Clinical Issues: Word Learning by Preschoolers With Specific Language Impairment The prevalence of specific language impairment (SLI) in young children is approximately 7%, with more boys diagnosed than girls (Tomblin et al., 1997). In addition to problems acquiring morphology and syntax, many children with SLI have difficulty learning to comprehend and to produce new words. Their initial vocabulary growth is ... Clinical Issues
Clinical Issues  |   October 01, 2005
Clinical Issues: Word Learning by Preschoolers With Specific Language Impairment
Author Affiliations & Notes
  • Shelley Gray
    Department of Speech and Hearing Science, Arizona State University, Tempe, AZ
Article Information
Development / Language Disorders / Specific Language Impairment / Clinical Issues
Clinical Issues   |   October 01, 2005
Clinical Issues: Word Learning by Preschoolers With Specific Language Impairment
SIG 1 Perspectives on Language Learning and Education, October 2005, Vol. 12, 17-21. doi:10.1044/lle12.3.17
SIG 1 Perspectives on Language Learning and Education, October 2005, Vol. 12, 17-21. doi:10.1044/lle12.3.17
The prevalence of specific language impairment (SLI) in young children is approximately 7%, with more boys diagnosed than girls (Tomblin et al., 1997). In addition to problems acquiring morphology and syntax, many children with SLI have difficulty learning to comprehend and to produce new words. Their initial vocabulary growth is often slower than that of normally-developing peers (Paul, Hernandez, Taylor, & Johnson, 1996; Rescorla, Roberts, & Dahlsgaard, 1997), and their vocabularies contain a limited variety of words (Watkins, Kelly, Harbers, & Hollis, 1995). This is illustrated by performance on norm-referenced vocabulary tests. SLI groups frequently score significantly lower than age-matched groups with normal language (NL) on both receptive and expressive measures (e.g., Gray, Plante, Vance, & Henrichsen, 1999).
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