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Fluency of School-Aged Children With a History of Specific Expressive Language Impairment: An Exploratory Study

dc.contributor.authorBoscolo, Brian
dc.contributor.authorRatner, Nan Bernstein
dc.contributor.authorRescorla, Leslie
dc.identifier.citationBoscolo, B., Bernstein Ratner, N. & Rescorla, L. (2002). Fluency characteristics of children with a history of Specific Expressive Language Impairment (SLI-E). American Journal of Speech-Language Pathology, 11, 41-49.en
dc.description.abstractA large volume of literature now links language demand and fluency behaviors in children. Although it might be reasonable to assume that children with relatively weak language skills might demonstrate higher levels of disfluency, the sparse literature on this topic is characterized by conflicting findings on the relationship between language impairment and disfluency. However, in studies finding elevated disfluency in children with specific language impairment, a higher frequency of disfluencies more characteristic of stuttering has been noted. This study asks whether children with long-standing histories of language delay and impairment are more disfluent, and display different types of disfluencies than their typically developing, age-matched peers. Elicited narratives from 22 pairs of 9-year-old children were analyzed for fluency characteristics. Half of the children had histories of specific expressive language impairment (HSLI-E), whereas the others had typical developmental histories. The children with HSLI-E were significantly more disfluent than their peers and produced more stutter-like disfluencies, although these behaviors were relatively infrequent in both groups. Implications for clinical intervention and future research are discussed.en
dc.format.extent51411 bytes
dc.publisherAmerican Speech-Language-Hearing Associationen
dc.subjectexpressive language impairmenten
dc.subjectspecific language impairment (SLI)en
dc.titleFluency of School-Aged Children With a History of Specific Expressive Language Impairment: An Exploratory Studyen
dc.relation.isAvailableAtCollege of Behavioral & Social Sciencesen_us
dc.relation.isAvailableAtHearing & Speech Sciencesen_us
dc.relation.isAvailableAtDigital Repository at the University of Marylanden_us
dc.relation.isAvailableAtUniversity of Maryland (College Park, MD)en_us

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