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A System for the Diagnosis of Specific Language Impairment in Kindergarten Children

Overview of attention for article published in Journal of Speech, Language & Hearing Research, December 1996
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189 Mendeley
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2 CiteULike
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Article details
Title
A System for the Diagnosis of Specific Language Impairment in Kindergarten Children
Published in
Journal of Speech, Language & Hearing Research, December 1996
DOI 10.1044/jshr.3906.1284
Pubmed ID
Authors
Abstract

A valid and reliable diagnostic standard for language impairment is required for the conduct of epidemiologic research on specific language disorder. A rationale is provided for such a diagnostic system labeled the EpiSLI system. This system employed five composite scores representing norm-referenced performance in three domains of language (vocabulary, grammar, and narration) and two modalities (comprehension and production). Children who have two or more composite scores below-1.25 standard deviations were considered as children with language disorder. The performance of the EpiSLI diagnostic system was examined on a sample of 1,502 kindergarten children and it was shown that this diagnostic system yielded results that were consistent with clinician rating and previous research results.

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Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 189 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Geographical breakdown
Country Count As %
United States 6 3%
Hong Kong 1 <1%
Unknown 182 96%

Demographic breakdown

Readers by professional status
Readers by professional status Count As %
Student > Ph. D. Student 29 15%
Student > Master 25 13%
Researcher 24 13%
Student > Bachelor 16 8%
Professor 15 8%
Other 39 21%
Unknown 41 22%
Readers by discipline
Readers by discipline Count As %
Psychology 39 21%
Linguistics 30 16%
Social Sciences 19 10%
Nursing and Health Professions 17 9%
Medicine and Dentistry 11 6%
Other 24 13%
Unknown 49 26%
Attention Score in Context

Attention Score in Context

This research output has an Altmetric Attention Score of 3. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 09 March 2020.
All research outputs
#12,071,446
of 33,953,699 outputs
Outputs from Journal of Speech, Language & Hearing Research
#1,931
of 4,454 outputs
Outputs of similar age
#33,572
of 122,378 outputs
Outputs of similar age from Journal of Speech, Language & Hearing Research
#3
of 4 outputs
Altmetric has tracked 33,953,699 research outputs across all sources so far. This one is in the 38th percentile – i.e., 38% of other outputs scored the same or lower than it.
So far Altmetric has tracked 4,454 research outputs from this source. They typically receive a little more attention than average, with a mean Attention Score of 7.1. This one is in the 47th percentile – i.e., 47% of its peers scored the same or lower than it.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 122,378 tracked outputs that were published within six weeks on either side of this one in any source. This one is in the 13th percentile – i.e., 13% of its contemporaries scored the same or lower than it.
We're also able to compare this research output to 4 others from the same source and published within six weeks on either side of this one.