Intervention for mixed receptive-expressive language impairment

a review

James Boyle, Elspeth McCartney, A. O'Hare, James Law

Research output: Contribution to journalArticle

20 Citations (Scopus)
162 Downloads (Pure)

Abstract

Children with receptive-expressive language impairment (RELI), also referred to as 'receptive language disorder' or 'mixed receptive-expressive disorder',2 form a subset of those with speech, language, and communication needs who commonly have problems understanding both spoken and written language; they have particular difficulties in comprehending vocabulary and grammar and inferring meaning. They will have problems with expressive language and some will also have difficulties in pragmatics, i.e. the use of language in social contexts.
Original languageEnglish
Pages (from-to)994-999
Number of pages6
JournalDevelopmental Medicine and Child Neurology
Volume52
Issue number11
Early online date31 Aug 2010
DOIs
Publication statusPublished - Nov 2010

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Language
Language Disorders
Communication

Keywords

  • speech therapy
  • language therapy

Cite this

Boyle, James ; McCartney, Elspeth ; O'Hare, A. ; Law, James. / Intervention for mixed receptive-expressive language impairment : a review. In: Developmental Medicine and Child Neurology. 2010 ; Vol. 52, No. 11. pp. 994-999.
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Intervention for mixed receptive-expressive language impairment : a review. / Boyle, James; McCartney, Elspeth; O'Hare, A.; Law, James.

In: Developmental Medicine and Child Neurology, Vol. 52, No. 11, 11.2010, p. 994-999.

Research output: Contribution to journalArticle

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T1 - Intervention for mixed receptive-expressive language impairment

T2 - a review

AU - Boyle, James

AU - McCartney, Elspeth

AU - O'Hare, A.

AU - Law, James

PY - 2010/11

Y1 - 2010/11

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AB - Children with receptive-expressive language impairment (RELI), also referred to as 'receptive language disorder' or 'mixed receptive-expressive disorder',2 form a subset of those with speech, language, and communication needs who commonly have problems understanding both spoken and written language; they have particular difficulties in comprehending vocabulary and grammar and inferring meaning. They will have problems with expressive language and some will also have difficulties in pragmatics, i.e. the use of language in social contexts.

KW - speech therapy

KW - language therapy

U2 - 10.1111/j.1469-8749.2010.03750.x

DO - 10.1111/j.1469-8749.2010.03750.x

M3 - Article

VL - 52

SP - 994

EP - 999

JO - Developmental Medicine and Child Neurology

JF - Developmental Medicine and Child Neurology

SN - 0012-1622

IS - 11

ER -