ABSTRACT
Purpose: This study used meta-analysis to investigate the difference in nonverbal cognitive performance of children with specific language impairment (SLI) and their typically developing (TD) peers. In addition, variability in effect sizes across studies and its relation to the nonverbal cognitive test used, the cut-off criterion employed, participants’ age, and their linguistic skills were investigated.
Method: We searched computerized databases and reference sections to find studies published between 2005-2011 of children with SLI who were age-matched (and not nonverbal cognitive matched) to TD peers, were given a norm-referenced nonverbal cognitive test, and reported sufficient data for an effect size analysis.
Results: Across 80 studies, on average children with SLI relative to their TD peers exhibited lower nonverbal cognitive performance consistent with a medium effect size. Results of moderator analyses investigating the nonverbal cognitive test, the cut-off criterion, the children’s age and language skills will be discussed.
Discussion: The findings of this investigation have theoretical implications regarding the characterization of SLI and have clinical implications for how nonverbal cognitive tests are used and interpreted for children with this disorder.
","abstract_html":"<p>ABSTRACT</p> <p><em>Purpose: </em>This study used meta-analysis to investigate the difference in nonverbal cognitive performance of children with specific language impairment (SLI) and their typically developing (TD) peers. In addition, variability in effect sizes across studies and its relation to the nonverbal cognitive test used, the cut-off criterion employed, participants’ age, and their linguistic skills were investigated. </p> <p><em>Method: </em>We searched computerized databases and reference sections to find studies published between 2005-2011 of children with SLI who were age-matched (and not nonverbal cognitive matched) to TD peers, were given a norm-referenced nonverbal cognitive test, and reported sufficient data for an effect size analysis. </p> <p><em>Results: </em>Across 80 studies, on average children with SLI relative to their TD peers exhibited lower nonverbal cognitive performance consistent with a medium effect size. Results of moderator analyses investigating the nonverbal cognitive test, the cut-off criterion, the children’s age and language skills will be discussed. </p> <p><em>Discussion: </em>The findings of this investigation have theoretical implications regarding the characterization of SLI and have clinical implications for how nonverbal cognitive tests are used and interpreted for children with this disorder.</p>","abstract_has_math":false,"creators":["Dixon, Erica"],"institution":null,"degree_name":"Master of Arts","degree_level":null,"degree_discipline":"Communication Science","degree_department":null,"school":null,"contributors":["Carl A. Coelho; Bernard Grela","Tammie J. Spaulding"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-05-15T07:00:00Z","date_published":"2012-05-15T07:00:00Z","updated_at":"2026-07-24T06:31:50Z","subjects":["SLI","Specific Language Impairment","Nonverbal Cognition","IQ","Language Impairment","Language Disorder","PLI"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.lib.uconn.edu/gs_theses/271","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Carl A. Coelho; Bernard Grela","Tammie J. Spaulding"]},{"key":"dc:creator","label":"Author","values":["Dixon, Erica"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2012-11-11T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Communication Science"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["SLI","Specific Language Impairment","Nonverbal Cognition","IQ","Language Impairment","Language Disorder","PLI"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.lib.uconn.edu/gs_theses/271"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["ABSTRACT
Purpose: This study used meta-analysis to investigate the difference in nonverbal cognitive performance of children with specific language impairment (SLI) and their typically developing (TD) peers. In addition, variability in effect sizes across studies and its relation to the nonverbal cognitive test used, the cut-off criterion employed, participants’ age, and their linguistic skills were investigated.
Method: We searched computerized databases and reference sections to find studies published between 2005-2011 of children with SLI who were age-matched (and not nonverbal cognitive matched) to TD peers, were given a norm-referenced nonverbal cognitive test, and reported sufficient data for an effect size analysis.
Results: Across 80 studies, on average children with SLI relative to their TD peers exhibited lower nonverbal cognitive performance consistent with a medium effect size. Results of moderator analyses investigating the nonverbal cognitive test, the cut-off criterion, the children’s age and language skills will be discussed.
Discussion: The findings of this investigation have theoretical implications regarding the characterization of SLI and have clinical implications for how nonverbal cognitive tests are used and interpreted for children with this disorder.
"]},{"key":"dc:title","label":"Title","values":["Nonverbal Cognitive Assessment in Specific Language Impairment: A Meta-Analysis"]}]}],"canonical_facts":{"dc:contributor":["Carl A. Coelho; Bernard Grela","Tammie J. Spaulding"],"dc:creator":["Dixon, Erica"],"dc:date.available":["2012-11-11T08:00:00Z"],"dc:description.abstract":["ABSTRACT
Purpose: This study used meta-analysis to investigate the difference in nonverbal cognitive performance of children with specific language impairment (SLI) and their typically developing (TD) peers. In addition, variability in effect sizes across studies and its relation to the nonverbal cognitive test used, the cut-off criterion employed, participants’ age, and their linguistic skills were investigated.
Method: We searched computerized databases and reference sections to find studies published between 2005-2011 of children with SLI who were age-matched (and not nonverbal cognitive matched) to TD peers, were given a norm-referenced nonverbal cognitive test, and reported sufficient data for an effect size analysis.
Results: Across 80 studies, on average children with SLI relative to their TD peers exhibited lower nonverbal cognitive performance consistent with a medium effect size. Results of moderator analyses investigating the nonverbal cognitive test, the cut-off criterion, the children’s age and language skills will be discussed.
Discussion: The findings of this investigation have theoretical implications regarding the characterization of SLI and have clinical implications for how nonverbal cognitive tests are used and interpreted for children with this disorder.
"],"dc:identifier":["https://digitalcommons.lib.uconn.edu/gs_theses/271"],"dc:subject":["SLI","Specific Language Impairment","Nonverbal Cognition","IQ","Language Impairment","Language Disorder","PLI"],"dc:title":["Nonverbal Cognitive Assessment in Specific Language Impairment: A Meta-Analysis"],"thesis:degree_discipline":["Communication Science"],"thesis:degree_name":["Master of Arts"]},"updated_at":"2026-07-24T06:31:50Z"}