The results from pre-testings of 42 children selected for a cross-linguistic study are discussed to establish the usefulness of the assessment instruments used and whether the children selected are similar to children with specific language impairment (SLI) from other countries. The results from assessments of grammatical production, language comprehension and phonology clearly distinguished children with SLI from age-matched controls, while they differed from language matched controls only on phonological measures. As a group the children with SLI were about 2 years delayed on grammatical production measures and about 1 year on language comprehension. The assessment instruments used thus seem capable of distinguishing children with SLI. The Swedish children selected exhibit the same range of problems as children with SLI selected in other countries.
"When SLI (also called dysphasia) is diagnosed, language comprehension, productive grammar and phonology are usually measured. Children with SLI differ from their age-matched peers in all these parameters (Hansson & Nettelbladt, 2002). Their problems are more serious and permanent than those of late talkers (Dollaghan, 1998). "
[Show abstract][Hide abstract] ABSTRACT: Reading comprehension of fourth and sixth graders was promoted with reciprocal teaching in three mainstream classes, and three special classes for pupils with specific language impairment (SLI). Four cognitive strategies were used to enhance these pupils' reading comprehension skills. Six coordinated, 5‐week interventions were held during regular class sessions in the spring and autumn terms of 2003. These interventions, which varied in length from 10 to 15 lessons, were given to all students attending fourth‐grade and sixth‐grade science classes in general science and sixth‐grade history lessons. A control group/experiment group design was used. According to pre‐, post‐ and retention tests the intervention proved to be beneficial, especially to the mainstream fourth‐grade class. Some positive development could also be noticed in the SLI groups. The results of children improved mostly in expert‐designed tests on reading comprehension. According to the interviews, children and teachers were pleased to have had the opportunity to participate in the interventions and to learn a new method of improving reading comprehension.
Scandinavian Journal of Educational Research 11/2006; 50(5):559-576. DOI:10.1080/00313830600953824 · 0.57 Impact Factor
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