estudio, requiere mantener e integrar información para recontar (Dodwell & Bavin, 2008). En consecuencia sería relevante indagar, en futuras investigaciones, la influencia de este tipo de memoria en la producción narrativa tanto de los sujetos con TEL como en los niños con desarrollo típico.…”

Adaptaciones metodológicas para el análisis del discurso de niños con discapacidad intelectual: narrando sin lenguaje

“…Entre ellos se encuentran los conocimientos generales sobre los eventos, las personas y las interacciones sociales, los recuerdos de episodios específicos vividos y los conocimientos sobre los diferentes géneros narrativos (historias personales y de ficción) (Hudson y Shapiro, 1991;Dodwell y Bavin, 2008).…”