Individual Differences in Speech and Language Ability Profiles in Areas of High Deprivation

References

• Basic Skills Agency. (2002). Summary report of survey into young children’s skills on entry to education. London: Author.
   Google Scholar
• Bates, E., Dale, P. S., & Thal, D. (1995). Individual differences and their implications for theories of language development. In P. Fletcher & B. MacWhinney (Eds.), Handbook of Child Language (pp. 96–151). Oxford: Basil Blackwell.
   Google Scholar
• Beitchman, J. H., Hood, J., Rochon, J., Peterson, M., Mantini, T., & Majumdar, S. (1989). Empirical classification of speech/language impairment in children I. Identification of speech/language categories. Journal of the American Academy of Child and Adolescent Psychiatry, 28, 112–117. doi: 10.1097/00004583-198901000-00021
   PubMed Web of Science ®Google Scholar
• Bercow, J. (2008). The Bercow Report: A review of services for children and young people (0–19) with speech, language and communication needs. Nottingham: Department for Children, Schools and Families.
   Google Scholar
• Botting, N., & Cotti-Ramsden, G. (2000). Social and behavioural difficulties in children with language impairment, Child Language, Teaching and Therapy, 16(2), 105–120. doi: 10.1177/026565900001600201
   Google Scholar
• Bradley, R. H., & Corwyn, R. F. (2002). Socioeconomic status and child development. Annual Review of Psychology, 53, 371–399. doi: 10.1146/annurev.psych.53.100901.135233
   PubMed Web of Science ®Google Scholar
• Bryan, K. (2004). Preliminary study of the prevalence of speech and language difficulties in young offenders. International Journal of Language and Communication Disorder, 39, 391–400. doi: 10.1080/13682820410001666376
   PubMed Web of Science ®Google Scholar
• Bynner, J., & Parsons, S. (1997). It doesn’t get any better: The impact of poor basic skills on the lives of 37 year olds. London: Basic Skills Agency.
   Google Scholar
• Coulter, L. (2001). Language Matters research project report. Lisburn: South Eastern HSC Trust.
   Google Scholar
• Department for Education. (2010). The impact of Sure Start local programmes on five year olds and their families. Manchester: Author.
   Google Scholar
• Department for Education and Science. (2005). An evaluation of special classes for pupils with specific speech and language disorder. Dublin: Author.
   Google Scholar
• Department of Education Northern Ireland. (2013). Primary, post primary and special—Pupils recorded as having autism—2012/13. Bangor: Author.
   Google Scholar
• Dunn, L. M., Dunn, D. M., Sewell, J., Styles, B., Brzyska, B., Shamsan, Y., & Burge, B. (2009). British Picture Vocabulary Scale III. London: GL Assessment.
   Google Scholar
• Fernald, A., Marchman, V. A., & Weisleder, A. (2013). SES differences in language processing skill and vocabulary are evident at 18 months. Developmental Science, 16, 234–248. doi: 10.1111/desc.12019
   PubMed Web of Science ®Google Scholar
• Gascoigne, M. (2006). Supporting children with speech, language and communication needs within integrated children’s services (RCSLT Position Paper). London: RCSLT.
   Google Scholar
• Gathercole, S. E., & Baddeley, A. D. (1993). Working memory and language. Hove: Lawrence Erlbaum Associates.
   Google Scholar
• Ginsborg, J. (2006). The effects of socio-economic status on children’s language acquisition and use. In J. Clegg & J. Ginsborg (Eds.), Language and social disadvantage: Theory into practice. (pp. 9–27). Chichester: Wiley-Blackwell.
   Google Scholar
• Goldman, R., & Fristoe, M. (2000). Goldman–Fristoe Test of Articulation 2 (GFTA-2). Circle Pines, MN: American Guidance Service.
   Google Scholar
• Hart, B., & Risley, T. (1995). Meaningful differences in the everyday experience of young American children. Baltimore, MD: Brookes Publishing.
   Google Scholar
• Haynes, C., & Naidoo, S. (1992). Children with specific speech and language impairments. Oxford: Blackwell Scientific.
   Google Scholar
• ICAN. (2016, May 25). What's the issue. Retrieved from http://www.ican.org.uk/en/What_is_the_issue.aspx
   Google Scholar
• Law, J., Dockrell, J. E., Castelnuovo, E., Williams, K., Seeff, B., & Normand, C. (2006). Early years centres for pre-school children with primary language difficulties: What do they cost and are they cost effective? International Journal of Language and Communication Disorders, 41, 67–81. doi: 10.1080/13682820500126643
   PubMed Web of Science ®Google Scholar
• Leyden, J. (2007, April 2–5). Does language delay persist in children from socially disadvantaged backgrounds? Afasic Fourth International Symposium, 2007-03-27 Warwick University.
   Google Scholar
• Locke, A., Ginsborg, J., & Peers, I. (2002). Development and disadvantage: Implications for early years. International Journal of Language and Communication Disorder, 37(1), 3–15. doi: 10.1080/13682820110089911
   PubMed Web of Science ®Google Scholar
• Mills, D. M., Coffey-Corina, S. A., & Neville, H. J. (1994). Variability in cerebral organization during primary language acquisition. In G. Dawson & K. Fischer (Eds.), Human behavior and the developing brain. (pp. 427–455) New York: Guilford Publications.
   Google Scholar
• Nelson, K. E., Welsh, J. A., Vance Trup, E. M., & Greenberg, M. (2011). Language delays of impoverished preschool children in relation to the early academic and emotion recognition skills. First Language, 31, 164–194. doi: 10.1177/0142723710391887
   Web of Science ®Google Scholar
• Northern Ireland Statistics and Research Agency. (2010). Northern Ireland Multiple Deprivation Measure, 2010. Belfast: Author.
   Google Scholar
• Oliver, B., Dale, P. S., & Plomin, R. (2004). Verbal and nonverbal predictors of early language problems: An analysis of twins in early childhood back to infancy. Journal of Child Language, 31, 609–631. doi: 10.1017/S0305000904006221
   PubMed Web of Science ®Google Scholar
• Oviatt, S. L. (1980). The emerging ability to comprehend language: An experimental approach. Child Development, 51, 97–106. doi: 10.2307/1129595
   PubMed Web of Science ®Google Scholar
• Ramey, C. T., & Ramey, S. L. (2004). Early learning and school readiness: Can early intervention make a difference? Merrill-Palmer Quarterly, 50, 471–491. doi: 10.1353/mpq.2004.0034
   Web of Science ®Google Scholar
• Renfrew, C. (1997). The Renfrew Language Scales: Action picture test. London: Speechmark Publishing.
   Google Scholar
• Snowling, M. J., Adams, J. W., Bishop, D. V., Stothard, S. E. (2001). Educational attainments of school leavers with a pre-school history of speech and language impairments. International Journal of Language and Communication Disorder, 36, 173–183. doi: 10.1080/13682820010019892
   PubMed Web of Science ®Google Scholar
• Snyder, L., Bates, E., & Bretherton, I. (1981). Content and context in early lexical development. Journal of Child Language, 8, 565–582. doi: 10.1017/S0305000900003433
   PubMed Web of Science ®Google Scholar
• Spinath, F., Price, T. Dale, P., & Plomin, R. (2004). The genetic and environmental origins of language disability and ability. Child Development, 75, 445–454. doi: 10.1111/j.1467-8624.2004.00685.x
   PubMed Web of Science ®Google Scholar
• Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics: International edition (6th ed.). London, New York, Boston: Pearson.
   Google Scholar
• Ullman, M., Corkin, S., Coppola, M., Hickok, G., Growdon, J., Koroshetz, W., & Pinker, S. (1997). A neural dissociation within language: Evidence that the mental dictionary is part of declarative memory, and that grammatical rules are processed by the procedural system. Journal of Cognitive Neuroscience, 9, 266–276. doi: 10.1162/jocn.1997.9.2.266
   PubMed Web of Science ®Google Scholar
• Van der Lely, H. (1997). Language and cognitive development in a grammatical SLI boy: Modularity and innateness. Journal of Neurolinguistics, 10, 75–107. doi: 10.1016/S0911-6044(97)00011-0
   Web of Science ®Google Scholar
• Van der Lely, H., & Howard, D. (1993). Children with specific language impairment: Linguistic impairment or short-term memory deficit? Journal of Speech and Hearing Research, 36, 1193–1207. doi: 10.1044/jshr.3606.1193
   PubMedGoogle Scholar
• Van der Lely, H., Rosen, S., & McClelland, A. (1998). Evidence for a grammar-specific deficit in children. Current Biology, 8, 1253–1258. doi: 10.1016/S0960-9822(07)00534-9
   PubMed Web of Science ®Google Scholar
• Wiig, E. H., Secord, W. A., & Semel, E. (2006). CELF-Preschool 2 UK. London: Harcourt Assessment.
   Google Scholar