Semantic Deficits in Children With Language Impairments Issues for Clinical Assessment Research Article
Research Article  |   January 01, 2005
Semantic Deficits in Children With Language Impairments
 
Author Affiliations & Notes
  • Tim Brackenbury
    Department of Communication Disorders, Bowling Green State University, 246 Health Center Building, Bowling Green, OH 43403
  • Clifton Pye
    University of Kansas, Lawrence
  • Corresponding author: e-mail: tbracke@bgnet.bgsu.edu
Article Information
Development / Cultural & Linguistic Diversity / Language Disorders / Specific Language Impairment / Attention, Memory & Executive Functions / Speech, Voice & Prosody / Research Articles
Research Article   |   January 01, 2005
Semantic Deficits in Children With Language Impairments
Language, Speech, and Hearing Services in Schools, January 2005, Vol. 36, 5-16. doi:10.1044/0161-1461(2005/002)
History: Received April 10, 2003 , Revised October 9, 2003 , Accepted April 20, 2004
 
Language, Speech, and Hearing Services in Schools, January 2005, Vol. 36, 5-16. doi:10.1044/0161-1461(2005/002)
History: Received April 10, 2003; Revised October 9, 2003; Accepted April 20, 2004
Web of Science® Times Cited: 35

Children with language impairments demonstrate a broad range of semantic difficulties, including problems with new word acquisition, storage and organization of known words, and lexical access/retrieval. Unfortunately, assessments of children’s semantic skills are often limited to measures of receptive and expressive vocabulary size. As a result, the semantic deficits of these children may not receive the attention they need. This article explores the word-learning, lexical storage, and lexical access skills of children with language impairments and the theories that account for their performance. Our review culminates with specific recommendations for speech-language pathologists to improve the breadth of their semantic assessments.

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