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Teaching vocabulary to adolescents with language disorder: perspectives from teachers and speech and language therapists
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Teaching vocabulary to adolescents with language disorder: Perspectives from teachers and speech and language therapists
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Decoding abilities in adolescents with intellectual disabilities: the contribution of cognition, language, and home literacy
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Investigating Reading Comprehension in Adolescents with Intellectual Disabilities: Evaluating the Simple View of Reading
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A classroom intervention targeting working memory, attention and language skills: a cluster randomised feasibility trial
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Interventions targeting working memory in 4-11 year olds within their everyday contexts: a systematic review
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The effectiveness of classroom vocabulary intervention for adolescents with language disorder
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Do children use different forms of verbal rehearsal in serial picture recall tasks? A multi-method study
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Eyewitness identification in child witnesses on the autism spectrum
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Verbal, visual, and intermediary support for child witnesses with autism during investigative interviews
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Vocabulary intervention for adolescents with language disorder: a systematic review
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Verbal and non-verbal fluency in adults with developmental dyslexia: Phonological processing or executive control problems?
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Hearing and Balance Disorders in the State of Hawai‘i: Demographics and Demand for Services
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Developmental delays in speech coding among children with Down syndrome and William’s syndrome
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The relation between executive functioning, reaction time, naming speed and single word reading in children with typical development and language impairments
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Strategic verbal rehearsal in adolescents with mild intellectual disabilities: A multi-centre European study
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Executive functioning and verbal fluency in children with language difficulties
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Abstract:
This study provided a detailed analysis of verbal fluency in children with language difficulties, and examined the relative contributions of executive functioning (executive-loaded working memory, switching, inhibition) and language ability to verbal fluency performance. Semantic and phonemic fluency, language, and executive functioning tasks were completed by 41 children with specific language impairment (SLI) and 88 children with typical development. Children with SLI showed difficulties with most aspects of verbal fluency (rates of output, errors, switching) relative to typical children. Language ability predicted nearly every aspect of phonemic fluency performance and some aspects of semantic fluency performance. The relationships between verbal fluency and executive functioning were modest: inhibition was related to error scores on the phonemic fluency task, but relationships with executive-loaded working memory and switching were absent. Educationally, these results emphasise the underlying importance of language abilities in generation tasks like verbal fluency, but point to the importance of inhibition skills for error monitoring. Interventions to improve search and generation abilities have the potential to offer broader benefits in the classroom for children with language difficulties.
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Keyword:
R Medicine
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URL: https://openaccess.city.ac.uk/id/eprint/12056/1/Executive%20functioning%20and%20verbal%20fluency%20in%20children%20with%20language%20difficulties.pdf https://openaccess.city.ac.uk/id/eprint/12056/7/CC%20BY-NC-ND%204.0.pdf https://openaccess.city.ac.uk/id/eprint/12056/ https://doi.org/10.1016/j.learninstruc.2015.06.001
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The effect of maltreatment type on adolescent executive functioning and inner speech
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