Specific learning disabilities arise from atypical brain development with complicated genetic and environmental causes, causing such conditions as dyslexia, dyscalculia, attention-deficit/hyperactivity disorder, autism spectrum disorder and specific language impairment.
What does SLI stand for?
SLI stands for Specific Language Impairment (developmental language disorder)
This definition appears very frequently and is found in the following Acronym Finder categories:
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See other definitions of SLI
We have 202 other meanings of SLI in our Acronym Attic
- Software Lifecycle Integration
- Solar Living Institute (est. 1998; Hopland, CA)
- Solid Liquid Interface
- somatostatin-like immunoreactivity
- Somerset Light Infantry (British Army; 13th Regiment of Foot)
- Sony Life Insurance Co., Ltd. (Japan)
- Source Language Instruction (old IBM mainframes)
- Southwestern Louisiana Institute
- Soutien Logistique Intégré (French: Integrated Logistics Support)
- Space Launch Initiative (NASA planning)
Samples in periodicals archive:
of London, UK) compiles eight essays by psychologists and specialists in development, language and communication, special education, and behavioral sciences in the UK, Sweden, Australia, China, and the US, who consider issues in syndromic and non-syndromic neurodevelopmental disorders: fragile X syndrome, Down's syndrome, Williams syndrome, and velocardiofacial syndrome, and dyslexia, autism spectrum disorder, specific language impairment, and attention deficit hyperactivity disorder.
This includes: * 7% of children who have a specific language impairment * 3% of children who have speech, language and communication needs as part of another condition such as autism or hearing impairment.
Oral reading and story retelling of students with specific language impairment.
The researchers have revealed that the gene found on Chromosome 6 was associated with variability in language abilities in a study of children with Specific Language Impairment (SLI) and their family members.
Using a longitudinal data set, we examined the relationships of language, literacy, and nonverbal ability with the written text production of a cohort of young people with a history of specific language impairment (SLI) at the end of compulsory education in the United Kingdom (age 16).
The school has a unit for 17 children with a specific language impairment and children who travel from across Kirklees to the school are fully integrated into mainstream classes with support.
Single-case and group studies consider theoretical and clinical issues relating to understanding specific language impairment in children, developmental dyslexia, phonological impairment, acquired dyslexia and dysgraphia, deficits in memory, and language impairment.