The relationship between information carrying words, memory and language skills in school age children with specific language impairment

dc.contributor.authorFrizelle, Pauline
dc.contributor.authorHarte, Jennifer
dc.contributor.authorO'Sullivan, Kathleen
dc.contributor.authorFletcher, Paul
dc.contributor.authorGibbon, Fiona E.
dc.contributor.funderHealth Research Board
dc.date.accessioned2017-09-26T11:39:20Z
dc.date.available2017-09-26T11:39:20Z
dc.date.issued2017
dc.description.abstractThe receptive language measure information-carrying word (ICW) level, is used extensively by speech and language therapists in the UK and Ireland. Despite this it has never been validated via its relationship to any other relevant measures. This study aims to validate the ICW measure by investigating the relationship between the receptive ICW score of children with specific language impairment (SLI) and their performance on standardized memory and language assessments. Twenty-seven children with SLI, aged between 5; 07 and 8; 11, completed a sentence comprehension task in which the instructions gradually increased in number of ICWs. The children also completed subtests from The Working Memory Test Battery for children and The Clinical Evaluation of Language Fundamentals-4. Results showed that there was a significant positive relationship between both language and memory measures and children's ICW score. While both receptive and expressive language were significant in their contribution to children's ICW score, the contribution of memory was solely determined by children's working memory ability. ICW score is in fact a valid measure of the language ability of children with SLI. However therapists should also be cognisant of its strong association with working memory when using this construct in assessment or intervention methods.en
dc.description.sponsorshipHealth Research Board (HRA_POR/2012/ 68)en
dc.description.statusPeer revieweden
dc.description.versionPublished Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.articleide0180496
dc.identifier.citationFrizelle, P., Harte, J., O’Sullivan, K., Fletcher, P. and Gibbon, F. (2017) 'The relationship between information carrying words, memory and language skills in school age children with specific language impairment', PLoS ONE, 12(7), e0180496 (16pp). doi: 10.1371/journal.pone.0180496en
dc.identifier.doi10.1371/journal.pone.0180496
dc.identifier.issn1932-6203
dc.identifier.issued7
dc.identifier.journaltitlePLoS ONEen
dc.identifier.urihttps://hdl.handle.net/10468/4793
dc.identifier.volume12
dc.language.isoenen
dc.publisherPublic Library of Scienceen
dc.relation.urihttp://journals.plos.org/plosone/article?id=10.1371/journal.pone.0180496
dc.rights© 2017, Frizelle et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.en
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectShort term memoryen
dc.subjectPhonological working memoryen
dc.subjectSentence comprehensionen
dc.subjectNonword repetitionen
dc.subjectVocabulary developmenten
dc.subjectImmediate recallen
dc.subjectYoung childrenen
dc.subjectSpanen
dc.subjectMarkersen
dc.subjectSpeeden
dc.titleThe relationship between information carrying words, memory and language skills in school age children with specific language impairmenten
dc.typeArticle (peer-reviewed)en
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