Table 1.
Demographic and behavioral characteristics of specifically language impaired (SLI) and typically-developing (TD) groups. Standard deviations in parentheses.
| TD
|
SLI
|
P | |
|---|---|---|---|
| n=24 | n=24 | ||
| Age | 5.4 (1.2) | 5.3 (1.1) | .61 |
| Gender | 9 M, 15 F | 8 M, 16 F | .99 |
| Handedness | 24 R, 0 L | 22 R, 2 L | .99 |
| Socio-economic status a | 33 (12) | 35 (12) | .68 |
| Maternal education b | 4.8 (0.8) | 4.7 (1.0) | .72 |
| Stanford–Binet 5 non-verbal IQ, standard scores | |||
| Non-verbal IQ | 97.8 (6) | 96.4 (7) | .44 |
| Clinical evaluation of language fundamentals, standard scores | |||
| Receptive language | 98.6 (8) 47th %ile |
76.5 (8) 6th %ile |
<.001 |
| Expressive language | 100.5 (8) 53rd %ile |
82.5 (8) 19th %ile |
<.001 |
| Total language | 100.7 (8) 53rd %ile |
80.5 (12)10th %ile | <.001 |
a
Socio-economic status (SES) estimated using the Hollingshead 4-Factor Index of Social Position. Values range from 8 to 66. Higher scores represent higher SES. Scores of 30–39 represent middle class.
b
Maternal education coded using the Hollingshead scoring code. Values range from 1 to 7. Higher scores represent higher levels of attained education. Score of 5 represents partial college or specialized training.