Table 1.
Participant Characteristics of the children with LI and typically developing (TD) children.
| TD (n=16) | LI (n=16) | |
|---|---|---|
| Age: Mean (SD) | 10;11 (2;6) | 11;5 (2;6) |
| t=0.59, p > .56 | ||
| WISC-3/WISC-R: Full-scale IQ | 109.4 (9.9) | 93.5 (13.1) |
| t=3.41, p < .003 | ||
| WISC-3/WISC-R: Verbal IQ | 110.9 (14.0) | 87.9 (14.1) |
| t=4.09, p < .0002 | ||
| WISC-3/R Vocabulary scaled score | 12.7 (3.2) | 7.5 (1.9) |
| t=4.89, p < .0001 | ||
| WISC-3/WISC-R: Nonverbal IQ | 106.5 (9.6) | 101.6 (17.4) |
| t=0.86, p > .79 | ||
| WISC-3/R Block Design scaled score | 11.5 (2.3) | 10.3 (2.7) |
| t=1.19, p > .24 | ||
| CELF-3 Receptive Language standard score | Screen pass | 77.8 (11.9) |
| CELF-3 Expressive Language standard score | Screen pass | 69.9 (13.3) |
| CELF-3 Total Language standard score | Screen pass | 72.1 (11.6) |
| PPVT-R standard score | 121.1 (8.8) | 87.6 (9.2) |
| t=8.76, p < .0001 | ||
| Hearing | Within normal limits | Within normal limits |
| Speech delays | n=1 | n=8 |
| Fine motor problems | n=1 | n=1 |
| Reading problems | - | n=5 |
| Learning disability | - | n=2 |
| ADHD | - | n=1 |
• The Clinical Evaluation of Language Fundamentals (CELF-3; Semel, Wiig, & Secord, 1995) has Receptive Language, Expressive Language, and Total Language measures. Sub-tests within these areas include assessments of semantics, morphology, syntax, and sentence memory.
• The CELF-3, Peabody Picture Vocabulary Test – Revised (PPVT-R; Dunn & Dunn, 1981), and Wechsler Intelligence Scale – Revised/3rd edition (WISC-R/WISC-3; Wechsler, 1974;Wechsler, 1991) yield standard scores with M=100 and SD=15.
• WISC-3/R Block Design and Vocabulary scaled scores have M=10 and SD =3.
• For the typically developing children, estimated Full-scale, Verbal, and Nonverbal IQ values are reported.