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J Speech Lang Hear Res. 2008 Feb;51(1):70-83. doi: 10.1044/1092-4388(2008/005).

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

Author information

  • 1Human Communication and Deafness, School of Psychological Sciences, The University of Manchester, Ellen Wilkinson Building, Oxford Road, Manchester M13 9PL, United Kingdom. gina.conti-ramsden@manchester.ac.uk

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.

PMID:
18230856
[PubMed - indexed for MEDLINE]
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