Present and Future Possibilities for Defining a Phenotype for Specific Language Impairment

Helen B. Tager-Flusberg · Judith A. Cooper

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Language Development and Disorders Reading and Literacy Development Neurobiology of Language and Bilingualism

Abstract

This brief report summarizes a workshop that was held at the National Institutes of Health in April 1998. The goal of the workshop was to further the development of a definition for the phenotype of specific language impairment (SLI). The report includes a discussion of research recommendations that will refine our current views of the definition of the SLI phenotype and sets out priority areas that are in need of further study to help advance understanding of this complex language-based disorder.

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1990Phonological memory deficits in language disordered children: Is there a causal connection?1998Nonword Repetition and Child Language Impairment 1996Toward Tense as a Clinical Marker of Specific Language Impairment in English-Speaking Children 1995Specific Language Impairment as a Period of Extended Optional Infinitive 1996Nonword Repetition as a Behavioural Marker for Inherited Language Impairment: Evidence From a Twin Study 1998Specific Language Impairment and Grammatical Morphology

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2002Profiles of Grammatical Morphology and Sentence Imitation in Children With Specific Language Impairment and Down Syndrome 2008Further defining the language impairment of autism: Is there a specific language impairment subtype?2004Grammatical Tense Deficits in Children With SLI and Nonspecific Language Impairment 2001Nonmainstream Dialect Use and Specific Language Impairment 2005Age 13 Language and Reading Outcomes in Late-Talking Toddlers 2010Developmental trajectories of reading development and impairment from ages 3 to 8 years in Chinese children 2010

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