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Article: Early language delay and specific language impairment

TitleEarly language delay and specific language impairment
Authors
KeywordsLate talkers
Preschool specific language impairment
Issue Date2011
Citation
Developmental Disabilities Research Reviews, 2011, v. 17, n. 2, p. 160-169 How to Cite?
AbstractEarly language delay (ELD) is a warning sign that may presage the presence of a later language impairment (LI). In order to allow more targeted identification and earlier intervention for LI, better diagnostic measures for toddlers are needed. Development of accurate predictive/ diagnostic models requires consideration of a set of complex interrelated questions around definition, causality, and theories of LIs. A multifactorial model of language development and LI is essential to increase the accuracy of prediction. This article examines what is known about LI in the preschool years and language delay in toddlers, and examines these in relation to the Procedural Deficit Hypothesis (Ullman and Pierpont, [2005] Cortex 41:399-433] and the Statistical Learning Account (Stokes et al., [2012a] J Speech Lang Hear Res; Stokes et al., [2012b] J Child Lang 39:105-129) to suggest a new framework for characterizing ELD to better assist prediction of later LI. © 2013 Wiley Periodicals, Inc.
Persistent Identifierhttp://hdl.handle.net/10722/221441
ISSN
2014 Impact Factor: 2.75
2015 SCImago Journal Rankings: 2.093

 

DC FieldValueLanguage
dc.contributor.authorMoyle, J-
dc.contributor.authorStokes, SF-
dc.contributor.authorKlee, T-
dc.date.accessioned2015-11-19T03:37:00Z-
dc.date.available2015-11-19T03:37:00Z-
dc.date.issued2011-
dc.identifier.citationDevelopmental Disabilities Research Reviews, 2011, v. 17, n. 2, p. 160-169-
dc.identifier.issn1940-5510-
dc.identifier.urihttp://hdl.handle.net/10722/221441-
dc.description.abstractEarly language delay (ELD) is a warning sign that may presage the presence of a later language impairment (LI). In order to allow more targeted identification and earlier intervention for LI, better diagnostic measures for toddlers are needed. Development of accurate predictive/ diagnostic models requires consideration of a set of complex interrelated questions around definition, causality, and theories of LIs. A multifactorial model of language development and LI is essential to increase the accuracy of prediction. This article examines what is known about LI in the preschool years and language delay in toddlers, and examines these in relation to the Procedural Deficit Hypothesis (Ullman and Pierpont, [2005] Cortex 41:399-433] and the Statistical Learning Account (Stokes et al., [2012a] J Speech Lang Hear Res; Stokes et al., [2012b] J Child Lang 39:105-129) to suggest a new framework for characterizing ELD to better assist prediction of later LI. © 2013 Wiley Periodicals, Inc.-
dc.languageeng-
dc.relation.ispartofDevelopmental Disabilities Research Reviews-
dc.subjectLate talkers-
dc.subjectPreschool specific language impairment-
dc.titleEarly language delay and specific language impairment-
dc.typeArticle-
dc.description.natureLink_to_subscribed_fulltext-
dc.identifier.doi10.1002/ddrr.1110-
dc.identifier.pmid23362035-
dc.identifier.scopuseid_2-s2.0-84875271827-
dc.identifier.volume17-
dc.identifier.issue2-
dc.identifier.spage160-
dc.identifier.epage169-
dc.identifier.eissn1940-5529-

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