Specific language impairment and school outcomes. I: Identifying and explaining variability at the end of compulsory education

Conti‐Ramsden, Gina; Durkin, Kevin; Simkin, Zoë; Knox, Emma

doi:10.1080/13682820801921601

Cited by 174 publications

(143 citation statements)

References 22 publications

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“…These results are consistent with other longitudinal studies of adolescents with an early history of language impairments (e.g., Conti-Ramsden, Durkin, Simkin, & Knox, 2009;Snowling, Bishop, & Stothard, 2000;Stothard, Snowling, Bishop, Chipchase, & Kaplan, 1998). The study also shows that poor reading comprehension in adolescents is predicted by concurrent deficits in lexical development, syntactic development, and word reading ability.…”

Section: The Iowa Projectsupporting

confidence: 91%

Reading Comprehension Deficits in Adolescents: Addressing Underlying Language Abilities

Nippold

2017

LSHSS

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Purpose: The purpose of this article is to discuss reading comprehension deficits in adolescents in relation to their word reading skills and lexical and syntactic development. Although reading comprehension strategies (e.g., "Find the main idea") are often recommended, it is argued that before these can be effective, students' underlying language deficits should be addressed. Method: Data from a longitudinal study are analyzed to determine the relationship between reading comprehension, word reading, and lexical and syntactic development in adolescents.Results: The findings indicate that poor reading comprehension in adolescents is predicted by concurrent deficits in word reading ability, lexical development, and syntactic development. Conclusion: When poor comprehension is accompanied by deficits in word reading ability and/or lexical and syntactic development, intervention should target the underlying areas of deficiency. Studies designed to improve reading comprehension in adolescents are needed.

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Section: The Iowa Projectsupporting

confidence: 91%

Reading Comprehension Deficits in Adolescents: Addressing Underlying Language Abilities

Nippold

2017

LSHSS

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“…An important feature of SLI compared to childhood aphasia is stability of the disorder [68]. The language ability of SLI children is less than normally developing children and this difference remains even into adulthood (Conti-Ramsden et al [69] report that 44% of SLI children graduate compared with 88% of typically developing children). By contrast, studies of childhood aphasia show that many children recover to near-normal levels within months to a few years [70,71].…”

Section: Applying the Model To Acquired And Developmental Disorders Omentioning

confidence: 99%

The P-chain: relating sentence production and its disorders to comprehension and acquisition

Dell

Chang

2014

Phil. Trans. R. Soc. B

402

360

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This article introduces the P-chain, an emerging framework for theory in psycholinguistics that unifies research on comprehension, production and acquisition. The framework proposes that language processing involves incremental prediction, which is carried out by the production system. Prediction necessarily leads to prediction error, which drives learning, including both adaptive adjustment to the mature language processing system as well as language acquisition. To illustrate the P-chain, we review the Dual-path model of sentence production, a connectionist model that explains structural priming in production and a number of facts about language acquisition. The potential of this and related models for explaining acquired and developmental disorders of sentence production is discussed.

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“…Given these adverse factors, it is not surprising that children with LI also have lower educational attainments across school subjects: at the end of reception class (Norbury et al, 2016) and at the transition from both primary to secondary school (from Key Stage 2 to Key Stage 3 in England), age 11 years (Durkin et al, 2014) and at the age of 16, the end of compulsory education in the UK (Conti-Ramsden et al, 2009;Dockrell et al, 2011). There are also associations between LI and the risk of maltreatment, encompassing both abuse (physical, sexual, and emotional) and neglect (physical or emotional), see Lum et al (2015).…”

Section: Language Impairment As a Risk Factormentioning

confidence: 99%

Children with Language Impairment: Prevalence, Associated Difficulties, and Ethnic Disproportionality in an English Population

Lindsay

Strand

2016

Front. Educ.

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Language impairment (LI) is one of the most common types of special educational needs (SENs), not only as a child's primary need but also as a secondary domain associated with other types of SENs. LI is a risk factor for children's later development, being associated with enhanced behavioral, emotional, and social difficulties, in particular peer problems and emotional difficulties; literacy difficulties, including both reading and writing; and reduced levels of academic achievement. Risks arising from LI in early childhood may also have an impact through adolescence and into adult life. This study uses national data from the UK government's annual census of all students aged 5-16 years attending state schools in England at four time periods between 2005 and 2011, over 6 million students at each census. We analyze the data on students with speech, language, and communication needs (SLCN), the Department for Education's category for students with LI, to examine the overall prevalence of SLCN and the variations in prevalence associated with child factors namely, age, gender, ethnicity, socioeconomic disadvantage, and having English as an additional language, and with contextual factors, namely the school and local authority. We also examine disproportionality of identification of SLCN for different ethnic groups compared with White British children. We discuss the implications of our findings with respect to the current debates regarding the varied terminology for LI, including SLCN, and of a needs-based compared with diagnosis-based approach to assessing and making provision for children and young people with SENs.

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Specific language impairment and school outcomes. I: Identifying and explaining variability at the end of compulsory education

Cited by 174 publications

References 22 publications

Reading Comprehension Deficits in Adolescents: Addressing Underlying Language Abilities

Reading Comprehension Deficits in Adolescents: Addressing Underlying Language Abilities

The P-chain: relating sentence production and its disorders to comprehension and acquisition

Children with Language Impairment: Prevalence, Associated Difficulties, and Ethnic Disproportionality in an English Population

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