Reading competences in young adolescents with Specific Language Impairment (SLI): The role of early semantic capacity

This study evaluated the reading abilities between 8 and 12 years in bilingual Catalan-Spanish children with Specific Language Impairment. The difficulties of oral language of these children at preschool age can affect the subsequent acquisition of reading. The results showed that, in effect, these children had problems of decoding and reading comprehension at 8 years, … Continue reading “Reading competences in young adolescents with Specific Language Impairment (SLI): The role of early semantic capacity”

Longitudinal trajectories of representation and access to phonological information in bilingual children with Specific Language Impairment (SLI)

The study describes the development of various linguistic processing abilities in bilingual children with SLI between 6 and 12 years old. The results found that, at all ages, children with SLI had difficulties in repetition of sentences, in phonological fluency (production and correct expression of sounds and words) and phonological awareness without visual signs (awareness … Continue reading “Longitudinal trajectories of representation and access to phonological information in bilingual children with Specific Language Impairment (SLI)”

Oral morphosyntactic competence as a predictor of reading comprehension in children with Specific Language Impairment (SLI)

Children with SLI tend to present a deficit in oral comprehension. In that way, the study intends to investigate the influence of oral comprehension on reading comprehension in children of 7 and 8 years in Catalan-Spanish bilingual with SLI. At the age of 7-8 years, children with SLI had similar results to their age peers … Continue reading “Oral morphosyntactic competence as a predictor of reading comprehension in children with Specific Language Impairment (SLI)”

Referential communication in bilingual Catalan-Spanish children with Specific Language Impairment (SLI)

The study analysed the quality of the messages that children with Specific Language Disorder expressed in a referential communication task. In referential communication tasks, children had to describe the positioning of various objects of an image to an adult who doesn’t see them. Children of 8 years with SLI produced lower correct messages than other … Continue reading “Referential communication in bilingual Catalan-Spanish children with Specific Language Impairment (SLI)”