Recent research published in PLoS ONE, titled Memory and Language in Middle Childhood in Individuals with a History of Specific Language Impairment, offers valuable insights for speech-language pathologists working with children who have a history of specific language impairment (SLI). The study, conducted by Hesketh and Conti-Ramsden, investigates the role of phonological short-term memory (PSTM) and grammatical morphology in sentence repetition tasks, providing data-driven evidence that can enhance therapeutic approaches.
The research involved 197 children with a history of SLI and 75 typically developing (TD) peers, all aged 11. The children were divided into four subgroups: specific language impairment (SLI), non-specific language impairment (NSLI), low cognition with resolved language (LIQRes), and resolved (Res). The study found that children with a history of SLI performed significantly worse on sentence repetition tasks compared to their TD peers, regardless of their current language abilities.
Key Findings
- Sentence repetition tasks are sensitive markers for identifying SLI, even in children whose language difficulties have resolved.
- Grammatical knowledge predicts performance in sentence repetition tasks for both TD children and those with a history of SLI.
- Memory abilities are significantly predictive of sentence repetition performance only for children with a history of SLI.
Practical Applications
These findings suggest several practical applications for practitioners:
- Incorporate Sentence Repetition Tasks: Given their sensitivity, sentence repetition tasks should be included in assessments to identify and monitor SLI.
- Focus on Grammatical Knowledge: Since grammatical knowledge is a predictor of performance, targeted interventions to improve grammatical skills can be beneficial.
- Address Memory Abilities: For children with a history of SLI, interventions should also focus on enhancing phonological short-term memory.
Practitioners are encouraged to integrate these findings into their therapeutic practices to better support children with SLI. Additionally, further research into the interplay between memory and language skills in SLI can provide deeper insights and more refined intervention strategies.
To read the original research paper, please follow this link: Memory and Language in Middle Childhood in Individuals with a History of Specific Language Impairment.
