The relationship between phonological short-term memory, receptive vocabulary, and fast mapping in children with specific language impairment

QR Code

The relationship between phonological short-term memory, receptive vocabulary, and fast mapping in children with specific language impairment

© 2015 Royal College of Speech and Language Therapists. Background: Children with specific language impairment (SLI) often experience word-learning difficulties, which are suggested to originate in the early stage of word learning: fast mapping. Some previous research indicates significantly poorer...

Full description

Bibliographic Details
Main Authors:	Jackson, E., Leitao, Suze, Claessen, Mary
Format:	Journal Article
Published:	2015
Online Access:	http://hdl.handle.net/20.500.11937/21649

Similar Items

Phonological processing skills in specific language impairment
by: Claessen, Mary, et al.
Published: (2013)

Phonological processing skills in children with specific language impairment
by: Claessen, Mary Elizabeth
Published: (2013)

Phonological representations in children wih SLI
by: Claessen, Mary, et al.
Published: (2012)

The relationship between stored phonological representations and speech output
by: Claessen, Mary, et al.
Published: (2012)

Verbal working memory in Specific Language Impairment: The effect of providing visual support
by: Quail, Michelle, et al.
Published: (2009)

Is two too early? Assessing toddlers’ phonology
by: Claessen, Mary, et al.
Published: (2016)

Working, declarative, and procedural memory in children with developmental language disorder
by: Jackson, Emily, et al.
Published: (2020)

The effectiveness of a computer supported intervention targeting orthographic processing and phonological recoding for children with impaired word identification
by: Seiler, Toni, et al.
Published: (2013)

Quality of phonological representations: A window into the lexicon?
by: Claessen, Mary, et al.
Published: (2009)

Contributions of phonological awareness, phonological short-term memory, and rapid automated naming, toward decoding ability in students with mild intellectual disability.
by: Soltani, Amanallah, et al.
Published: (2013)

A Profile of Working Memory Ability in Poor Readers
by: Dawes, Emily, et al.
Published: (2015)

Literacy outcomes for students with speech impairment: long-term follow up
by: Leitao, Suze, et al.
Published: (2004)

Improving Phonological Awareness in Parents of Children at Risk of Literacy Difficulties: A Preliminary Evaluation of the Boost Program
by: Boyes, Mark, et al.
Published: (2017)

Word learning and verbal working memory in children with developmental language disorder
by: Jackson, Emily, et al.
Published: (2021)

Effective intervention for expressive grammar in children with specific language impairment.
by: Smith-Lock, K., et al.
Published: (2013)

The Epidemiology of Literacy Difficulties (Focusing on Children with Speech and Language Impairment)
by: Leitao, Suze
Published: (2003)

Working, declarative and procedural memory in specific language impairment
by: Lum, J., et al.
Published: (2012)

The effectiveness of a classroom-based phonological awareness program for 4–5-year-olds
by: Kelly, C., et al.
Published: (2017)

Phonological development in hearing-impaired Malay-speaking children
by: Jhanani S.Nagaraja,, et al.
Published: (2025)

Specific heat capacity extraction of soybean oil/mxene nanofluids using optimized long short-term memory
by: Qazani, Mohammad Reza Chalak, et al.
Published: (2024)

Verbal working memory and short-term memory : bilingual vs monolingual children
by: Ozfidan, Burhan
Published: (2021)

The effectiveness of a computer-supported intervention targeting phonological recoding and orthographic processing for children with word reading impairment
by: Seiler, Antonette Mary
Published: (2015)

Beyond narrative: Is there an implicit structure to the way in which adults organise their discourse?
by: Whitworth, Anne, et al.
Published: (2015)

Combining implicit and explicit intervention approaches to target grammar in young children with Developmental Language Disorder
by: Calder, S., et al.
Published: (2018)

The influence of spatial pattern on visual short-term memory for contrast
by: Xing, Yue, et al.
Published: (2014)

Long Short-Term Memory Network for Human Activity Classification
by: Welhenge, Anuradhi, et al.
Published: (2020)

The implementation of long-short term memory for tourism industry in Malaysia
by: Siti Aishah Tsamienah, Taib, et al.
Published: (2025)

Convolutional long short-term memory for fileless malware detection
by: Kareegalan, Kunaprasan, et al.
Published: (2025)

Convolutional Long Short-Term Memory for fileless malware detection
by: Kareegalan, Kunaprasan
Published: (2024)

Phonological acquisition process in hearing-impaired children: a systematic review
by: Jhanani S.Nagaraja,, et al.
Published: (2024)

Early study of dynamic assessment of phonological awareness in hearing impaired children
by: Ismail, Izzat
Published: (2009)

Daily or weekly? The role of treatment frequency in the effectiveness of grammar treatment for children with specific language impairment.
by: Smith-Lock, K., et al.
Published: (2013)

The influence of short-term and long-term memories in learning algebra in distance education system
by: Lee , Ya Ling, et al.

Verbal repetition skill in language impaired children: Evidence of inefficient lexical processing?
by: Hennessey, Neville, et al.
Published: (2010)

Human activity classification using long short-term memory network
by: Malshika Welhenge, Anuradhi, et al.
Published: (2019)

Bilinguals vs. Multilinguals :the differences in short term memory and attention performances
by: Muhamed, Nurul Shuhadah
Published: (2006)

Bilinguals vs. Multilinguals :the differences in short term memory and attention performances
by: Nurul Shuhadah, Muhamed.
Published: (2006)

A single bout of cycling exercise effects on short term memory
by: Mohbin, Najihah
Published: (2018)

The effect of data driven learning on receptive vocabulary knowledge of Yemeni University learners
by: Asmaa Al-Mahbashi,, et al.
Published: (2015)

WordDriver-1: Evaluating the efficacy of an app-supported decoding intervention for children with reading impairment
by: Seiler, A., et al.
Published: (2018)