age of acquisition irregular past tense verbs

Researchers have focused their attention on the identification of clinical markers for language impairment across the lifespan. A clinical marker is a symptom or performance that aids in identifying the presence or absence of a disorder. Oetting, Gregory, and Riviere (2016) suggested that for screening measures, sensitivity should be optimized over specificity that is, it is preferable to have a child with typical language (TL) fail the screening than a child with SLI pass the screening.Įffective screening measures often utilize clinical markers of the disorder of interest.

These screening measures must have high sensitivity-the degree to which a measure accurately categorizes individuals who actually have the disorder as having the disorder-and high specificity-the degree to which it categorizes individuals who do not have the disorder as not having the disorder-as well as overall high diagnostic accuracy, which includes sensitivity and specificity (see Dollaghan, 2007). Screening measures are one method used to identify individuals who likely have SLI. Hence, there is a vital need for valid and reliable methods of identifying language impairment in school-age children ( Rice, Hoffman, & Wexler, 2009). Of the children with SLI who had reading difficulties, the majority displayed deficits across reading skills, that is, in decoding and reading comprehension. For example, Werfel and Krimm (2017) reported that in a clinical sample, only 16% of elementary school children diagnosed with SLI demonstrated typical reading skills. Associated negative consequences include lower educational outcomes ( Catts, Fey, Tomblin, & Zhang, 2002) and difficulties with psychosocial adjustment ( Snowling, Bishop, Stothard, Chipchase, & Kaplan, 2006). These early language learning difficulties, however, persist well into adolescence and adulthood ( Tomblin & Nippold, 2014). If SLI were a fleeting phenomenon with no lasting consequences, this underidentification would create little cause for concern. Perhaps more alarming, among those children in the SLI group who did not have concomitant speech sound deficits, only 9% had received intervention services ( Zhang & Tomblin, 2000). (1997) reported that only 29% of parents of an epidemiological sample of kindergarten children who met SLI diagnostic criteria had been informed that their child had a problem with speech or language acquisition. Often enter elementary school unidentified. Children who meet the diagnostic criteria for specific language impairment (SLI)

Age of acquisition irregular past tense verbs