Literature DB >> 18091095

Rethinking disorders of spoken and written language: generating workable hypotheses.

Elena L Grigorenko1.   

Abstract

Disorders of spoken and written language (DSWL) tend to overlap at multiple levels: manifestationally, procedurally, developmentally, and etiologically. In other words, these disorders exhibit a positive manifold of correlations expressed among their different procedural components and in prospective, concurrent, and retrospective comorbidity. There is no single accepted explanation for this positive manifold of correlations. The purpose of this article is to explore this multilayer overlap and to consider whether such a positive manifold can be explained by one or all of the three hypotheses delineated in the article.

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Year:  2007        PMID: 18091095     DOI: 10.1097/DBP.0b013e31811ff895

Source DB:  PubMed          Journal:  J Dev Behav Pediatr        ISSN: 0196-206X            Impact factor:   2.225


  4 in total

1.  Early speech-language impairment and risk for written language disorder: a population-based study.

Authors:  Ruth E Stoeckel; Robert C Colligan; William J Barbaresi; Amy L Weaver; Jill M Killian; Slavica K Katusic
Journal:  J Dev Behav Pediatr       Date:  2013-01       Impact factor: 2.225

2.  Reduced Sensory Oscillatory Activity during Rapid Auditory Processing as a Correlate of Language-Learning Impairment.

Authors:  Sabine Heim; Jennifer Thomas Friedman; Andreas Keil; April A Benasich
Journal:  J Neurolinguistics       Date:  2011-09       Impact factor: 1.710

3.  The forgotten learning disability: epidemiology of written-language disorder in a population-based birth cohort (1976-1982), Rochester, Minnesota.

Authors:  Slavica K Katusic; Robert C Colligan; Amy L Weaver; William J Barbaresi
Journal:  Pediatrics       Date:  2009-05       Impact factor: 7.124

4.  Fast mapping semantic features: performance of adults with normal language, history of disorders of spoken and written language, and attention deficit hyperactivity disorder on a word-learning task.

Authors:  Mary Alt; Michelle L Gutmann
Journal:  J Commun Disord       Date:  2009-04-05       Impact factor: 2.288

  4 in total

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