Development of Clause Complexity in Children with Specific Language Impairment/Language Development Disorder: A Longitudinal Study.

This paper addresses the grammatical challenges associated with the development of clause complexity, focusing on the performance of a group of monolingual Spanish-speaking schoolchildren with Specific Language Impairment/Developmental Language Disorder (SLI/DLD) in a longitudinal corpus of oral narrative samples. The study examines the presence of interclause relations of subordination and equivalence (hypotaxis and parataxis) in language samples of two groups: an experimental group made up of 24 schoolchildren with SLI/DLD and a control group made up of 24 schoolchildren with typical development (TD). The results show that while both groups use parataxis as the most common relation between clauses in all school grades, there is a significant decrease in paratactic relations and a significant increase in hypotactic relations from first to fourth grade of primary education. Although the development patterns are highly similar, the SLI/DLD group shows greater difficulties in mastering more complex (hypotactic) relations in fourth grade compared to the control group, indicating that it is less sophisticated in the use of these types of complex relations. These findings suggest that focused support on the most complex structures is needed towards the fourth grade of primary education, given the demands of the school academic register from 6 and 7 years of age and the potential problems that the development of clause complexity can cause in school-age children.

A Sentence Repetition Task in Spanish language: a valid tool for early language assessment

ABSTRACT Purpose Sentence Repetition Tasks (SRT) have been widely used to assess early language abilities in different languages and populations. In addition, it has been proved that performance in SRTs serve as a clinical marker to detect language difficulties. However, most of the research has been conducted in English language and with children older than 4 years of age. Despite this scarcity, [1] developed a SRT for monolingual Spanish-speaking children between 2 and 4 years of age. Initial findings showed that it is a useful tool for discriminating children with different linguistic levels. In addition, the task showed concurrent validity with a nonword repetition task. In the current study we want to explore the predictive validity of this task. Methods We conducted a longitudinal study including 20 monolingual Spanish-Speaking children who were tested twice, at 33 months of age and six months later. In addition to the SRT, participants completed a nonword repetition task [2] and the Spanish version of the Merrill-Palmer-R Developmental Scales [3]. Results showed strong and positive relationships between the different tests when first assessed. We also found strong and predictive relationships between the SRT at time 1 and SRT and the Merrill-Palmer-R at time 2. Conclusion We conclude that the SRT developed [1] is a valid tool for examining early language abilities and its changes over time.

La bioética en la investigación de funciones ejecutivas en niños con trastorno específico del lenguaje / Bioethics in Researching Executive Functions in Children with Specific Language Impairment / A bioética na pesquisa de funções executivas em crianças com transtorno específico da linguagem

Resumen: En la actualidad, mucho se habla sobre bioética. Desafortunadamente, en lo que respecta a los lineamientos que deben regular y velar por la dignidad y los derechos de los niños, no existe una coherencia con el nivel de desarrollo técnico contemplado en las investigaciones en el área de los trastornos específicos del lenguaje y las funciones ejecutivas. Para esta investigación se realizaron tres búsquedas diferenciadas en bases de datos de Web of Science, Scopus, Scielo, Biblioteca del Congreso Nacional de Chile y fuentes grises con los descriptores "specific language impairment", "SLI", "executive functions", "memory", "attention", "inhibition", "bioética", "principios de bioética", "bioética infantil", "investigación científica" y "derechos del niño", reparando, específicamente, en la presencia o ausencia de lineamientos éticos declarados en su metodología o procedimiento de trabajo para analizar de forma crítica su progresión desde los años ochenta hasta la actualidad. En las conclusiones se ha evidenciado que los principios bioéticos generales no son demasiado pertinentes si no se acompañan por políticas nacionales e internacionales que velen por la dignidad de los niños. Por este motivo, contar con disposiciones bioéticas específicas y sistematizadas para la población pediátrica, en la que se incluyen los estudios de FE y TEL, es fundamental. Así es posible abolir todos los dilemas bioéticos que puedan surgir de los vacíos que las actuales leyes presentan. Por esta razón, es indispensable un replanteamiento de principios para este rango etario.

Abstract: Much is said about bioethics. Unfortunately, concerning the guidelines that must regulate and ensure the dignity and rights of children, there is no coherence with the technical development level of research on specific language impairment and executive functions. For this study, three differentiated searches were carried out in Web of Science, Scopus, Scielo, Library of the National Congress of Chile, and gray sources using the descriptors "specific language impairment," "SLI," "executive functions," "memory," "attention," "inhibition," "bioética," "principios de bioética," "bioética infantil," "investigación científica," and "derechos del niño." We paid particular attention to the presence or absence of ethical guidelines in the methods or working procedures to critically analyze their progression from the eighties to these days. The conclusions show that general bioethical principles are irrelevant if not accompanied by national and international policies that safeguard the dignity of children. Having specific and systematized bioethical provisions for the pediatric population, including fe and tel studies, will solve all the bioethical dilemmas that may arise from the loopholes in current laws. Therefore, rethinking the principles for this age range is crucial.

Resumo: Na atualidade, muito se fala sobre bioética. Infelizmente, no que diz respeito aos lineamentos que devem regularizar e zelar pela dignidade e pelos direitos das crianças, não há uma coerência com o nível de desenvolvimento técnico contemplado nas pesquisas na área dos transtornos específicos da linguagem e das funções executivas. Para esta pesquisa, foram realizadas três buscas diferenciadas em bases de dados de Web of Science, Scopus, SciELO, Biblioteca del Congreso Nacional de Chile e fontes da literatura cinzenta com os descritores "specific language impairment", "sli", "executive functions", "memory", "attention", "inhibition", "bioética", "principios de bioética", "bioética infantil", "investigación científica" e "derechos del niño", salientando, em específico, a presença ou a ausência de lineamentos éticos declarados em sua metodologia ou procedimento de trabalho para analisar de forma crítica sua progressão desde os anos 1980 até a atualidade. Nas conclusões, evidencia-se que os princípios bioéticos gerais não são muito pertinentes se não são acompanhados por políticas nacionais e internacionais que zelem pela dignidade das crianças. Por esse motivo, contar com disposições bioéticas específicas e sistematizadas para a população pediátrica, na qual são incluídos os estudos de fe e tel, é fundamental. Assim, é possível abolir todos os dilemas bioéticos que possam surgir das lacunas que as atuais leis apresentam. Por essa razão, é indispensável uma reconsideração de princípios para essa faixa etária.

Syntactic Gender Agreement Processing on Direct-Object Clitics by Spanish-Speaking Children with Developmental Language Disorder: Evidence from ERP.

Children with developmental language disorder (DLD) have a psycholinguistic profile evincing multiple syntactic processing impairments. Spanish-speaking children with DLD struggle with gender agreement on clitics; however, the existing evidence comes from offline, elicitation tasks. In the current study, we sought to determine whether converging evidence of this deficit can be found. In particular, we use the real-time processing technique of event-related brain potentials (ERP) with direct-object clitic pronouns in Spanish-speaking children with DLD. Our participants include 15 six-year-old Mexican Spanish-speaking children with DLD and 19 typically developing, age-matched (TD) children. Auditory sentences that matched or did not match the gender features of antecedents represented in pictures were employed as stimuli in a visual-auditory gender agreement task. Gender-agreement violations were associated with an enhanced anterior negativity between 250 and 500 ms post-target onset in the TD children group. In contrast, children with DLD showed no such effect. This absence of the left anterior negativity (LAN) effect suggests weaker lexical representation of morphosyntactic gender features and/or non-adult-like morphosyntactic gender feature checking for the DLD children. We discuss the relevance of these findings for theoretical accounts of DLD. Our findings may contribute to a better understanding of syntactic agreement processing and language disorders.

Funciones Ejecutivas en Estudiantes con Trastorno Específico del Lenguaje al Comienzo de la Escolarización Básica / Executive Functions in Students with Specific Language Impairment at the Beginning of Elementary Education

Resumen Las funciones ejecutivas (FE) constituyen un conjunto de habilidades implicadas en el control y regulación del funcionamiento cognitivo. La relación entre fe y desarrollo del lenguaje es especialmente relevante en la conceptualización de los trastornos lingüísticos. El objetivo del estudio consistió en explorar el uso diferencial de fe en dos grupos: Desarrollo Lingüístico Típico (DLT) y Trastorno Específico del Lenguaje (TEL). Participaron 44 estudiantes (56,82 % niños), 22 DLT y 22 TEL, con edades entre 6,00-6,92 años (M=6.17, DT=.19). El factor diagnóstico previo mostró efectos significativos en atención ejecutiva (p<.001, η2 parcial =.77), memoria de trabajo (p<.001, if parcial =.67), flexibilidad cognitiva (p<.01, η2 parcial =.15), y planificación (p<.001, η2 parcial =.63). En todos los casos, salvo en flexibilidad cognitiva, el tamaño del efecto fue fuerte. Los resultados avalarían la tesis de no especificidad en TEL y la posible presencia de disfunciones cognitivas generales que subyacen al trastorno.

Abstract The executive functions (EF) constitute a set of skills involved in the control and regulation of cognitive functioning. The relation between EF and the development of language is especially relevant regarding the conceptualization of linguistic disorders. This study aims to explore the differential use of EF between two groups: Typical Language Development (TLD) and Specific Language Impairment (SLI). The participants were 44 students (56,82% boys), 22 TLD and 22 SLI, with ages between 6,00-6,92 years (M=6.17, SD=.19). The previous diagnostic factor showed significant effects in executive attention (p<.001, η2 partial =.77), working memory (p<.001, η2 partial =.67), cognitive flexibility (p<.01, η2 partial =.15), and planning (p< .001, η2 partial =.63). In every case, except for cognitive flexibility, the effect was strong. The results would support the thesis of non-specificity in the SLI and the possible presence of general cognitive dysfunctions that underlie the disorder.

Estructura lingüística y Teoría de la Mente en trastorno del lenguaje / Language form and the theory of mind in language impairment

El concepto de Teoría de la Mente (ToM, de su sigla en inglés) hace referencia a la capacidad de ponerse en el lugar de la otra persona y ser así capaz de interpretar creencias, deseos e intenciones de otros. El propósito de esta investigación fue determinar el tipo de relación entre la adquisición de la forma del lenguaje y el desarrollo de la Teoría de la Mente en niños con Trastorno Específico del Lenguaje TEL tipo mixto y en niños con desarrollo típico, debido a que la literatura en relación con el tema es escasa y se focaliza principalmente en niños con autismo. La investigación se llevó a cabo mediante una metodología de tipo cuantitativa, un diseño no experimental-transversal y un alcance descriptivo y correlacional. Los instrumentos utilizados para evaluar el desarrollo de la estructura del lenguaje fueron el Test de Procesos de Simplificación Fonológica TEPROSIF-R y el Test de Comprensión Auditiva de E-Carrow TECAL; en tanto, para determinar el desarrollo de la ToM se utilizaron la prueba de Sally y Anne y la prueba de Mentalización. La muestra fue no probabilística y estuvo constituida por 28 niños con TEL mixto (grupo estudio) y 28 niños con desarrollo normal (grupo control) de 5 a 6 años, 11 meses. Los resultados indicaron que existe una relación entre el desarrollo de la teoría de la mente y el desarrollo de la estructura del lenguaje en su modalidad expresiva y comprensiva, principalmente en los niños con TEL mixto. A partir de estos resultados se puede concluir que es necesario intervenir desde el quehacer fonoaudiológico, además de las habilidades lingüísticas, aquellas habilidades asociadas con la Teoría de la Mente.

The concept of Theory of Mind ToM refers to the ability to put oneself in the other person's place and be able to interpret beliefs, desires and intentions of others. The purpose of this research was to determine the relationship between the development of the language form and the ToM in children with mixed Specific Language Impairment (SLI) and children with typical language development because the literature on the topic is limited and it focuses mainly on children with autism. The research was carried out using a quantitative methodology, a non-experimental-cross-sectional design, and a descriptive and correlational scope. The instrument used to determinate the development of the language structure were Test de Procesos de Simplificación Fonológica (TEPROSIF-R) and Test de Comprensión Auditiva de E-Carrow (TECAL); meanwhile, to evaluate the development of the ToM were used Sally and Anne Task and Mentalization test. The sample consisted on 28 children with SLI (study group) and 28 children with normal language development (control group) from 5 to 6,11 years old. The results indicate that there is a relationship between the development of the ToM and the development of the structure of language in its expressive and comprehensive modality, mainly in children with Mixed SLI. From these results, it is concluded that it is necessary to intervene not only linguistic abilities but also those abilities related to ToM from the speech therapist tasks.

Relación entre memoria secuencial auditiva, integración auditiva y desempeño fonológico en niños de 3 años a 3 años 11 meses con trastorno específico del lenguaje de tipo expresivo / Relationship between auditory sequential memory, auditory integration and phonological performance in children from 3 to 3 years 11 months with expressive specific language impairment

La presente investigación tiene por objetivo estudiar la correlación entre las habilidades de memoria secuencial auditiva (MSA), integración auditiva (IA) y el desempeño fonológico en 24 niños con trastorno específico del lenguaje (TEL) expresivo de un rango etario de 3 años a 3 años 11 meses que asisten a una escuela especial de lenguaje. Los participantes fueron evaluados mediante la aplicación de dos subtest del Test Illinois de Aptitudes Psicolingüísticas (subtest de MSA y subtest de IA), y el Test para Evaluar los Procesos de Simplificación Fonológica Revisado (TEPROSIF-R). Los resultados muestran una correlación estadísticamente significativa entre memoria secuencial auditiva, integración auditiva y desempeño fonológico. Al analizar los datos dividiendo la muestra en dos grupos etarios se observa que, para el grupo etario de 3 años a 3 años 5 meses existe una correlación estadísticamente significativa entre MSA, IA y desempeño fonológico. En cambio, para el grupo etario de 3 años 6 meses a 3 años 11 meses se observa la misma tendencia sinalcanzar valores estadísticamente significativos. Esto sugiere que la relación entre estas variables disminuye a medida que los niños se acercan a su cuarto año de vida.

The present research aims to study the correlation between auditory sequential memory capacity (ASM), auditory integration (AI) abilities, and phonological performance in 24 children with expressive specific language impairment, with an age range between 3 and 3 years and 11 months, who attend a special language school. Participants were evaluated through two subtests of the Illinois Psycholinguistic Aptitudes Test (an ASM subtest and an AIsubtest), and the Test to Evaluate the Phonological Simplification Processes Revised (TEPROSIF-R). The results indicate a statistically significant correlation between sequential auditory memory, auditory integration and phonological performance. When analyzing the data by dividing the sample into two age groups. When analyzing the data dividing the sample into two age groups, we observed that, for the age group between 3 and 3 years and 5 months there is a statistically significant correlation between auditory sequential memory, auditory integration and phonological performance. For the age group from 3 years 6 months to 3 years 11 months the same trend is observed without reaching statistically significant values. This suggests that the relationship between these variables decreases as children approach their fourth year of life.

Habilidades lingüísticas y decodificación en niños con trastorno específico del lenguaje con y sin dificultades de comprensión lectora / Linguistic skills and decoding among children with specific language impairment with and without reading comprehension difficulties

Los niños con TEL son considerados un grupo de riesgo para el aprendizaje del lenguaje escrito, dado que sus dificultades lingüísticas pueden influir en su desempeño en comprensión lectora, aunque esto no necesariamente ocurre en todos los niños con TEL. El objetivo de este estudio es comparar el desempeño en las habilidades lingüísticas y decodificación entre niños con TEL que se agruparon según la presencia o ausencia de dificultades en comprensión lectora. La muestra estuvo constituida por 60 niños con TEL de primer año básico, 42 de ellos con problemas de comprensión lectora y 18 niños que no presentaban dificultad en este aspecto. Se evaluaron habilidades lectoras (decodificación y comprensión lectora) y habilidades lingüísticas (conciencia fonológica, vocabulario y discurso narrativo expresivo y comprensivo). Los resultados muestran que no existen diferencias estadísticamente significativas en las habilidades lingüísticas entre niños con y sin dificultades de comprensión lectora. En cuanto a la decodificación, se observa un rendimiento significativamente inferior en el grupo de niños con dificultades de comprensión lectora. En este grupo, conciencia fonológica y decodificación están altamente correlacionadas con la comprensión lectora, mientras que estas mismas variables no se correlacionan en los niños sin problemas de comprensión lectora.

Children with Specific Language Impairment (SLI) are deemed to be a group at risk in learning written language. Their linguistic deficit may impact on their reading comprehension performance, although this not the case for all children with SLI. The aim ofthis study is to observe the possible differences in linguistic and decoding skills in children with SLI with and without reading comprehension problems. The sample consisted of 60 first grade children with SLI, of which 42 are poor comprehenders and 18 are good comprehenders. Reading skills (decoding and reading comprehension) and linguistic skills (phonological awareness, vocabulary as well as expressive and comprehensive narrative speech) were assessed. Results show that there are no statistically significant differences in linguistic skills between good comprehenders and poor comprehender. Significant differences were found for decoding, with children with reading comprehension problems performing significantly lower than good comprehenders. In the group of children with reading comprehension problems, phonological awareness and decoding highly correlate with reading comprehension, while the very same variables have no correlation among children with good reading comprehension.

Decodificación y comprensión lectora en escolares con trastorno específico del lenguaje / Decoding and reading comprehension in children with specific language impairment

El objetivo del presente estudio fue describir el desempeño en decodificación y en comprensión lectora de escolares con Trastorno Específico del Lenguaje (TEL). Para ello, se trabajó con 58 niños de 2do básico, distribuidos en dos grupos: uno de 29 escolares con Trastorno Específico del Lenguaje (TEL) y otro de 29 escolares con desarrollo típico (DT). Las habilidades evaluadas fueron decodificación y comprensión lectora. Los resultados generales mostraron que el grupo con TEL presentó un menor desempeño que los niños con DT en ambas habilidades lectoras. Los menores con TEL tendieron a mostrar un mejor rendimiento en decodificación que en comprensión lectora. Respecto a la decodificación, los resultados mostraron que los niños con TEL lograban decodificar palabras comunes y trisilábicas. En cuanto a comprensión lectora, comprendían frases, oraciones y textos. Sin embargo, en el nivel del texto evidenciaron dificultades para responder las preguntas inferenciales y en el reconocimiento de la idea central.

This study was conducted to describe the reading performance of schoolers with Specific Language Impairment (SLI), observing their decoding skills and reading comprehension. A sample of 58 children of a second-grade primary school was studied, evenly grouped in two conditions: SLI and TLD (Typical Language Development). General results show that children with SLI perform lower than children with TLD on decoding and reading comprehension. Results for decoding skills showed that SLI children were able to decode trisyllabic words and common words. As for reading comprehension abilities, children were able to understand phrases, complete sentences, and give a proper title to the texts they read.

Rendimiento lector en estudiantes con trastorno específico de lenguaje / Reading performance of students with specific language impairment

El objetivo de este estudio es proporcionar información sobre el rendimiento lector de 24 estudiantes de 4o año de educación básica, que presentan diagnóstico de Trastorno Específico del Lenguaje (TEL) y que asisten a escuelas públicas y particulares subvencionadas en Santiago de Chile. Se evaluó de manera individual decodificación y comprensión lectora en estos estudiantes y también en un grupo control compuesto por escolares con Desarrollo Típico del Lenguaje (DTL). Los resultados muestran que los estudiantes con TEL poseen diferencias de rendimiento significativas en los promedios obtenidos en las pruebas de comprensión lectora, en comparación al grupo DTL. Este bajo rendimiento no se explica por dificultades en decodificación, ya que en este proceso los promedios alcanzados fueron similares en ambos grupos. Además, a partir del análisis individual de los casos que componen el grupo TEL, se identifica alta variabilidad en sus perfiles lectores. Igualmente, se observa ausencia de correlación entre ambos procesos de lectura en los niños con este déficit lingüístico. Se discuten resultados a partir de le evidencia recogida en el área y desde la Visión Simple de la Lectura (VSL).

The purpose of this study is to provide information about the reading performance of 24 4th graders with have Specific Language Impairment (SLI) attending public and private subsidized schools in Santiago, Chile. Specifically, decoding and reading comprehension were assessed for all students (children with SLI and typical children -TLD-from a contrast group). The results show that students with SLI have significant performance differences on reading comprehension tests when compared to TLD group. Low performance is not explained by difficulties in decoding, since means for decoding are similar in both groups. Also, by means of an individual analysis of data from children with SLI, it was possible to identify a high diversity in their reading profile. There was no correlation between both reading processes among children with SLI. Results are discussed based on the evidence collected in the area and from the Simple Reading Vision (SRV).

Family aggregation of language impairment in an isolated Chilean population from Robinson Crusoe Island.

BACKGROUND: It has been reported that the inhabitants of the Chilean Robinson Crusoe Island have an increased frequency of specific language impairment (SLI) or developmental language disorder (DLD). AIMS: To explore the familial aggregation of DLD in this community. METHODS & PROCEDURES: We assessed the frequency of DLD amongst colonial children between the ages of 3 and 8;11 years (50 individuals from 45 nuclear families). Familial aggregation rates of language disorder were calculated by assessing all available first-degree relatives (n = 107, 77 parents, 25 siblings, five half-siblings) of the probands. OUTCOMES & RESULTS: We found that 71% of the child population performed significantly below expected in measures of phonological production or expressive and receptive morphology. The majority of these children presented with severe expressive and/or receptive language difficulties. One-quarter of language-disordered probands primarily had phonological difficulties. Family members of affected probands experienced a higher risk of language disorder than those of typically developing probands. This increased risk was apparent regardless of non-verbal IQ. CONCLUSIONS & IMPLICATIONS: The study substantiates the existence of a familial form of speech and language disorder on Robinson Crusoe Island. Furthermore, we find that the familiarity is stable regardless of non-verbal IQ, supporting the recent movement to reduce the importance of non-verbal IQ criterion in DLD diagnoses.

Retelling stories: Grammatical and lexical measures for identifying monolingual spanish speaking children with specific language impairment (SLI).

Children with Specific Language Impairment (SLI) have grammatical and lexical difficulties when telling stories. The aim of this work was to explore whether language productivity measures, such as mean length of utterance (MLU), percentage of ungrammatical sentences (%UGS), total number of words (TNW), and number of different words (NDW) produced by young children during a story retell task, can be used to accurately differentiate monolingual Spanish-speaking children with SLI from children with typical language development (TLD). Fifty monolingual Spanish-speaking children between 4; 0 and 6; 11 years were assigned to one of two groups: 25 children with SLI and 25 TLD age-matched peers. A scripted picture book was read to each child and the child was subsequently asked to retell the story using pictures. Story retells were analyzed for MLU, %UGS, TNW, and NDW. Results showed significant differences between groups on all four measures. Children with SLI showed significantly lower MLU, TNW and NDW, and significantly higher%UGS when compared with age-matched peers with TLD. Results suggest that measures of language productivity obtained during story retells may be used to accurately detect differences in language performance and differentiate monolingual Spanish-speaking children with SLI from their typical peers. The findings from this study have clinical implications for assessment and identification of monolingual Spanish-speaking children with language impairments.

Discurso narrativo en preescolares con trastorno específico del lenguaje y con desarrollo típico / Narrative discourse in preschool children with specific language impairment and typically developing children

En esta investigación se realizó un análisis de la producción y comprensión del discurso en preescolares de la comuna de Talca, Séptima región de Chile. El objetivo fue comparar el desempeño en la producción y comprensión del discurso narrativo de pre escolares con Trastorno Específico de Lenguaje con el desempeño de preescolares que presentan desarrollo típico. Para ello, se evaluó a niñas y niños que se encontraban cursando primer nivel de transición en una escuela de lenguaje y párvulos de la comuna de Talca. Este estudio presenta un enfoque cuantitativo con un diseño descriptivo - explicativo. La muestra contó con 40 estudiantes, 20 con Trastorno específico del lenguaje y 20 con desarrollo típico. Al comparar ambos grupos, los resultados indican que no se apreciandiferencias significativas en la producción narrativa entre ambos grupos de niños, sin embargo, sí se presentan diferencias significativas en la comprensión del discurso, a favor de los niños con desarrollo típico de lenguaje

This study considered the analysis of the production and comprehension of narrative discourse by a group of preschool children in Talca, Chile. The main objective was to compare the production and comprehension of narrative discourse by preschool children with SLI and typically developing children. All children were assessed on both skills. The study adopted a descriptive-comparative design. The sample comprised 40 children: 20 children with SLI and 20 with TLD. After comparing both groups, results showed no significant differences on narrative discourse production. However, significant differences were found in narrative comprehension: children with TLD performed higher than children with SLI

Grammaticality differences between Spanish-speaking children with specific language impairment and their typically developing peers.

BACKGROUND: A limited number of studies have analyzed grammaticality in monolingual Spanish-speaking children with specific language impairment (SLI). Most of the available data are based on bilingual speakers. AIMS: To extend previous studies by doing a more detailed analysis of grammatical types in monolingual Spanish-speakers with and without SLI. METHODS & PROCEDURES: Forty-nine Spanish-speaking children (18 with SLI, 17 age-matched typically developing controls, 14 language-matched controls) were recruited from schools in Mexico and observed in a spontaneous narrative task. OUTCOMES & RESULTS: The findings were inconsistent with those of previous studies. Significant differences were found for article, connector and preposition omissions, and the per cent of ungrammatical utterances. There were no significant differences found for clitics and verb phrases, though clitic substitutions were frequent. Language-matched controls did not produce different frequencies of ungrammatical utterances. CONCLUSIONS & IMPLICATIONS: Significant differences were found for three main items: the per cent of ungrammatical utterances, the omission of articles and the omission of prepositions. Therefore, we propose these components be taken into consideration when distinguishing typically developing children from children with SLI.

Grammaticality and complexity of sentences in monolingual Spanish-speaking children with specific language impairment.

This study examined grammaticality and complexity of sentences in monolingual Spanish-speaking children with specific language impairment (SLI). A group of SLI children (n = 13), mean age 6, was compared to a control group (CCG) matched by age (n = 11), and a younger control group (LCG) with similar linguistic development (n = 13). Grammaticality and complexity of sentences were analysed including identification and counting of: a) simple and complex sentences, b) grammatical and ungrammatical sentences, and c) types of grammatical errors. SLI children were found to be more ungrammatical than CCG in both simple and complex sentences. Considering the number of errors in all sentences produced, SLI children commit more errors than both control groups. Complexity of sentences did not show statistical differences among groups. Future research should explore in further detail the types of errors made by monolingual Spanish-speaking SLI children.

Association between temporal resolution and Specific Language Impairment: The role of nonsensory processing.

INTRODUCTION: Many authors have suggested that a perceptual auditory disorder involving temporal processing is the primary cause of Specific Language Impairment (SLI). The aim of this study was to compare the performance of children with and without SLI on a temporal processing task controlling for the confounding of verbal short-term memory and working memory. METHOD: Thirty participants with SLI aged 6 years were selected, along with 30 age- and gender-matched participants with typical language development. The Adaptive Test of Temporal Resolution (ATTR) was used to evaluate temporal resolution ability (an aspect of temporal processing), and the digit span subtest of the Wechsler Intelligence Scale for Children was used to evaluate auditory short-term memory and working memory. RESULTS: The analysis of covariance showed that children with SLI performed significantly worse than children with typical language development on the temporal resolution task (ATTR), even when controlling for short-term memory and working memory. Statistically significant correlations between ATTR and digit span were found for the group of children with SLI but not for the children with typical language development. CONCLUSION: Children with SLI showed significantly worse temporal resolution ability than their peers with typical language development. Such differences cannot be attributed solely to the immediate memory deficit associated with SLI.

Un estudio de la relación entre la memoria, la narrativa y el lenguaje en alumnado con trastorno específico del lenguaje (TEL) / A Study of the Relationship between Memory, Narrative and Language in Pupils with Specific Language Impairment (SLI)

En esta investigación se estudiaron las relaciones entre el lenguaje, la narrativa y la memoria en alumnado con Trastorno Específico del Lenguaje (TEL). La muestra estuvo compuesta por 32 alumnos con TEL y 23 niños con desarrollo típico, diagnosticados con el CELF-3, el Peabody, el ITPA, el Subtest de Dígitos del WISC-IV, el Subtest de Localización Espacial de la WMS-III y la tarea del recontado del cuento Rana, ¿dónde estás?. Los resultados obtenidos relacionan estrechamente la memoria de trabajo y la superestructura narrativa. Además, se distinguen tres subtipos de TEL atendiendo al déficit en memoria. Finalmente, entre todas las dimensiones que conforman el diagnóstico del TEL, son los problemas narrativos los que permiten advertir de mayores dificultades en la memoria.

This research studied the links between language, narrative and memory in Specific Language Impairments (SLI) students. The sample consisted of 32 children diagnosed with SLI and 23 typically developed children, according to different tests as CELF-3, Peabody, ITPA, Digit Span subtest of the WISC-IV, Spatial Span subtest of the WMS-III and the task of retelling the tale Frog, where are you?. The results show a close connection between working memory and narrative superstructure. Besides, three SLI subtypes could be differentiated according to the memory deficits. Finally, among all dimensions that allow the diagnosis of SLI, the narrative problems aware us of bigger memory difficulties.

Narraciones escritas en niños con Trastorno Específico del Lenguaje (TEL) / Written Narration in Specific Language Impairment (SLI)

El presente estudio examinó las narraciones escritas, así como la influencia de las variables lingüísticas sobre la competencia narrativa de los niños con Trastorno Específico del Lenguaje (TEL). Veinticinco niños con TEL y 25 niños con desarrollo normal del lenguaje, equilibrados en edad e inteligencia, realizaron una tarea de narración escrita. Los resultados indican que ambos grupos difieren en la producción de narraciones. Los niños con TEL no solo escribieron historias más cortas, sino también de menor organización y coherencia. Además cometieron significativamente más errores de ortografía natural y de sintaxis. Los análisis de regresión jerárquica mostraron que diferentes medidas lingüísticas -memoria secuencial auditiva, comprensión auditiva y expresión verbal- tienen un peso predictivo de la competencia narrativa.

The present study examined the written narrations and the influence of linguistic measures on narrative competence of children with specific language impairment (SLI). A narration task was used to assess narrative abilities in 25 children with SLI and 25 normally developing children, matched on age and IQ. Results indicated that the two groups did differ in the production of narratives. The children with SLI provided short narratives, poorly organized and less cohesive. Also, writings were characterized by more syntax errors and had high proportion of phonologically inaccurate spelling errors. Hierarchical regression analysis showed that different linguistic measures - auditory comprehension, verbal fluency and sequential auditory memory - played a predictive role in narrative competence.

Algunos retos y propuestas en la conceptualización, evaluación e intervención del Trastorno Específico del Lenguaje (TEL) / Some challenges and proposals in the conceptualization, assessment and intervention of Specific Language Impairment (SLI)

El presente trabajo tiene como objetivo principal reflexionar sobre algunos tópicos actuales en torno al Trastorno Específico del Lenguaje (TEL), fruto de nuestro trabajo investigador de los últimos años y de los nuevos retos que hemos afrontado. En primer lugar, se revisan aquellos aspectos cruciales en la conceptualización de este trastorno. En segundo lugar, se analiza la problemática alrededor de su evaluación y se hacen propuestas de instrumentos a utilizar para una identificación temprana. Finalmente, se sugiere un modelo de trabajo basado en diferentes niveles de intervención, en la colaboración profesional y en la combinación de procedimientos y estrategias.

The main objective of this paper is to reflect on some current issues about the Specific Language Impairment (SLI), as a result of our research work carried out lately and the new challenges we have faced up to. Firstly, we go through the key aspects in the conceptualization of this impairment. Secondly, we analyze the problems associated with assessment and we proposed some instruments to be used for early identification. Finally, we suggest a working approach based on different levels of intervention, on professional collaboration and on the combination of procedures and strategies.

Memoria de trabajo y memoria procedimental en las dificultades específicas del aprendizaje y del lenguaje: algunos hallazgos / Working memory and procedural memory in Specific Learning and Language Difficulties: some findings

Este artículo describe las relaciones entre los déficit de memoria de trabajo y de memoria procedimental con las dificultades específicas de aprendizaje y el trastorno específico del lenguaje. La memoria de trabajo es un sistema que comprende varios componentes cuya actividad coordinada proporciona la capacidad para el almacenamiento temporal y la manipulación de la información en una variedad de dominios. La memoria procedimental de largo plazo es un sistema particularmente importante para la adquisición y ejecución de habilidades que involucran secuencias de diferentes tipos (motoras y cognitivas). Los trastornos específicos del lenguaje y dificultades específicas del aprendizaje están estrechamente asociados con déficit selectivos en los dos sistemas de memoria. Se comentan las implicaciones de estos hallazgos para la práctica educativa y la rehabilitación.

This paper describes the relationships between working and procedural memory deficits with specific learning disabilities and specific language impairment. Working memory is a system comprising multiple components whose coordinated activity provides the capacity for the temporary storage and manipulation of information in a variety of domains. Long term procedural memory is a system particularly important for acquiring and performing skills involving sequences of different types (motor and cognitive). Specific language impairments and specific learning disabilities are closely associated to selective deficits in both memory systems. The implications of these findings for educational practice and rehabilitation are considered.