Service contract on commuting and hearing impaired users weekly and knowing specific language impairment and communication as well as users with intellectual disabilities member institutions control group.
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:
- Science, medicine, engineering, etc.
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:
Specific learning disabilities come from atypical brain development with complicated genetic and environmental factors, causing conditions like dyslexia, dyscalculia, attention-deficit/hyperactivity disorder, autism spectrum disorder and specific language impairment.
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.
The inverse relationship also holds; kids with Specific Language Impairment, marked by difficulties with grammar and complex syntax, also have trouble processing musical syntax, Koelsch, Jentschke and collaborators reported in 2008 in the Journal of Cognitive Neuroscience.
Bishop and Adams (1990, as cited in Snowling, 2005) found that children who had persistent and specific language impairment at 5:6 had widespread reading and spelling difficulty at 8:6.
Oral reading and story retelling of students with specific language impairment.
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.