Hessling, A., & Schuele, C. M. (2020). Individualized Narrative Intervention for School-Age Children With Specific Language Impairment. Language, Speech, and Hearing Services in Schools, 51(3), 687–705. https://doi.org/10.1044/2019_lshss-19-00082

Individualized Narrative Intervention for School-Age Children With Specific Language Impairment

Individualized narrative interventions can improve memory and grammar skills in children aged 8 and 9 with verbal and written Specific Language Impairment (SLI). Although individual therapy sessions may yield varied results, continued narrative-based therapy helps children develop both receptive and expressive language elements within stories (Hessling & Schuele, 2020).

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Specific Language Impairment (SLI) is a communication disorder that interferes with the development of language skills in children who have no hearing loss or intellectual disabilities. It can affect a child's speaking, listening, reading, and writing.

Specific Language Impairment (SLI)

SSLI (specific speech and language impairment) exists in D/HH (deaf and hard of hearing) who use sign language and can be treated as independent from the hearing loss. Intervention is effective in supporting language acquisition in a child who signs with SSLI.

SLI in Children Who Use Sign

Every year, approximately 15 million babies are born Preterm (PT). Considering this large number, many studies have been conducted to examine the consequences of PT birth. This paper explains the deficits in the language development of PT children by focusing on "Neuroanatomical" and "Postnatal Environmental" factors. 

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