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Children with specific language impairment (SLI) have associated difficulties in reading decoding and reading comprehension. To date, few research studies have examined the children's written language. The aim of the present study was to (a) evaluate the nature and extent of the children's difficulties with writing and (b) investigate the relationship(More)
BACKGROUND Children with specific speech and language difficulties (SSLD) may have associated difficulties that impair their access to the curriculum, and their social relationships at home and in school. AIMS (i) To identify the range of additional problems experienced by children with SSLD in different educational contexts; (ii) to consider the(More)
BACKGROUND The purpose of this study was to examine the stability of behavioural, emotional and social difficulties (BESD) in children with specific speech and language difficulties (SSLD), and the relationship between BESD and the language ability. METHODS A sample of children with SSLD were assessed for BESD at ages 8, 10 and 12 years by both teachers(More)
There are few studies that report findings on the speech and language characteristics of Apert syndrome and little is known about the cognitive profile of the syndrome. The current study addresses this gap and explores speech, language, resonance/voice, attention oro-motor and cognitive skills in a group of 10 children (4;1-5;11) with Apert syndrome. The(More)
1 Atypical vocabulary has been reported as one of the most notable features of the language of adolescents and adults with Williams syndrome (WS), including use of unusual or low frequency words. Two hypotheses were identified regarding the developmental origins of this phenomenon. The intra-lexicon hypothesis views the cause in terms of domain-specific(More)
BACKGROUND Children with specific speech and language difficulties (SSLD) pose a challenge to the education system, and to speech and language therapists who support them, as a result of their language needs and associated educational and social-behavioural difficulties. The development of inclusion raises questions regarding appropriate provision, whether(More)
BACKGROUND The UK government set up a review of provision for children and young people with the full range of speech, language and communication needs led by a Member of Parliament, John Bercow. A research study was commissioned to provide empirical evidence to inform the Bercow Review. AIMS To examine the efficiency and effectiveness of different(More)
This paper describes the results of a large-scale questionnaire survey that ascertained children's perceptions of their noise environment and the relationships of the children's perceptions to objective measures of noise. Precision, specificity, and consistency of responding was established through the use of convergent measures. Two thousand and thirty-six(More)
PURPOSE This study explored the prevalence and stability of behavioral difficulties and self-concepts between the ages of 8 and 17 years in a sample of children with a history of specific language impairment (SLI). We investigated whether earlier behavioral, emotional, and social difficulties (BESD); self-concepts; and language and literacy abilities(More)