{"id":693,"date":"2020-10-24T03:53:00","date_gmt":"2020-10-24T03:53:00","guid":{"rendered":"https:\/\/my.vanderbilt.edu\/speds2430\/?page_id=693"},"modified":"2020-11-16T20:00:07","modified_gmt":"2020-11-16T20:00:07","slug":"specific-language-impairment","status":"publish","type":"page","link":"https:\/\/my.vanderbilt.edu\/speds2430\/2020-topics\/specific-language-impairment\/","title":{"rendered":"Specific Language Impairment"},"content":{"rendered":"<p><iframe loading=\"lazy\" title=\"Literacy difficulties and SLI (DLD)\" width=\"584\" height=\"329\" src=\"https:\/\/www.youtube.com\/embed\/CjF6rx-6KRY?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<p>(<span style=\"font-weight: 400\">RADLD (Director). (2012, September 20). <\/span><i><span style=\"font-weight: 400\">Literacy difficulties and SLI (DLD)<\/span><\/i><span style=\"font-weight: 400\"> [Video file]. Retrieved from https:\/\/www.youtube.com\/watch?v=CjF6rx-6KRY)<\/span><\/p>\n<p><strong>Overview<\/strong><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">A group of individuals with deficits in the acquisition of language skills<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Have a standard IQ<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">No other neurological impairments<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Impacts a person\u2019s ability to speak, listen, read, and\/or write<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><span style=\"font-weight: 400\">Prevalence<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">7-8% of school-aged children, continues into adulthood<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Only 1% of the general population<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">More boys are diagnosed than girls, 1.33 boys diagnosed per 1 girl diagnose<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Can occur along with other developmental disorders<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Having SLI is a risk factor for having a learning disability<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><span style=\"font-weight: 400\">Causes<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">No known causes have been identified<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Possible genetic component<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Learning more than one language does not cause SLI<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Diagnosed through observation, interviews, questionnaire, general learning assessment, and a standardized test on the child\u2019s language abilities<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-481 aligncenter\" src=\"https:\/\/cdn.vanderbilt.edu\/t2-my\/my-prd\/wp-content\/uploads\/sites\/2942\/2019\/11\/kidsplaying.jpg\" alt=\"kidsplaying\" width=\"280\" height=\"163\" \/><\/p>\n<p style=\"text-align: left\"><b>Communication Skills and Disorders<\/b><\/p>\n<p><span style=\"font-weight: 400\">Content<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Children with SLI have smaller vocabularies than their peers<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Children with SLI have difficulties perceiving sounds in rapid speech streams<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Explains why they are not able to identify new words to learn<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">They have short term memories for stimuli<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">This causes them not to remember new words that they have heard<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><span style=\"font-weight: 400\">Form<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Children with SLI have worse phonemic awareness compared to their peers<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Have difficulties distinguishing between similar sounds<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Difficulties analyzing the structure of words<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Children with SLI struggle with their grammar<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Their syntax and sentence structure has deficits<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Produce ungrammatical sentences<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Difficulties understanding sentence with complex structure<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><span style=\"font-weight: 400\">Use\u00a0<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Children with SLI develop language at a later rate than their peers<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">They start speaking later than their peers<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Produce their first words a year later, second birthday<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-1214 aligncenter\" src=\"https:\/\/cdn.vanderbilt.edu\/t2-my\/my-prd\/wp-content\/uploads\/sites\/2942\/2020\/10\/boys-286245_1920-300x200.jpg\" alt=\"boys-286245_1920\" width=\"300\" height=\"200\" srcset=\"https:\/\/cdn.vanderbilt.edu\/t2-my\/my-prd\/wp-content\/uploads\/sites\/2942\/2020\/10\/boys-286245_1920-300x200.jpg 300w, https:\/\/cdn.vanderbilt.edu\/t2-my\/my-prd\/wp-content\/uploads\/sites\/2942\/2020\/10\/boys-286245_1920-768x512.jpg 768w, https:\/\/cdn.vanderbilt.edu\/t2-my\/my-prd\/wp-content\/uploads\/sites\/2942\/2020\/10\/boys-286245_1920-1024x683.jpg 1024w, https:\/\/cdn.vanderbilt.edu\/t2-my\/my-prd\/wp-content\/uploads\/sites\/2942\/2020\/10\/boys-286245_1920-450x300.jpg 450w, https:\/\/cdn.vanderbilt.edu\/t2-my\/my-prd\/wp-content\/uploads\/sites\/2942\/2020\/10\/boys-286245_1920.jpg 1920w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/p>\n<p><strong>Literacy Skills and Disorders<\/strong><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Reading Skills<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Individuals with SLI tend to have issues regarding specific tasks related to reading and literacy, for example, finding rhyming words or alliterative words.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Errors in reading individual words are more prevalent as individuals with SLI, typically, have lower phonemic awareness.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Poor reading comprehension skills are more common in individuals with SLI.<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Writing Skills<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Individuals diagnosed with SLI tend to use fewer words in their writing as well as have a lower diversity of words.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">For structural aspects of writing, including skills such as organization, these skills in most cases are impaired.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Grammar is an area that individuals with SLI usually struggle with, especially when focusing on verb tenses being accurate.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">The ideas used within the writing of individuals with SLI typically have a poorer quality.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">While comparing individuals with SLI to their typically developing peers, they will usually demonstrate a deficiency in their writing skills,\u00a0<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-1220 aligncenter\" src=\"https:\/\/cdn.vanderbilt.edu\/t2-my\/my-prd\/wp-content\/uploads\/sites\/2942\/2020\/10\/boy-921807_1920-1-300x199.jpg\" alt=\"boy-921807_1920\" width=\"300\" height=\"199\" srcset=\"https:\/\/cdn.vanderbilt.edu\/t2-my\/my-prd\/wp-content\/uploads\/sites\/2942\/2020\/10\/boy-921807_1920-1-300x199.jpg 300w, https:\/\/cdn.vanderbilt.edu\/t2-my\/my-prd\/wp-content\/uploads\/sites\/2942\/2020\/10\/boy-921807_1920-1-768x508.jpg 768w, https:\/\/cdn.vanderbilt.edu\/t2-my\/my-prd\/wp-content\/uploads\/sites\/2942\/2020\/10\/boy-921807_1920-1-1024x678.jpg 1024w, https:\/\/cdn.vanderbilt.edu\/t2-my\/my-prd\/wp-content\/uploads\/sites\/2942\/2020\/10\/boy-921807_1920-1-453x300.jpg 453w, https:\/\/cdn.vanderbilt.edu\/t2-my\/my-prd\/wp-content\/uploads\/sites\/2942\/2020\/10\/boy-921807_1920-1.jpg 1920w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/p>\n<p><strong>Verbal Interventions<\/strong><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Auditory Stimulation Training<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Used to improve the auditory processing in individuals with SLI<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">The software which challenges a person\u2019s linguistic and cognitive abilities\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Consists of different tasks which manipulate speech style, language components, and stimuli<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Fast ForWord is a commonly used intervention software<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Repetition<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">A study done by Horst in 2017<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Tested three-year-old children with and without SLI\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Parents read children\u2019s book repeatedly to their children<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Results found that children with SLI did worse remembering words initially but performed the same remembering the words a week later<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-1245 aligncenter\" src=\"https:\/\/cdn.vanderbilt.edu\/t2-my\/my-prd\/wp-content\/uploads\/sites\/2942\/2020\/10\/childrens-books-570121_1920-300x200.jpg\" alt=\"childrens-books-570121_1920\" width=\"300\" height=\"200\" srcset=\"https:\/\/cdn.vanderbilt.edu\/t2-my\/my-prd\/wp-content\/uploads\/sites\/2942\/2020\/10\/childrens-books-570121_1920-300x200.jpg 300w, https:\/\/cdn.vanderbilt.edu\/t2-my\/my-prd\/wp-content\/uploads\/sites\/2942\/2020\/10\/childrens-books-570121_1920-768x512.jpg 768w, https:\/\/cdn.vanderbilt.edu\/t2-my\/my-prd\/wp-content\/uploads\/sites\/2942\/2020\/10\/childrens-books-570121_1920-1024x683.jpg 1024w, https:\/\/cdn.vanderbilt.edu\/t2-my\/my-prd\/wp-content\/uploads\/sites\/2942\/2020\/10\/childrens-books-570121_1920-450x300.jpg 450w, https:\/\/cdn.vanderbilt.edu\/t2-my\/my-prd\/wp-content\/uploads\/sites\/2942\/2020\/10\/childrens-books-570121_1920.jpg 1920w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/p>\n<p><strong>Written Communication Interventions<\/strong><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Domain-Specific Approaches<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">A structure of interventions that can focus on individual areas of language development deficiencies<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Follows either a top-down or bottom-up approach, which is either focusing on general details with working up to bigger and bigger components of speech or the other way around<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">When using this structural form, it is important to use the individual\u2019s language strengths as the base for determining the sequential order<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Allows for co-dependencies of language, which is understanding how to process information based on making associations and representations throughout language<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Probe-Based Exercises<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Introducing situations that encourage the individual to use the targeted area of language (i.e. promoting the use of the \u201c-ed\u201d suffix)<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">These exercises usually involve toys or props of some sort.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Promotes the use of different morphemes within language, which can be applied to increasing grammatical and literacy skills<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Storytelling<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Can be approached from multiple angles including in a group setting, in a more one-on-one setting, retelling a story, or coming up with a personal story narrative<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Allows individuals to increase their narrative abilities, or their ability to tell a story in a clear and organized fashion.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Allows for a better understanding of components like reading text, sentence comprehension, as well as other semantic processes<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>Classroom Video<\/strong><\/p>\n<p><a href=\"https:\/\/youtu.be\/fPrz2leuM2Q\">https:\/\/youtu.be\/fPrz2leuM2Q<\/a><\/p>\n<p><a href=\"https:\/\/youtu.be\/IbsMeY9-KG0\">https:\/\/youtu.be\/IbsMeY9-KG0<\/a><\/p>\n<p><a href=\"https:\/\/youtu.be\/Q9e5kdZDO00\">https:\/\/youtu.be\/Q9e5kdZDO00<\/a><\/p>\n<p><strong>References<\/strong><\/p>\n<p><span style=\"font-weight: 400\">Acosta Rodr\u00edguez, R. (2016). Intervention in reading processes in pupils with Specific Language Impairment (SLI). <\/span><i><span style=\"font-weight: 400\">Psicothema<\/span><\/i><span style=\"font-weight: 400\">, <\/span><i><span style=\"font-weight: 400\">28<\/span><\/i><span style=\"font-weight: 400\">(1), 40\u201346. https:\/\/doi.org\/10.7334\/psicothema2015.144<\/span><\/p>\n<p><span style=\"font-weight: 400\">ASHA. (2020). Speech-Language Pathologists.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">Encyclopedia of Children&#8217;s Health. (2020). Specific language impairment.<\/span><\/p>\n<p><span style=\"font-weight: 400\">Hessling, A., &amp; Schuele, C. M. (2020). Individualized Narrative Intervention for School-Age Children With Specific Language Impairment. <\/span><i><span style=\"font-weight: 400\">Language, Speech, &amp; Hearing Services in Schools<\/span><\/i><span style=\"font-weight: 400\">, <\/span><i><span style=\"font-weight: 400\">51<\/span><\/i><span style=\"font-weight: 400\">(3), 687+.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">Icommunicate therapy. (2019, August 25). Specific language impairment (SLI).\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">Joanisse, M., &amp; Seidenberg, M. (1998, September 08). Specific language impairment: A deficit in grammar or processing?\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">Justice, K.L.P.T.L. M. (2016). <\/span><i><span style=\"font-weight: 400\">Language development from theory to practice<\/span><\/i><span style=\"font-weight: 400\">. [Yuzu].\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">Leonard, L. B. (2014). <\/span><span style=\"font-weight: 400\">Children with specific language impairment<\/span><span style=\"font-weight: 400\">. Cambridge, MA: MIT press<\/span><\/p>\n<p><span style=\"font-weight: 400\">Leonard, L. B. (2017). <\/span><i><span style=\"font-weight: 400\">Children with specific language impairment<\/span><\/i><span style=\"font-weight: 400\"> (Second ed.). Cambridge, Mass.: MIT Press.<\/span><\/p>\n<p><span style=\"font-weight: 400\">Leonard, L. B., Camarata, S. M., Pawlowska, M., Brown, B., &amp; Camarata, M. N. (2008). The acquisition of tense and agreement morphemes by children with specific language impairment during intervention: phase 3. <\/span><i><span style=\"font-weight: 400\">Journal of Speech, Language, and Hearing Research<\/span><\/i><span style=\"font-weight: 400\">, <\/span><i><span style=\"font-weight: 400\">51<\/span><\/i><span style=\"font-weight: 400\">(1), 120+.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">Nation, K., Clarke, P., Marshall, C. M., &amp; Durand, M. (2004). Hidden language impairments in children: parallels between poor reading comprehension and specific language impairment? <\/span><i><span style=\"font-weight: 400\">Journal of Speech, Language, and Hearing Research<\/span><\/i><span style=\"font-weight: 400\">, <\/span><i><span style=\"font-weight: 400\">47<\/span><\/i><span style=\"font-weight: 400\">(1), 199+.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">NICDC. (2019, July). Specific Language Impairment.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">Norris, J. A., &amp; Hoffman, P. R. (1990). Language intervention within naturalistic environments. <\/span><i><span style=\"font-weight: 400\">Language, Speech, and Hearing Services in Schools,<\/span><\/i> <i><span style=\"font-weight: 400\">21<\/span><\/i><span style=\"font-weight: 400\">(2), 72-84. doi:10.1044\/0161-1461.2102.72<\/span><\/p>\n<p><span style=\"font-weight: 400\">RADLD (Director). (2012, September 20). <\/span><i><span style=\"font-weight: 400\">Literacy difficulties and SLI (DLD)<\/span><\/i><span style=\"font-weight: 400\"> [Video file]. Retrieved from https:\/\/www.youtube.com\/watch?v=CjF6rx-6KRY<\/span><\/p>\n<p><span style=\"font-weight: 400\">Roden, I., Fr\u00fcchtenicht, K., Kreutz, G., Linderkamp, F., &amp; Grube, D. (2019). Auditory stimulation training with technically manipulated musical material in preschool children with specific language impairments: An explorative study. <\/span><i><span style=\"font-weight: 400\">Frontiers in Psychology,<\/span><\/i> <i><span style=\"font-weight: 400\">10<\/span><\/i><span style=\"font-weight: 400\">. doi:10.3389\/fpsyg.2019.02026<\/span><\/p>\n<p><span style=\"font-weight: 400\">Rohlfing, K. J., Ceurremans, J., &amp; Horst, J. S. (2017). Benefits of repeated book readings in children with sli. <\/span><i><span style=\"font-weight: 400\">Communication Disorders Quarterly,<\/span><\/i> <i><span style=\"font-weight: 400\">39<\/span><\/i><span style=\"font-weight: 400\">(2), 367-370. doi:10.1177\/1525740117692480<\/span><\/p>\n<p><span style=\"font-weight: 400\">Sedivy, J. (2020). <\/span><i><span style=\"font-weight: 400\">Language in mind: An introduction to psycholinguistics<\/span><\/i><span style=\"font-weight: 400\"> (Second ed.). New York ; Oxford: Oxford University Press, Sinauer Associates.<\/span><\/p>\n<p><span style=\"font-weight: 400\">Strong, G. K., Torgerson, C. J., Torgerson, D., &amp; Hulme, C. (2010). A systematic meta\u2010analytic review of evidence for the effectiveness of the \u2018Fast ForWord\u2019 language intervention program. <\/span><i><span style=\"font-weight: 400\">Journal of Child Psychology and Psychiatry,<\/span><\/i> <i><span style=\"font-weight: 400\">52<\/span><\/i><span style=\"font-weight: 400\">(3), 224-235. doi:10.1111\/j.1469-7610.2010.02329.x<\/span><\/p>\n<p><span style=\"font-weight: 400\">Stavrakaki, S. (2015). <\/span><i><span style=\"font-weight: 400\">Specific Language Impairment\u202f: Current Trends in Research<\/span><\/i><span style=\"font-weight: 400\">. John Benjamins Publishing Company.<\/span><\/p>\n<p><span style=\"font-weight: 400\">Tambyraja, S. R., Schmitt, M. B., Farquharson, K., &amp; Justice, L. M. (2015). Stability of language and literacy profiles of children with language impairment in the public schools. <\/span><i><span style=\"font-weight: 400\">Journal of Speech, Language, and Hearing Research<\/span><\/i><span style=\"font-weight: 400\">, <\/span><i><span style=\"font-weight: 400\">58<\/span><\/i><span style=\"font-weight: 400\">(4), 1167+.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">Tomblin, J. B., Records, N. L., Buckwalter, P., Zhang, X., Smith, E., &amp; O&#8217;Brien, M. (1997). Prevalence of specific language impairment in kindergarten children. <\/span><i><span style=\"font-weight: 400\">Journal of speech, language, and hearing research : JSLHR<\/span><\/i><span style=\"font-weight: 400\">, <\/span><i><span style=\"font-weight: 400\">40<\/span><\/i><span style=\"font-weight: 400\">(6), 1245\u20131260.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">Vandewalle, E., Boets, B., Ghesquiere, P., &amp; Zink, I. (2012). Development of phonological processing skills in children with specific language impairment with and without literacy delay: a 3-year longitudinal study. <\/span><i><span style=\"font-weight: 400\">Journal of Speech, Language, and Hearing Research<\/span><\/i><span style=\"font-weight: 400\">, <\/span><i><span style=\"font-weight: 400\">55<\/span><\/i><span style=\"font-weight: 400\">(4), 1053+.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">Williams, G. J., Larkin, R. F., &amp; Blaggan, S. (2013). Written language skills in children with specific language impairment. <\/span><i><span style=\"font-weight: 400\">International Journal of Language &amp; Communication Disorders<\/span><\/i><span style=\"font-weight: 400\">, <\/span><i><span style=\"font-weight: 400\">48<\/span><\/i><span style=\"font-weight: 400\">(2), 160\u2013171. <\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>(RADLD (Director). (2012, September 20). Literacy difficulties and SLI (DLD) [Video file]. Retrieved from https:\/\/www.youtube.com\/watch?v=CjF6rx-6KRY) Overview A group of individuals with deficits in the acquisition of language skills Have a standard IQ No other neurological impairments Impacts a person\u2019s ability &hellip; <a href=\"https:\/\/my.vanderbilt.edu\/speds2430\/2020-topics\/specific-language-impairment\/\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":9071,"featured_media":0,"parent":677,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-693","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/my.vanderbilt.edu\/speds2430\/wp-json\/wp\/v2\/pages\/693","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/my.vanderbilt.edu\/speds2430\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/my.vanderbilt.edu\/speds2430\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/my.vanderbilt.edu\/speds2430\/wp-json\/wp\/v2\/users\/9071"}],"replies":[{"embeddable":true,"href":"https:\/\/my.vanderbilt.edu\/speds2430\/wp-json\/wp\/v2\/comments?post=693"}],"version-history":[{"count":8,"href":"https:\/\/my.vanderbilt.edu\/speds2430\/wp-json\/wp\/v2\/pages\/693\/revisions"}],"predecessor-version":[{"id":1327,"href":"https:\/\/my.vanderbilt.edu\/speds2430\/wp-json\/wp\/v2\/pages\/693\/revisions\/1327"}],"up":[{"embeddable":true,"href":"https:\/\/my.vanderbilt.edu\/speds2430\/wp-json\/wp\/v2\/pages\/677"}],"wp:attachment":[{"href":"https:\/\/my.vanderbilt.edu\/speds2430\/wp-json\/wp\/v2\/media?parent=693"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}