Three integrated research projects are proposed for the purpose of continuing cross sectional and longitudinal studies of children with and without language impairment. During the last funding period, participants were identified in kindergarten, and followed through the fourth grade. This particular sample of 570 children is unique because it was obtained using population sampling methods in a prior epidemiological study of specific language impairment (SLI). The three complementary projects focus on the causes, course, and outcomes of language impairment from elementary through high school years. Collectively these issues center on when we should consider a child to have language impairment and why. As an integrated program, this research addresses questions fundamental to the field concerning the diagnosis of language impairment in children. One project will address questions concerning the course of language impairment in children. Participants will reach 11th grade by the end of the proposed study period, having been followed since kindergarten. We will be able to determine long-term language outcomes, and patterns of language growth, using the same participants, from ages 5 through 16. We intent also to identify predictors of individual differences in these language growth patterns. A second project will examine the relationship between information processing, speed and capacity, and language status. A key question in this project probes the extent to which individual differences in language performance are associated with general cognitive mechanisms, or those mechanisms specific to language. The third pro project examines the relationship between information processing, speed and capacity, and language status. It attends especially to the role of processing capacity on reading and listening comprehension. Accomplishments of the integrated program will benefit from the context of past findings; established infrastructure; trained research personnel; and its established relationships with child subjects, parents, school systems, and other key parties.

Agency
National Institute of Health (NIH)
Institute
National Institute on Deafness and Other Communication Disorders (NIDCD)
Type
Specialized Center (P50)
Project #
5P50DC002746-08
Application #
6619424
Study Section
Communication Disorders Review Committee (CDRC)
Program Officer
Cooper, Judith
Project Start
1995-08-01
Project End
2006-07-31
Budget Start
2003-08-01
Budget End
2004-07-31
Support Year
8
Fiscal Year
2003
Total Cost
$1,183,666
Indirect Cost
Name
University of Iowa
Department
Other Health Professions
Type
Schools of Arts and Sciences
DUNS #
062761671
City
Iowa City
State
IA
Country
United States
Zip Code
52242
Nippold, Marilyn A (2017) Reading Comprehension Deficits in Adolescents: Addressing Underlying Language Abilities. Lang Speech Hear Serv Sch 48:125-131
Mueller, Kathryn L; Murray, Jeffrey C; Michaelson, Jacob J et al. (2016) Common Genetic Variants in FOXP2 Are Not Associated with Individual Differences in Language Development. PLoS One 11:e0152576
Evans, P D; Mueller, K L; Gamazon, E R et al. (2015) A genome-wide sib-pair scan for quantitative language traits reveals linkage to chromosomes 10 and 13. Genes Brain Behav 14:387-97
Park, Jisook; Mainela-Arnold, Elina; Miller, Carol A (2015) Information processing speed as a predictor of IQ in children with and without specific language impairment in grades 3 and 8. J Commun Disord 53:57-69
Park, Jisook; Miller, Carol A; Mainela-Arnold, Elina (2015) Processing Speed Measures as Clinical Markers for Children With Language Impairment. J Speech Lang Hear Res 58:954-60
McCarthy, Jillian H; Hogan, Tiffany P; Catts, Hugh W (2012) Is weak oral language associated with poor spelling in school-age children with specific language impairment, dyslexia or both? Clin Linguist Phon 26:791-805
Mueller, Kathryn L; Tomblin, J Bruce (2012) Diagnosis of ADHD and its Behavioral, Neurologic and Genetic Roots. Top Lang Disord 32:207-227
Tomblin, J Bruce; Mueller, Kathyrn L (2012) How Can the Comorbidity with ADHD Aid Understanding of Language and Speech Disorders? Top Lang Disord 32:198-206
Catts, Hugh W; Compton, Donald; Tomblin, J Bruce et al. (2012) Prevalence and Nature of Late-Emerging Poor Readers. J Educ Psychol 104:
Mueller, Kathyrn L; Tomblin, J Bruce (2012) Examining the comorbidity of language disorders and ADHD. Top Lang Disord 32:228-246

Showing the most recent 10 out of 30 publications