Specific Language Impairment (SLI) is a language impairment in children that is characterized by atypical language development with no presence of cognitive or neurological deficits (Parisse & Millart, 2009). Expressive language production is vital to academic performance and social communication. Language skills observed in children with SLI is substantially below that of typically developing peers. Due to the wide range of deficits in both receptive and expressive language in children with SLI and the differences in manifestations of those deficits, classification of Specific Language Impairment is highly controversial. However, there is a general consensus among researchers that children with SLI have difficulties in a variety of language
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The retrieval and production of words is imperative in concise and meaningful communication and should be explored in terms of improving the entirety of expressive language. Goals of phonological awareness intervention focus on developing awareness of syllables, initial and final sounds in words, phoneme segmentation, rhyming skills and synthesis skills (Paul & Norbury, 2012). Explicit intervention targeted at these areas of language can be valuable to children with specific language impairment and their overall ability to …show more content…
word finding, grammatical tense, etc) for children with SLI. The current study seeks to extend previous research in a broader context and aims to address the question; does phonological awareness intervention improve expressive language deficits in children with specific language impairment (SLI) better than semantic based intervention? To answer this question, 75 children ranging in age from five to seven years of age will receive randomized type of intervention (phonological awareness of semantic) for one hour per week in individualized treatment sessions over a period of 6 months. Their level of expressive abilities and progress will be measured at three times using standardized assessments and upon completion of treatment, results will be compared to determine which intervention is more effective for children with Specific Language Impairment. It is hypothesized that semantic based intervention will significantly improve expressive language in children with SLI compared to phonological awareness
The retrieval and production of words is imperative in concise and meaningful communication and should be explored in terms of improving the entirety of expressive language. Goals of phonological awareness intervention focus on developing awareness of syllables, initial and final sounds in words, phoneme segmentation, rhyming skills and synthesis skills (Paul & Norbury, 2012). Explicit intervention targeted at these areas of language can be valuable to children with specific language impairment and their overall ability to …show more content…
word finding, grammatical tense, etc) for children with SLI. The current study seeks to extend previous research in a broader context and aims to address the question; does phonological awareness intervention improve expressive language deficits in children with specific language impairment (SLI) better than semantic based intervention? To answer this question, 75 children ranging in age from five to seven years of age will receive randomized type of intervention (phonological awareness of semantic) for one hour per week in individualized treatment sessions over a period of 6 months. Their level of expressive abilities and progress will be measured at three times using standardized assessments and upon completion of treatment, results will be compared to determine which intervention is more effective for children with Specific Language Impairment. It is hypothesized that semantic based intervention will significantly improve expressive language in children with SLI compared to phonological awareness