Intervention for mixed receptive–expressive language impairment: a review

  title={Intervention for mixed receptive–expressive language impairment: a review},
  author={James M. E. Boyle and Elspeth McCartney and Anne O'hare and James Law},
  journal={Developmental Medicine \& Child Neurology},
Studies indicate that language impairment that cannot be accounted for by factors such as below‐average non‐verbal ability, hearing impairment, behaviour or emotional problems, or neurological impairments affects some 6% of school‐age children. Language impairment with a receptive language component is more resistant to intervention than specific expressive or phonological delays, and carries a greater risk of comorbid behavioural difficulties as well as adverse outcomes for language… 


Children with specific receptive language impairments (SRLI) have been found to be vulnerable to negative outcomes later in life, in terms of mental health, behaviour and literacy. Currently there is

Improving comprehension in adolescents with severe receptive language impairments: a randomized control trial of intervention for coordinating conjunctions.

Four hours of Shape Coding therapy led to significant gains on comprehension of coordinating conjunctions which were maintained after 4 months, and this approach could be offered to other children with similar difficulties to the participants.

Intervention for oral language comprehension skills in preschoolers with developmental language disorder.

An intervention programme applied at an early age fosters oral language comprehension skills and executive functions in pupils with DLD and TD and a significant positive correlation was found between the gains obtained by the participants in verbal working memory and semantic fluency.

Methods and Procedures for Measuring Comorbid Disorders: Motor Movement and Activity

Challenges to motor assessment for children with ASD, threats to validity and reliability within the measurement of motor skills, motor assessment instruments, and the physical activity assessments are discussed in this chapter.

Oral language comprehension interventions in 1–8-year-old children with language disorders or difficulties: A systematic scoping review

The results suggest that young children’s oral language comprehension skills can be improved by guiding parents and clinicians in their communication strategies, and by clinician-implemented interventions targeting aspects of the child's language.

Speech and language therapy interventions for children with primary speech and/or language disorders

This is a protocol for a Cochrane Review (Intervention) to determine the effectiveness of speech and language therapy interventions for children with a primary diagnosis of Speech and/or language disorders.

Oral language comprehension interventions in school-age children and adolescents with developmental language disorder: A systematic scoping review

In the interventions intended for school-age children and adolescents with DLD, three intervention foci were identified that targeted aspects of language and language processing, as well as modifying the communicative environment.

Children with language delay referred to Dutch speech and hearing centres: caseload characteristics

This study provides a detailed description of the caseload characteristics of children referred to Dutch speech and hearing centres and reveals an age bias in referral: boys were referred earlier than girls, and monolingual children were revealed earlier than bilingual children.



Incidental receptive language growth associated with expressive grammar intervention in SLI

Children with SLI (Specific Language Impairment) display language deficits in the absence of frank neurological lesions, global cognitive deficits or significant clinical hearing loss. Although these

Executive functions in children with communication impairments, in relation to autistic symptomatology

Evidence of inhibitory deficits was found but these were neither specific to autism, nor linked to particular aspects of autistic symptomatology, and appeared to be associated with poor verbal skills and inattention.

Mapping practice onto theory: the speech and language practitioner's construction of receptive language impairment.

The relationship between the reported practice of speech and language practitioners and the underlying rationales for the therapy that they provide is explored, finding that theories of therapy may develop relatively independent of theories of deficit.

A prospective study of the relationship between specific language impairment, phonological disorders and reading retardation.

  • D. BishopC. Adams
  • Psychology
    Journal of child psychology and psychiatry, and allied disciplines
  • 1990
Language and literacy skills were assessed in 83 8 1/2-year olds whose language development had been impaired at 4 years of age, and there were only weak links between expressive phonological disorders and later ability to read either meaningful text or non-words.

Psychosocial outcomes at 15 years of children with a preschool history of speech-language impairment.

Amongst children with speech-language delays at 5.5 years, those with more severe and persistent language difficulties and low nonverbal IQ are at higher risk of psychiatric morbidity in adolescence.

Severe receptive language disorder in childhood—familial aspects and long-term outcomes: results from a Scottish study

Severe receptive SLI is nearly always associated with an equally severe reduction in expressive language skills, and language impairment in siblings may go undetected and yet they are at high risk.

Teaching receptive vocabulary to children with specific language impairment: a curriculum-based approach

Children with specific language impairment (SLI) frequently experience difficulties with understanding vocabulary and are subsequently academically disadvantaged. This study describes a

Why Reading Comprehension Fails: Insights From Developmental Disorders

Developmental difficulties with reading comprehension are not uncommon. This article examines the nature of reading comprehension deficits in three groups of children: children identified as having

Fourteen-year follow-up of children with and without speech/language impairments: speech/language stability and outcomes.

The present replication and extension of these findings with a sound methodology enables greater confidence in their use for prognostic, planning, and research purposes.

Which People with Specific Language Impairment have Auditory Processing Deficits?

The results suggest that SLI may be characterised by immature development of auditory cortex, such that adult‐level frequency discrimination performance is attained several years later than normal.