الفهرس 
Definition and Classification of SLIOnly 14 pages are availabe for public view
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Abstract
Summary
Specific Language Impairment is a neuro developmental disorder that affect around 3-7% of children. It occurs when children present language maturation at least 12 months behind their chronological age in the absence of sensory or intellectual deficits, pervasive developmental disorders, evident cerebral damages and adequate social and emotional condition.
Children with SLI may present with a wide range of different disturbances in language processing depending on the linguistic level (phonological, morphological, syntactic, semantic or even pragmatic) or the modality of language use (comprehension VS production) moreover children with SLI have a hallmark phenotype (poor grammatical abilities).
However SLI is also associated with other co-morbidities including:-
-Memory disorders.
-ADHD.
-Learning disability.
-Motoric impairment.
-Psychological impairment.
-Symbolic play impairment.
-Auditory processing disorder.
Short term memory problems in SLI are impacting auditory verbal as well as visual Short term memory. While non verbal Short term memory or Working memory remain largely intact in SLI.
Procedural memory problems in SLI are related to abnormal brain structures in particular Broca’s area within the frontal cortex and the caudate nucleus within the basal ganglia. The declarative memory remains relatively normal in SLI moreover plays an important compensatory role.
ADHD are considering having SLI because both of them occur as a result of an underlying neuro developmental deficits. Language impairment may develop in children with ADHD as a secondary consequence of their deficits in impulsivity, hyperactivity and inattention.
About 60% of children with SLI are subjected to literacy problem. Dyslexia, Dysgraphia and Dyscalculia are the most commonly presentation.
Children with SLI show significant delay in motor performance similar to those observed in children with developmental coordination disorders.
These motor deficits include:
-Deficit in fine motor ability.
- Deficit in Gross motor ability.
-Deficit in praxis ability.
Children with SLI have poor social skills, low self esteem, low self criticism and poor peer relationship.
Rate of co-morbidity between socio emotional and behavioral disorders and SLI range from 50-70%.
Even though children with SLI do well in traditional non verbal IQ tests, they still experience weakness in such non verbal abilities as symbolic play, mental imaging and hypothesis testing.
Children with SLI suffered from difficulty in understanding the stimuli arises when they are rapid and/ or brief. However, when the stimuli are increased in duration or when slower rate of presentation is used, this difficulty is not observed.