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Direct linkSt. Clair, Michelle C.; Durkin, Kevin; Conti-Ramsden, Gina; Pickles, Andrew – British Journal of Developmental Psychology, 2010
Individuals with a history of specific language impairment (SLI) often have subsequent problems with reading skills, but there have been some discrepant findings as to the developmental time course of these skills. This study investigates the developmental trajectories of reading skills over a 9-year time-span (from 7 to 16 years of age) in a…
Descriptors: Language Impairments, Reading Skills, Autism, Symptoms (Individual Disorders)
Simkin, Zoe; Conti-Ramsden, Gina – Child Language Teaching and Therapy, 2006
The literacy abilities of 11-year old children with specific language impairment (SLI) were investigated through comparing subgroups with current expressive-only language impairment (E-SLI, n 30), current combined expressive and receptive language impairment (ER-SLI, n 32) and a history of now-resolved language impairment (Resolved-SLI, n 28). The…
Descriptors: Expressive Language, Receptive Language, Language Impairments, Children
Fraser, Jill; Conti-Ramsden, Gina – International Journal of Language & Communication Disorders, 2008
Background: Recent models of reading ability propose that both phonological and broader language skills are important for the development of literacy. Whilst there are numerous studies that consider the role of phonological skills in literacy, fewer studies have considered the role of broader language skills and reading proficiency. Aims: To…
Descriptors: Relationship, Phonology, Phonological Awareness, Language Skills
