TY  - UNPB
EP  - 299
AV  - restricted
ID  - discovery10020601
N1  - Thesis: (PhD) University of London Institute of Education, 2010.
PB  - Institute of Education, University of London
Y1  - 2010///
A1  - Palikara, Olympia
M1  - Doctoral
N2  - Specific Language Impairment (SLI) is a primary language disorder that persists
into adolescence and adulthood. Adolescent outcomes related to SLI have been mainly
investigated from the point of view of psychopathology. This study aimed to provide a
holistic view of the educational and socio-emotional competence for a group of young
people with a history of SLI who have been participating in a longitudinal study from
the age of 8 (Dockrell, Lindsay, Palikara, & Cullen, 2007) to the end of formal
education. This was achieved by using a range of standardised and self-report
assessments and interview schedules. Assessment related to educational competence
revealed that adolescents with a history of SLI were at risk of experiencing continuing
difficulties in the area of language and literacy at 16. However, their educational
achievements as depicted by the GCSE scores provided a more positive picture when
compared to the findings of earlier studies. Writing skills at 16 were found to be an
important protective factor in relation to academic attainment. In respect of socioemotional
competence, a picture of strengths and weaknesses concerning behavioural
difficulties, self-esteem and coping skills was revealed. However, no relationship was
found between language skills and socio-emotional outcomes. Additionally, these results
highlighted the importance of contextual factors including family involvement and
social support as for young people's emotional well-being. These findings have both
educational and clinical implications. A systemic developmental approach considering
individual and contextual factors but also strengths and weaknesses is put forward.
Finally, the thesis provides useful directions for the development and implementation of
multi-dimensional and appropriate intervention studies.
TI  - The impact of specific language impairment on the educational and socio-emotional competence of adolescents : Factors supporting positive adjustment
UR  - http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.536513
ER  -