Courtenay Frazier Norbury

TL;DR: At school entry, approximately two children in every class of 30 pupils will experience language disorder severe enough to hinder academic progress, and access to specialist clinical services should not depend on NVIQ.

TL;DR: This article explored the relationship between structural language ability and pragmatic competence in narrative in children with communication impairments and typically developing children and found that both groups of children tend to show deficits in narrative, but it is unclear whether these deficits are qualitatively different and how language and pragmatic ability may impact on narrative competence.

TL;DR: In this paper, two studies were conducted to test claims that pragmatic language impairment (PLI) is simply another term for autistic disorder or pervasive developmental disorder not otherwise specified (PDDNOS), and they found good agreement between ADI-R and SCQ diagnoses, but poor agreement between diagnoses based on these parental report measures and those based on ADOS-G.

TL;DR: Findings suggested major problems in nonword repetition and phonological impairment occurred without clinically significant deficits in wider language and literacy abilities in children with mild-to-moderate sensorineural hearing loss.

TL;DR: There was a strong relationship between story comprehension and recall, in that those who had better comprehension tended to have better recall, and the pragmatic deficits seen in autism compromise this process.