Skip to main content
SpringerLink
Log in

Language Disorder in Children

  • Chapter
  • First Online:
Handbook of DSM-5 Disorders in Children and Adolescents

Abstract

Children with a language disorder have unusual difficulties understanding and/or using vocabulary or grammar in age-appropriate ways. Their difficulties with language development cannot be attributed to underlying conditions such as intellectual disability, sensory disorders, medical conditions, neurological disorders, or motor dysfunctions. Language disorder affects approximately 7% of preschool and school-age children. Researchers have hypothesized neurophysiological, biological (genetic), and psychological (cognitive/linguistic) causes of language disorder, but the precise etiology of language disorder has yet to be determined. Preschoolers with a language disorder often have difficulties using grammatical morphemes to mark tense and agreement. These grammatical difficulties may continue into the school-age years, when children with language disorder exhibit difficulties understanding and producing narratives and expository texts and often present reading and writing delays. A complete assessment of language disorder should include a detailed case history, interviews with the individual’s family and teachers, administration of ecologically valid standardized and non-standardized measures of communication, and consideration of related areas (e.g., behavioral, medical, educational status). Language intervention for children with a language disorder involves techniques designed to remediate or modify the factors that contribute to language disorder or teaching children the compensatory strategies to reduce the impact of a language disorder on academic, social, and/or vocational functioning. In the DSM-5, communication disorders (including language disorder) are categorized as neurodevelopmental disorders along with intellectual disability, autism spectrum disorder, attention-deficit/hyperactivity disorder, specific learning disorder, and motor disorders.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 349.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 449.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 449.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • American Psychiatric Association [APA]. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: American Psychiatric Association.

    Book  Google Scholar 

  • American Speech-Language-Hearing Association. (1993). Definitions of communication disorders and variations [Relevant Paper]. Available from www.asha.org/policy

  • Anderson, A. (2011). Linguistic specificity through literate language use in preschool-age children with specific language impairment and typical language. Child Language Teaching and Therapy, 27(1), 109–123. http://doi.org/10.1177/0265659010381691.

    Article  Google Scholar 

  • Andrews, G., Pine, D. S., Hobbs, M. J., Anderson, T. M., & Sunderland, M. (2009). Neurodevelopmental disorders: Cluster 2 of the proposed meta-structure for DSM-V and ICD-11. Psychological Medicine, 39(12), 2013–2023.

    Article  PubMed  PubMed Central  Google Scholar 

  • Barry, J. G., Yasin, I., & Bishop, D. M. (2007). Heritable risk factors associated with language impairments. Genes, Brain, and Behavior, 6(1), 66–76. doi:10.1111/j.1601-183X.2006.00232.x

    Article  PubMed  PubMed Central  Google Scholar 

  • Beitchman, J. H., & Wilson, B. (1996). Long-term consistency in speech/language profiles: I. developmental and academic outcomes. Journal of the American Academy of Child and Adolescent Psychiatry, 35(6), 804–825.

    Article  PubMed  Google Scholar 

  • Berry, M. F. (1969). Language disorders of children: The bases and diagnoses. New York, NY: Appleton-Century-Crofts.

    Google Scholar 

  • Biemiller, A., & Boote, C. (2006). An effective method for building vocabulary in primary grades. Journal of Educational Psychology, 98, 44–62. doi:10.1037/0022-0663.98.1.44.

    Article  Google Scholar 

  • Bishop, D. V. M. (2014). Ten questions about terminology for children with unexplained language problems. International Journal of Language & Communication Disorders, 49(4), 381–397.

    Article  Google Scholar 

  • Bishop, D. V. M., North, T., & Donlan, C. (1995). Genetic basis of specific language impairment: Evidence from a twin study. Developmental Medicine and Child Neurology, 37, 56–71.

    Article  PubMed  Google Scholar 

  • Brinton, B., & Fujiki, M. (1995). Conversational intervention with children with specific language impairment. In M. E. Fey, J. Windsor, & S. F. Warren (Eds.), Language intervention: Preschool through the elementary years (pp. 183–212). Baltimore, MD: Paul H Brookes Publishing.

    Google Scholar 

  • Catts, H. W., Bridges, M. S., Little, T. D., & Tomblin, J. B. (2008). Reading achievement growth in children with language impairments. Journal of Speech, Language & Hearing Research, 51(6), 1569–1579.

    Article  Google Scholar 

  • Catts, H. W., Fey, M. E., Weismer, S. E., & Bridges, M. S. (2014). The relationship between language and reading abilities. In J. B. Tomblin & M. A. Nippold (Eds.), Understanding individual differences in language development across the school years (pp. 144–165). New York, NY: Psychology Press.

    Google Scholar 

  • Cirrin, F. M., Schooling, T. L., Nelson, N. W., Diehl, S. F., Flynn, P. F., Staskowski, M., … Adamczyk, D. F. (2010). Evidence-based systematic review: Effects of different service delivery models on communication outcomes for elementary school–age children. Language Speech and Hearing Services in Schools, 41(3), 233–264. doi:10.1044/0161-1461(2009/08-0128).

  • Cleave, P. L., Becker, S. D., Curran, M. K., Van Horne, A. O., & Fey, M. E. (2015). The efficacy of recasts in language intervention: A systematic review and meta-analysis. American Journal of Speech-Language Pathology, 24(2), 237–255. doi:10.1044/2015_AJSLP-14-0105

    Article  PubMed  PubMed Central  Google Scholar 

  • Clegg, J., Hollis, C., Mawhood, L., & Rutter, M. (2005). Developmental language disorders – a follow-up in later adult life. Cognitive, language and psychosocial outcomes. Journal of Child Psychology & Psychiatry, 46(2), 128–149.

    Article  Google Scholar 

  • Clements, S. D. (1966). Minimal brain dysfunction in children NINDB monograph No. 3. Washington, DC: US Department of Health, Education and Welfare.

    Google Scholar 

  • Costanza-Smith, A. (2010). The clinical utility of language samples. Perspectives on Language Learning and Education, 17(1), 9. doi: 10.1044/lle17.1.9. Dynamic Assessment. (n.d.). Retrieved January 28, 2016, from http://www.asha.org/practice/multicultural/issues/Dynamic-Assessment.htm

  • Eigsti, I.-M., de Marchena, A. B., Schuh, J. M., & Kelley, E. (2011). Language acquisition in autism spectrum disorders: A developmental review. Research in Autism Spectrum Disorders, 5(2), 681–691. doi:10.1016/j.rasd.2010.09.001.

    Article  Google Scholar 

  • Eisenson, J. (1966). Perceptual disturbances in children with central nervous system dysfunctions and implications for language development. British Journal of Disorders of Communications, 1(1), 21–32.

    Article  Google Scholar 

  • Eisenson, J. (1968). Developmental aphasia: A speculative view with therapeutic implications. Journal of Speech and Hearing Disorders, 33(1), 3–13.

    Article  PubMed  Google Scholar 

  • Ellis Weismer, S. (2014). Developmental language disorders: Challenges and implications of cross-group comparisons. Folia Phoniatrica et Logopaedica, 65(2), 68–77. doi:10.1159/000353896

    Article  Google Scholar 

  • Ellis Weismer, S., Plante, E., Jones, M., & Tomblin, J. B. (2005). A functional magnetic resonance imaging investigation of verbal working memory in adolescents with specific language impairment. Journal of Speech, Language, and Hearing Research, 48, 405–425.

    Article  PubMed  Google Scholar 

  • Fey, M. E., Catts, H. W., Proctor-Williams, K., Tomblin, J. B., & Zhang, X. (2004). Oral and written story composition skills of children with language impairment. Journal of Speech, Language and Hearing Research, 47(6), 1301–1318.

    Article  Google Scholar 

  • Fey, M. E., Long, S. H., & Finestack, L. H. (2003). Ten principles of grammar facilitation for children with specific language impairments. American Journal of Speech-Language Pathology, 12(1), 3. doi:10.1044/1058-0360(2003/048).

    Article  PubMed  Google Scholar 

  • Flax, J. F., Realpe-Bonilla, T., Hirsch, L. S., Brzustowicz, L. M., Bartlett, C. W., & Tallal, P. (2003). Specific language impairment in families: Evidence for co-occurrence with reading impairments. Journal of Speech, Language, and Hearing Research, 46(3), 530–543. doi:10.1044/1092-4388(2003/043).

    Article  PubMed  Google Scholar 

  • Friberg, J. C. (2010). Considerations for test selection: How do validity and reliability impact diagnostic decisions? Child Language Teaching and Therapy, 26(1), 77–92. doi:10.1177/0265659009349972.

    Article  Google Scholar 

  • Friedmann, N., & Novogrodsky, R. (2007). Is the movement deficit in syntactic SLI related to traces or to thematic role transfer? Brain and Language, 101(1), 50–63.

    Article  PubMed  Google Scholar 

  • Fonteneau, E., & van der Lely, H. (2008). Electrical brain responses in language-impaired children reveal grammar-specific deficits. PloS One, 3(3), e1832.

    Article  PubMed  PubMed Central  Google Scholar 

  • Gauger, L. M., Lombardino, L. J., & Leonard, C. M. (1997). Brain morphology in children with specific language impairment. Journal of Speech Language and Hearing Research, 40(6), 1272–1284. doi:10.1044/jslhr.4006.1272.

    Article  Google Scholar 

  • Gillam, R. B., Cowan, N., & Day, L. S. (1995). Sequential memory in children with and without language impairment. Journal of Speech and Hearing Research, 38(2), 393–402. doi:10.1044/jshr.3802.393.

    Article  PubMed  Google Scholar 

  • Gillam, R. B., & Johnston, J. (1992). Spoken and written language relationships in language/learning impaired and normally achieving school-age children. Journal of Speech and Hearing Research, 35, 1303–1315.

    Article  PubMed  Google Scholar 

  • Gillam, R. B., & Pearson, N. L. (2017). Test of narrative language (2nd edition). Austin, TX: Pro-Ed.

    Google Scholar 

  • Gillam, R., Loeb, D., Hoffman, L., Bohman, T., Champlin, C., Thibodeau, L., … Friel-Patti, S. (2008). The efficacy of fast for word language intervention in school-age children with language impairment: A randomized controlled trial. Journal of Speech, Langauge, and Hearing Research, 51(1), 97–119. doi:10.1044/1092-4388(2008/007)

    Article  Google Scholar 

  • Gillam, R. B., Peña, E. D., Bedore, L. M., Bohman, T. M., & Mendez-Perez, A. (2013). Identification of specific language impairment in bilingual children: I. Assessment in English. Journal of Speech Language and Hearing Research, 56(6), 1813–1823. doi:10.1044/1092-4388(2013/12-0056).

    Article  Google Scholar 

  • Gillam, R.B., Wan, N.J., Gillam, S.L., & Hancock, A.S. (2015, April). Neural activation in children with SLI during complex sentence comprehension. Poster presented at the annual meeting of the Cognitive Neuroscience Society, San Francisco, CA.

    Google Scholar 

  • Gillam, S. (2007). Intervention for text comprehension deficits. In A. G. Kamhi, J. J. Masterson, & K. Apel (Eds.), Clinical decision making in developmental language disorders (pp. 267–284). Boston, MA: Allyn & Bacon.

    Google Scholar 

  • Gillam, S., Fargo, J. D., & St. Clair Robertson, K. (2009). Comprehension of expository text: Insights gained from think-aloud data. American Journal of Speech-Language Pathology, 18(1), 82–94. doi:10.1044/1058-0360(2008/07-0074).

    Article  Google Scholar 

  • Gillam, S. L., Gillam, R. B., & Reece, K. (2012). Language outcomes of contextualized and decontextualized language intervention: Results of an early efficacy study. Language Speech and Hearing Services in Schools, 43(3), 276–291. doi:10.1044/0161-1461(2011/11-0022).

    Article  Google Scholar 

  • Gillam, S. L., Olszewski, A., Fargo, J., & Gillam, R. B. (2014). Classroom-based narrative and vocabulary instruction: Results of an early-stage, nonrandomized comparison study. Language Speech and Hearing Services in Schools, 45(3), 204. doi:10.1044/2014_LSHSS-13-0008.

    Article  Google Scholar 

  • Gillon, G. T. (2005). Epilogue: Phonological awareness: Effecting change through the integration of research findings. Language, Speech & Hearing Services in Schools, 36(4), 346.

    Article  Google Scholar 

  • Goldstein, H., & Olszewski, A. (2015). Developing a phonological awareness curriculum: Reflections on an implementation science framework. Journal of Speech Language and Hearing Research, 58(6), S1837–S1850. doi:10.1044/2015_JSLHR-L-14-0351.

    Article  Google Scholar 

  • Hadley, P. A., Simmerman, A., Long, M., & Luna, M. (2000). Facilitating language development for inner-city children: Experimental evaluation of a collaborative, classroom-based intervention. Language Speech and Hearing Services in Schools, 31(3), 280–295. doi:10.1044/0161-1461.3103.280.

    Article  Google Scholar 

  • Hammill, D. D., & Newcomer, P. L. (2008a). Test of language development-intermediate (4th ed.). Austin, TX: ProEd.

    Google Scholar 

  • Hammill, D. D., & Newcomer, P. L. (2008b). Test of language development-primary (4th ed.). Austin, TX: ProEd.

    Google Scholar 

  • Jernigan, T. L., Hesselink, J. R., Sowell, E., & Tallal, P. A. (1991). Cerebral structure on magnetic resonance imaging in language and learning-impaired children. Archives of Neurology, 48, 539–545.

    Article  PubMed  Google Scholar 

  • Johnson, C. J., Beitchman, J. H., & Brownlie, E. B. (2010). Twenty-year follow-up of children with and without speech-language impairments: family, educational, occupational, and quality of life outcomes. American Journal of Speech-Language Pathology, 19(1), 51–65. doi:10.1044/1058-0360(2009/08-0083)

    Article  PubMed  Google Scholar 

  • Johnson, C. J., Beitchman, J. H., Young, A., Escobar, M., Atkinson, L., Wilson, B., & Lam, I. (1999). Fourteen-year follow-up of children with and without speech/language impairments: Speech/language stability and outcomes. Journal of Speech, Language, and Hearing Research, 42, 744–760.

    Article  PubMed  Google Scholar 

  • Kail, R. (1994). A method for studying the generalized slowing hypothesis in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 37(2), 418–421.

    Article  Google Scholar 

  • Kamhi, A. G., & Catts, H. W. (1999). Language and reading: Convergence and divergence. In H. W. Catts & A. G. Kamhi (Eds.), Language and reading disabilities (pp. 1–24). Needham Heights, MA: Allyn & Bacon.

    Google Scholar 

  • Karasinski, C., & Ellis Weismer, S. (2010). Comprehension of inferences in discourse processing by adolescents with and without language impairment. Journal of Speech Language and Hearing Research, 53(5), 1268–1279. doi:10.1044/1092-4388(2009/09-0006).

    Article  Google Scholar 

  • King, T. M., Rosenberg, L. A., Fuddy, L., McFarlane, E., Sia, C., & Duggan, A. K. (2005). Prevalence and early identification of language delays among at-risk three year olds. Journal of Developmental & Behavioral Pediatrics, 26(4), 293–303.

    Article  Google Scholar 

  • Lai, C. S., Fisher, S. E., Hurst, J. A., Vargha-Khadem, F., & Monaco, A. P. (2001). A forkhead-domain gene is mutated in a severe speech and language disorder. Nature, 413, 519–523.

    Article  PubMed  Google Scholar 

  • Laing, S. P., & Kamhi, A. G. (2002). The use of think-aloud protocols to compare inferencing abilities in average and below-average readers. Journal of Learning Disabilities, 35(5), 436–447. doi:10.1177/00222194020350050401.

    Article  PubMed  Google Scholar 

  • Laing, S. P., & Kamhi, A. (2003). Alternative assessment of language and literacy in culturally and linguistically diverse populations. Language Speech and Hearing Services in Schools, 34(1), 44. doi:10.1044/0161-1461(2003/005).

    Article  Google Scholar 

  • Laws, G., & Bishop, D. V. M. (2004). Pragmatic language impairment and social deficits in Williams syndrome: A comparison with Down’s syndrome and specific language impairment. International Journal of Language & Communication Disorders, 39(1), 45–64. doi:10.1080/13682820310001615797.

    Article  Google Scholar 

  • Leonard, L. (2014). Children with specific language impairment (2nd ed.). Cambridge, MA: MIT Press.

    Google Scholar 

  • Leonard, L. B., Weismer, S. E., Miller, C. A., Francis, D. J., Tomblin, J. B., & Kail, R. V. (2007). Speed of processing, working memory, and language impairment in children. Journal of Speech, Language & Hearing Research, 50(2), 21p. doi:10.1044/1092-4388(2007/029).

  • Lindsay, G., Dockrell, J. E., Nippold, M., & Fujiki, M. (2012). Longitudinal patterns of behavioral, emotional, and social difficulties and self-concepts in adolescents with a history of specific language impairment. Language, Speech & Hearing Services in Schools, 43(4), 445–460. doi:10.1044/0161-1461(2012/11-0069).

    Article  Google Scholar 

  • Luo, F., & Timler, G. R. (2008). Narrative organization skills in children with attention deficit hyperactivity disorder and language impairment: Application of the causal network model. Clinical Linguistics & Phonetics, 22(1), 25–46. doi:10.1080/02699200701627430.

    Article  Google Scholar 

  • Marinis, T., & van der Lely, H. J. (2007). On-line processing of Wh-questions in children with G-SLI and typically developing children. International Journal of Language & Communication Disorders, 42(5), 557–582.

    Article  Google Scholar 

  • McArthur, G., Atkinson, C., & Ellis, D. (2009). Atypical brain responses to sounds in children with specific language and reading impairments. Developmental Science, 12(5), 768–783. http://doi.org/10.1111/j.1467-7687.2008.00804.x.

    Article  PubMed  Google Scholar 

  • McArthur, G. M., & Bishop, D. V. M. (2004). Which people with specific language impairment have auditory processing deficits? Cognitive Neuropsychology, 21(1), 79–94.

    Article  PubMed  Google Scholar 

  • National Institutes of Health [NIH] Consensus Development Panel. (2000). Diagnosis and treatment of attention deficit hyperactivity disorder (ADHD). Journal of Pharmaceutical Care in Pain & Symptom Control, 8(3), 75–89. doi:10.1300/J088v08n03_09.

    Article  Google Scholar 

  • Newborg, J. (2005). Battelle developmental inventory (2nd ed.). Itasca, IL: Riverside Publishing.

    Google Scholar 

  • Nippold, M. A., Mansfield, T. C., Billow, J. L., & Tomblin, J. B. (2009). Syntactic development in adolescents with a history of language impairments: A follow-up investigation. American Journal of Speech-Language Pathology, 18, 241–251.

    Article  PubMed  Google Scholar 

  • Nippold, M. A., & Sun, L. (2008). Knowledge of morphologically complex words: A developmental study of older children and young adolescents. Language, Speech, and Hearing Services in Schools, 39(3), 365–373. doi:10.1044/0161-1461(2008/034).

    Article  PubMed  Google Scholar 

  • Paul, R., & Norbury, C. (2012). Language disorders from infancy through adolescence: Listening, speaking, reading, writing, and communicating. St. Louis, MO: Mosby.

    Google Scholar 

  • Pena, E. D., & Gillam, R. B. (2000). Dynamic assessment of children referred for speech and language evaluations. In C. Lidz (Ed.), Dynamic assessment: Prevailing models and applications advances in cognition and educational practice (vol. 6, pp. 543–575). New York, NY: Elsevier Science.

    Google Scholar 

  • Peña, E. D., Gillam, R. B., & Bedore, L. M. (2014). Dynamic assessment of narrative ability in English accurately identifies language impairment in English language learners. Journal of Speech, Language, And Hearing Research: JSLHR, 57(6), 2208–2220.

    Article  PubMed  Google Scholar 

  • Peña, E. D., Gillam, R. B., Bedore, L. M., & Bohman, T. M. (2011). Risk for poor performance on a language screening measure for bilingual preschoolers and kindergarteners. American Journal of Speech-Language Pathology, 20(4), 302. doi:10.1044/1058-0360(2011/10-0020).

    Article  PubMed  Google Scholar 

  • Plante, E., Swisher, L., Vance, R., & Rapcsak, S. (1991). MRI findings in boys with specific language impairment. Brain and Language, 41(1), 52–66. http://doi.org/10.1016/0093-934X(91)90110-M.

    Article  PubMed  Google Scholar 

  • PoliÅ¡enská, K., & Kapalková, S. (2014). Language profiles in children with Down syndrome and children with language impairment: Implications for early intervention. Research in Developmental Disabilities, 35(2), 373–382. doi:10.1016/j.ridd.2013.11.022.

    Article  PubMed  Google Scholar 

  • Popescu, M., Fey, M. E., Lewine, J. D., Finestack, L. H., & Popescu, E.-A. (2009). N400 responses of children with primary language disorder: Intervention effects. NeuroReport: For Rapid Communication of Neuroscience Research, 20(12), 1104–1108. doi:10.1097/WNR.0b013e32832e9c97

    Article  Google Scholar 

  • Rakhlin, N., & Grigorenko, E. L. (2015). (A)typical language development: Genetic and environmental influences. In R. H. Bahr, E. R. Silliman, R. H. Bahr, & E. R. Silliman (Eds.), Routledge handbook of communication disorders (pp. 11–21). New York, NY: Routledge/Taylor & Francis Group.

    Google Scholar 

  • Records, N. L., Tomblin, J. B., & Freesse, P. R. (1992). The quality of life of young adults with histories of specific language impairment. American Journal of Speech-Language Pathology, 1, 44–53.

    Article  Google Scholar 

  • Redmond, S. M. (2005). Differentiating SLI from ADHD using children’s sentence recall and production of past tense morphology. Clinical Linguistics & Phonetics, 19(2), 109–127. doi:10.1080/02699200410001669870.

    Article  Google Scholar 

  • Redmond, S. M., Thompson, H. L., & Goldstein, S. (2011). Psycholinguistic profiling differentiates specific language impairment from typical development and from attention-deficit/hyperactivity disorder. Journal of Speech Language and Hearing Research, 54(1), 99. doi:10.1044/1092-4388(2010/10-0010).

    Article  Google Scholar 

  • Rescorla, L. (2002). Language and reading outcomes to age 9 in late-talking toddlers. Journal of Speech Language and Hearing Research, 45(2), 360–371. doi:10.1044/1092-4388(2002/028).

    Article  Google Scholar 

  • Rescorla, L. (2009). Age 17 language and reading outcomes in late-talking toddlers: Support for a dimensional perspective on language delay. Journal of Speech Language and Hearing Research, 52(1), 16–30. doi:10.1044/1092-4388(2008/07-0171).

    Article  Google Scholar 

  • Rice, M., Wexler, K., & Hershberger, S. (1998). Tense over time: The longitudinal course of tense acquisition in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 43, 11126–11145.

    Google Scholar 

  • Rice, M. L. (2012). Toward epigenetic and gene regulation models of specific language impairment: Looking for links among growth, genes, and impairments. Journal of Neurodevelopmental Disorders, 4(1), 1.

    Article  Google Scholar 

  • Rice, M. L., Wexler, K., & Cleave, P. L. (1995). Specific language impairment as a period of extended optional infinitive. Journal of Speech & Hearing Research, 38(4), 850–863. doi:10.1044/jshr.3804.850

    Article  Google Scholar 

  • Rice, M. L., Smith, S. D., & Gayán, J. (2009). Convergent genetic linkage and associations to language, speech and reading measures in families of probands with specific language impairment. Journal of Neurodevelopmental Disorders, 1(4), 264–282. http://doi.org/10.1007/s11689-009-9031-x.

    Article  PubMed  PubMed Central  Google Scholar 

  • Rossetti, L. M. (2006). The Rossetti infant-toddler language scale. East Moline, IL: LinguiSystems.

    Google Scholar 

  • Shafer, V. L., Schwartz, R. G., Morr, M. L., Kessler, K. L., & Kurtzberg, D. (2000). Deviant neurophysiological asymmetry in children with language impairment. Neuroreport, 11(17), 3715–3718.

    Article  PubMed  Google Scholar 

  • Spaulding, T. J., Plante, E., & Farinella, K. A. (2006). Eligibility criteria for language impairment: Is the low end of normal always appropriate? Language Speech and Hearing Services in Schools, 37(1), 61–72.

    Article  Google Scholar 

  • Stothard, S. E., Snowling, M. J., Bishop, D. V. M., Chipchase, B. B., & Kaplan, C. A. (1998). Language-impaired preschoolers: A follow-up into adolescence. Journal of Speech, Language, and Hearing Research, 41, 407–418.

    Article  PubMed  Google Scholar 

  • Tomblin, J. B., Barker, B. A., & Hubbs, S. (2007). Developmental constraints on language development in children with cochlear implants. International Journal of Audiology, 46(9), 12. doi:10.1080/14992020701383043

    Google Scholar 

  • Tomblin, J. B., Records, N. L., & Zhang, X. (1996). A system for the diagnosis of specific language impairment in kindergarten children. Journal of Speech and Hearing Research, 39(6), 1284–1294.

    Article  PubMed  Google Scholar 

  • Tomblin, J. B., & Buckwalter, P. R. (1998). Heritability of poor language achievement among twins. Journal of Speech, Language, and Hearing Research, 41(1), 188–199. doi:10.1044/jslhr.4101.188.

    Article  PubMed  Google Scholar 

  • Tomblin, J. B., & Nippold, M. A. (2014). Features of language impairment in the school years. In J. B. Tomblin, M. A. Nippold, J. B. Tomblin, & M. A. Nippold (Eds.), Understanding individual differences in language development across the school years (pp. 79–116). New York, NY: Psychology Press.

    Google Scholar 

  • Tomblin, J. B., Records, N. L., Buckwalter, P., Zhang, X., Smith, E., & O’Brien, M. (1997). Prevalence of specific language impairment in kindergarten children. Journal of Speech, Language, and Hearing Research, 40(6), 1245–1260. doi:10.1044/jslhr.4006.1245.

    Article  PubMed  PubMed Central  Google Scholar 

  • Tomblin, J. B., Zhang, X., Buckwalter, P., & O’Brien, M. (2003). The stability of primary language disorder: Four years after kindergarten diagnosis. Journal of Speech, Language & Hearing Research, 46, 1283–1296.

    Article  Google Scholar 

  • Tomblin, J. B., O’Brien, M., Shriberg, L. D., Williams, C., Murray, J., Patil, S., … Ballard, K. (2009). Language features in a mother and daughter of a chromosome 7;13 translocation involving FOXP2. Journal of Speech, Language, and Hearing Research, 52(5), 1157–1174.

    Article  PubMed  PubMed Central  Google Scholar 

  • van Kleeck, A., Gillam, R. B., & McFadden, T. U. (1998). A study of classroom-based phonological awareness training for preschoolers with speech and/or language disorders. American Journal of Speech-Language Pathology, 7(3), 65. doi:10.1044/1058-0360.0703.65.

    Article  Google Scholar 

  • Vernes, S. C., Newbury, D. F., Abrahams, B. S., Winchester, L., Nicod, J., Groszer, M., … Fisher, S. E. (2008). A functional genetic link between distinct developmental language disorders. New England Journal of Medicine, 359(22), 2337–2345.

    Google Scholar 

  • Weber-Fox, C., Leonard, L. B., Hampton, A., & Tomblin, B. J. (2010). Electrophysiological correlates of rapid auditory and linguistic processing in adolescents with specific language impairment. Brain and Language, 115, 162–181.

    Article  PubMed  PubMed Central  Google Scholar 

  • Wiig, E. H., Semel, E., & Secord, W. A. (2013). Clinical evaluation of language fundamentals – Version 5. Bloomington, MN: Pearson.

    Google Scholar 

  • Woods, P. L., Rieger, I., Wocadlo, C., & Gordon, A. (2014). Predicting the outcome of specific language impairment at five years of age through early developmental assessment in preterm infants. Early Human Development, 90(10), 613–619. doi:10.1016/j.earlhumdev.2014.07.010.

    Article  PubMed  Google Scholar 

  • World Health Organization [WHO]. (2010). Framework for action on interprofessional education & collaborative practice. Geneva, Switzerland: WHO Press.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Communicative Disorders and Deaf Education, Utah State University, Logan, UT, USA

    Ronald B. Gillam, Sandra L. Gillam, Sarai Holbrook & Carla Orellana

Authors
  1. Ronald B. Gillam
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Sandra L. Gillam
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Sarai Holbrook
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Carla Orellana
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Neurology, Learning and Behavior Center, Salt Lake City, Utah, USA

    Sam Goldstein

  2. Intermountain Healthcare, Salt Lake City, Utah, USA

    Melissa DeVries

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Springer International Publishing AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Gillam, R.B., Gillam, S.L., Holbrook, S., Orellana, C. (2017). Language Disorder in Children. In: Goldstein, S., DeVries, M. (eds) Handbook of DSM-5 Disorders in Children and Adolescents. Springer, Cham. https://doi.org/10.1007/978-3-319-57196-6_3

Download citation

Publish with us

Policies and ethics

Search

Navigation