Original articleArithmetic skills in kindergarten children with developmental language disorders
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Cited by (26)
Comorbid motor deficits in a clinical sample of children with specific language impairment
2013, Research in Developmental DisabilitiesCitation Excerpt :The relative disconnect between language ability and literacy attainment in this latter study suggests that the development of literacy may also be influenced by other non-linguistic factors. In addition, a number of studies have shown that SLI is not ‘specific’ and that comorbidities are common (Dyck & Piek, 2010; Gillberg, 2010; Hill, 1998; Kaplan, Wilson, Dewey, & Crawford, 1998; Manor, Shalev, Joseph, & Gross-Tsur, 2001). In particular, there is growing evidence that many children with SLI experience some level of motor difficulty (Hill, 2001; Lingam et al., 2010; Rechetnikov & Maitra, 2009; Webster et al., 2006).
Developmental dyscalculia: Fresh perspectives
2013, Trends in Neuroscience and EducationPragmatic-communicative intervention strategies for victims of child abuse
2012, Children and Youth Services ReviewCitation Excerpt :Grusec and Goodnow (1994) relate interiorization with three aspects: the perception that children have of their parents' intentions (according to the clarity and coherence of the message, the child's capacity to interpret them, or their emotional state); the degree of acceptance of the said messages, which will be determined by the warmth in the relationship that the children maintain with their parents; and the degree to which children feel they have participated in the creation of the message. Manor, Shalev, Joseph, and Gross-Tsur (2001) stress the scarcity of internal language to direct their actions and the restricted use of language in children suffering from abuse. For all these reasons, the objective of this work is to develop a methodological proposal aimed at a pragmatic-communicative intervention to encourage functional skills which can favor effective communication (conversational language, requests, narrative skills and abstract and figurative language), skills for relating to adults and to solving interpersonal problems (Hildyard & Wolfe, 2002; Irwin, Carter, & Briggs-Gowan, 2002; Manor et al., 2001; Reynolds, 1998; Timler, 2003; Vigil, Hodges, & Klee, 2005).
Relation between language, audio-vocal psycholinguistic abilities and P300 in children having specific language impairment
2011, International Journal of Pediatric OtorhinolaryngologyCitation Excerpt :This indicates that the long response time in SLI was not only a result of slow motor function. This is not trivial considering the many studies that have found poor motor skills in children with SLI [28]. The context updating hypothesis assumes that the elicitation of P300 reflects a process involved in the updating of representations in working memory.
Design of a language stimulation program for children suffering abuse
2011, Children and Youth Services ReviewCitation Excerpt :The implanting of a linguistic stimulation program allows us to approach normal language patterns, having a fundamental effect on the development of the social use of language and looking for contextualized situations that are easy to generalize for real situations. What is fundamental for these children is the development of skills or a linguistic competence that encourage adaptive social functioning; basic skills for social interaction that favor the pragmatic function of language (initiating, maintaining and ending conversations, greeting, smiling, expressing opinions, feelings and emotions,…); skills for relating to adults and for solving interpersonal problems (Hildyard & Wolfe, 2002; Irwin, Carter, & Briggs-Gowan, 2002; Manor et al., 2001; Reynolds, 1998; Timler, 2003; Vigil, Hodges, & Klee, 2005; Weissberg, Caplan, & Sivo, 1990). The child, in addition to learning the formal aspects of language, should also learn to use them in a social context.
Language delay in severely neglected children: A cumulative or specific effect of risk factors?
2010, Child Abuse and NeglectCitation Excerpt :The difference between these two subgroups lies in the fact that neglected children lack even more parental support and are confronted with greater relational stress than physically abused children (Culp et al., 1991; Fox et al., 1988), two variables that are closely linked to child language development. This phenomenon is of concern not only because of its magnitude but also because of its impact on child cognitive (Hildyard & Wolfe, 2002), psychological (Irwin, Carter, & Briggs-Gowan, 2002; Timler, 2003), social (Irwin et al., 2002; Vigil, Hodges, & Klee, 2005) and academic development (Catts, Fey, Tomblin, & Zhang, 2002; Manor, Shalev, Joseph, & Gross-Tsur, 2001). Research has shown that young children suffering from expressive LD are more serious, more depressed/withdrawn, less interested in play and less inclined to socialize (Irwin et al., 2002).
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Correspondence: Ruth Shalev MD, Neuropediatric Unit, Shaare Zedek Medical Center, POB 3235, Jerusalem 91031, Israele-mail:[email protected]