Mirror-drawing skill in children with specific language impairment: Improving generalization by incorporating variability into the practice session

摘要

Specific language impairment (SLI) is a linguistic developmental disorder characterized by the slow development of spoken language despite the absence of intellectual, hearing, neurological, or emotional impairments. Although language performance (especially morphosyntax and phonology) is the core impairment in children with SLI, the deficit also affects other cognitive areas, such as executive functions (Gillam, Montgomery, & Gillam, 2009) and working memory (Archibald & Gathercole, 2006). It has been noted