Language and independence in adolescents with and without a history of specific language impairment (sli)

G. Conti-Ramsden, K. Durkin

Research output: Contribution to journalArticle

44 Citations (Scopus)

Abstract

Purpose: Achieving behavioral independence is a key task of adolescent development. This 1 article of a companion set of 2 (the 2nd addressing the topic of parental perspectives) presents an investigation of the impact of language ability on independence. Method: Longitudinal and follow-up data from 120 adolescents with a history of specific language impairment (SLI), as well as concurrent data on a comparison group of 118 typically developing (TD) young people, are reported. Parental and self-report measures were used to examine independent functioning related to everyday living at the end of compulsory education (16 years of age). Results: Adolescents with SLI are less independent than their TD peers, and level of independence is associated with poor early language and poor later literacy skills. Conclusion: Language and literacy play a larger role in adolescent independent functioning than nonverbal abilities in both TD adolescents and adolescents with SLI.
Original languageEnglish
Pages (from-to)70-83
Number of pages13
JournalJournal of Speech, Language and Hearing Research
Volume51
Issue number1
DOIs
Publication statusPublished - Feb 2008

Fingerprint

Language
adolescent
history
language
Aptitude
literacy
Adolescent Development
compulsory education
ability
Self Report
History
Specific Language Impairment
Education
Group
Literacy

Keywords

  • language
  • independence
  • adolescence
  • specific language impairment (SLI)

Cite this

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Language and independence in adolescents with and without a history of specific language impairment (sli). / Conti-Ramsden, G.; Durkin, K.

In: Journal of Speech, Language and Hearing Research, Vol. 51, No. 1, 02.2008, p. 70-83.

Research output: Contribution to journalArticle

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