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Professor Gina Conti-Ramsden (PhD., FBPsS, FRCSLT, FAcSS) - publications

List of publications

Unknown

  • Kevin Durkin, Pearl Mok & Gina Conti-Ramsden. Core subjects at the end of primary school: Identifying and explaining relative strengths of children with specific language impairment (SLI). Int J Lang Commun Disord, eScholarID:235751

2013

  • Conti-Ramsden, G., Mok, P.L.H., Pickles, A. & Durkin, K. (2013). Adolescents with a history of specific language impairment (SLI): Strengths and difficulties in social, emotional and behvioural functioning. Research in Developmental Disabilities, 34, 4161-4169. eScholarID:210536 | DOI:http://10.1016/j.ridd.2013.08.043
  • Pickles, A., St. Clair, M.C. & Conti-Ramsden, G. (2013). Communication and Social Deficits in Relatives of Individuals with SLI and Relatives of Individuals with ASD. Journal of Autism and Developmental Disorders, 43, 156-167. eScholarID:171010 | DOI:10.1007/s10803-012-1556-2
  • Lum, J.A.G., & Conti-Ramsden, G. (2013). Long-Term Memory. A Review and Meta-Analysis of Studies of Declarative and Procedural Memory in Specific Language Impairment. T L D, 33(4), 282-297. eScholarID:216268 | DOI:10.1097/01.TLD.0000437939.01237.6a
  • Hesketh, A, Conti-Ramsden, G. (2013). Memory and Language in Middle Childhood for Individuals with a History of Specific Language Impairment. PLoS ONE, 8(2), e56314. eScholarID:205566 | DOI:10.1371/journal.pone.0056314
  • Lum, J.A.G., Ullman, M.T. & Conti-Ramsden, G. (2013). Procedural learning is impaired in dyslexia: Evidence from a meta-analysis of serial reaction time studies. Research in Developmental Disabilities, 34, 3460-3476. eScholarID:210540 | DOI:http://dx.doi.org/10.1016/j.ridd.2013.07.017
  • Durkin, K., Mok, P.L.H. & Conti-Ramsden, G. (2013). Severity of specific language impairment predicts delayed development in number skills. Frontiers in Psychology, 4(581), eScholarID:210538 | DOI:10.3389/fpsyg.2013.00581
  • Durkin, K., Boyle, J., Hunter, S. & Conti-Ramsden, G. (2013). Video Games for Children and Adolescents With Special Educational Needs. Zeitschrift fur Psychologie, 221(2), 79-89. eScholarID:210537

2012

  • Conti-Ramsden, G., St. Clair, M.C., Pickles, A.P. & Durkin, K. (In-press). Developmental Trajectories of Verbal and Nonverbal Skills in Individuals With a History of Specific Language Impairment: From Childhood to Adolescence. Journal of Speech, Language, and Hearing Research, 55(6), 1716. eScholarID:171792 | DOI:10.1044/1092-4388(2012/10-0182)
  • Durkin, K. & Conti-Ramsden, G. (2012). Frequency of Educational Computer Use as a Longitudinal Predictor of Educational Outcome in Young People with Specific Language Impairment. Public Library of Science, PLoS ONE, 7(12), eScholarID:188008 | DOI:10.1371/journal.pone.0052194
  • Durkin, K., Conti-Ramsden, G. & Simkin, Z. (2012). Functional Outcomes of Adolescents with a History of Specific Language Impairment (SLI) with and without Autistic Symptomatology. Journal of Autism and Developmental Disorders, 42(1), 123-138. eScholarID:161070 | DOI:10.1007/s10803-011-1224-y
  • Conti-Ramsden, G. & Durkin, K. (2012). Language Development and Assessment in the Preschool Period. Neuropsychology Review, 22, 384-401. eScholarID:164788 | DOI:10.1007/s11065-012-9208-z
  • Conti-Ramsden, G. & Durkin, K. (2012). Postschool Educational and Employment Experiences of Young People with Specific Language Impairment. Language, Speech, and Hearing Services in Schools, 43, 507-520. eScholarID:188014 | DOI:10.1044/0161-1461(2012/11-0067)
  • Durkin, K., Fraser, J. & Conti-Ramsden, G. (2012). School-Age Prework Experiences of Young People With a History of Specific Language Impairment. The Journal of Special Education, 45, 242-255. eScholarID:161068 | DOI:10:1177/0022466910362773
  • Conti-Ramsden, G., Durkin, K. & Walker, A.J. (2012). Short Report: The messages they send: e-mail use by adolescents with and without a history of specific language impairment (SLI). International Journal of Language & Communication Disorders, 47(2), 217-228. eScholarID:161071 | DOI:10.1111/j.1460-6984.2011.00096.x
  • Lum, J.A.G., Conti-Ramsden, G., Page, D. & Ullman, M.T. (2012). Working, declarative and procedural memory in specific language impairment. Cortex, 48, 1138-1154. eScholarID:171007 | DOI:10.1016/j.cortex.2011.06.001

2011

  • St. Clair, M.C., Pickles, A., Durkin, K., Conti-Ramsden, G. (2011). A longitudinal study of behavioural, emotional and social difficulties in individuals with a history of specific language impairment. Journal of Communication Disorders, 44, 186-199. eScholarID:123536 | DOI:http://dx.doi.org/10.1016/j.jcomdis.2010.09.004
  • Wadman, R., Botting, N., Durkin, K. & Conti-Ramsden, G. (2011). Changes in emotional health symptoms in adolescents with specific language impairment. International Journal of Language and Communication Disorders, 46(6), 641-656. eScholarID:140638 | DOI:10.1111/j.1460-6984.2011.00033.x
  • Wadman, R., Durkin, K., Conti-Ramsden, G. (2011). Close Relationships in Adolescents With and Without a History of Specific Language Impairment. Language, Speech, and Hearing Sciences in Schools, 42, 41-51. eScholarID:123535 | DOI:10.1044/0161-1461(2010/10-0003)
  • Wadman, R., Botting, N., durkin, K. & Conti-Ramsden, G. (2011). Research Report: Changes in emotional health symptoms in adolescents with specific language impairment. International Journal of Language & Communication Disorders, 46(6), 641-656. eScholarID:161073 | DOI:10.1111/j.1460-6984.2011.00033.x
  • Conti-Ramsden, G., Durkin, K., Simkin, Z., Lum, J.A.G. & Marchman, V. (2011). Short Report: The PTT-20: UK normative data for 5- to 11-year-olds on a 20-item past-tense task. International Journal of Language & Communication Disorders, 46(2), 243-248. eScholarID:161074 | DOI:10.3109/13682822.2010.487884
  • Wadman, R., Durkin, K., Conti-Ramsden, G. (2011). Social stress in young people with specific language impairment. Journal of Adolescence, 34, 421-431. eScholarID:123539 | DOI:10.1016/j.adolescence.2010.06.010
  • Durkin, K., Conti-Ramsden, G., Walker, A.J. (2011). Txt lang: Texting, textism use and literacy abilities in adolescents with and without specific language impairment. Journal of Computer Assisted Learning, 27, 49-57. eScholarID:123537 | DOI:10.1111/j.1365-2729.2010.00397.x
  • Lum, J.A.G., Conti-Ramsden, G., Page, D. & Ullman, T. (2011). Working, declarative and procedural memory in specific language impairment. Cortex, eScholarID:138238 | DOI:10.1016/j.cortex.2011.06.001

2010

  • Conti-Ramsden, G., Durkin, K., & Walker, A.J. (2010). Computer anxiety: A comparison of adolescents with and without a history of specific language impairment (SLI). Computers & Education, 54, 136-145. eScholarID:80491 | DOI:10.1016/j.compedu.2009.07.015
  • Durkin, K., Conti-Ramsden, G. & Walker, A.J. (2010). Computer-mediated communication in adolescents with and without a history of specific language impairment (SLI). Computers in Human Behavior, 26, 176-185. eScholarID:80539 | DOI:10.1016/j.chb.2009.10.007
  • Fraser, J., Goswami, U. & Conti-Ramsden, G. (2010). Dyxlexia and Specific Language Impairment: The Role of Phonology and Auditory Processing. Scientific Studies of Reading, 14(1), 8-29. eScholarID:82631 | DOI:10.1080/10888430903242068
  • St. Clair, M., Durkin, K., Conti-Ramsden, G. & Pickles, A. (2010). Growth of reading skills in children with a history of specific language impairment (SLI): The role of autistic symptomatology and language related abilities. British Journal of Developmental Psychology, 28, 109-131. eScholarID:80542 | DOI:10.1348/026151009X480158
  • Conti-Ramsden, G., Durkin, K. & Simkin, Z. (2010). Language and social factors in the use of cell phone technology by adolescents with and without specific language impairment (SLI). Journal of Speech, Language, and Hearing Research, 53, 196-208. eScholarID:80488 | DOI:doi:10.1044/1092-4388(2009/08-0241)
  • Conti-Ramsden, G. & Durkin, K. (2010). Les troubles specifiques du language (SLI): donnees a l'adolescence. Interactions verbales et acquisition du langage. eScholarID:95034
  • Lum, J., Kidd, E., Davis, S. & Conti-Ramsden, G. (2010). Longitudinal study of declarative and procedural memory in primary school-aged children. Australian Journal of Psychology, 62(3), 139-148. eScholarID:80552 | DOI:10.1080/00049530903150547
  • Lum, J., Gelgec, C. & Conti-Ramsden, G. (2010). Procedural and declarative memory in children with and without specific language impairment. International Journal of Language & Communication Disorders, 45, 96-107. eScholarID:80544 | DOI:10.3109/13682820902752285
  • Conti-Ramsden, G. (2010). Summing up problems in bilingual specific language impairment: Why multiple influences may not be additive. Applied Psycholinguistics, 31, 270-273. eScholarID:80551 | DOI:10.1017/S0142716409990403
  • Durkin, K., & Conti-Ramsden, G. (2010). Young people with specific language impairment: A review of social and emotional functioning in adolescence. Child Language Teaching and Therapy, 26(2), 105-121. eScholarID:83764 | DOI:10.1177/0265659010368750

2009

  • Durkin K, Conti-Ramsden GM, Walker A, Simkin Z. (2009). Educational and interpersonal uses of home computers by adolescents with and without specific language impairment. British Journal of Developmental Psychology, 27(1), 197-217. eScholarID:1d18940
  • Simkin Z, Conti-Ramsden GM. (2009). 'I went to a language unit': Adolescents' views on specialist educational provision and their language difficulties. Child Language Teaching and Therapy, 25(1), eScholarID:1d18941
  • Pickles A, Simonoff E, Conti-Ramsden GM, Falcaro M, Simkin Z, Charman T, Chandler S, Loucas T, Baird G. (2009). Loss of language in early development of autism and specific language impairment. Journal Of Child Psychology And Psychiatry, 50:7, 843-852. eScholarID:1d28370
  • Conti-Ramsden GM, Durkin K, Simkin Z, Knox E. (2009). Specific language impairment and school outcomes. I: identifying and explaining variability at the end of compulsory education. International Journal of Language & Communication Disorders, 44(1), 15-35. eScholarID:1d18464 | DOI:10.1080/13682820801921601
  • Durkin K, Simkin Z, Knox E, Conti-Ramsden GM. (2009). Specific language impairment and school outcomes. II: Educational context, student satisfaction, and post-compulsory progress. Int J Lang Commun Disord, 44( 1), 36-55. eScholarID:1d18465 | DOI:10.1080/13682820801921510
  • Conti-Ramsden GM. (2009). The field of language impairment is growing up. Child Language Teaching and Therapy, 25:2, eScholarID:1d19771

2008

  • Fraser J, Conti-Ramsden GM. (2008). Contribution of phonological and broader language skills to literacy. Int J Lang Commun Disord, 43(5), 552-569. eScholarID:1d17872 | DOI:10.1080/13682820701778069
  • Conti-Ramsden GM, Botting N. (2008). Emotional health in adolescents with and without a history of specific language impairment (SLI). Journal Of Child Psychology And Psychiatry, 49(5), 516-525. eScholarID:1d28172 | DOI:10.1111/j.1469-7610.2007.01858.x
  • Falcaro, M, Pickles, A, Newbury, D, Addis, L, Banfield, E, Fisher, S, Monaco, A, Simkin, Z, Conti-Ramsden, GM, NULL. (2008). Genetic and phenotypic effects of phonological short-term memory and grammatical morphology in specific language impairment. Genes Brain Behav, 7(4), 393-402. eScholarID:1d17160 | DOI:10.1111/j.1601-183X.2007.00364.x
  • Conti-Ramsden GM. (2008). Heterogeneity of specific language impairment in adolescent outcomes. Understanding Developmental Language Disorders, From Theory to Practice. (pp. -). eScholarID:3d1081
  • Conti-Ramsden GM, Durkin K. (2008). Language and independence in adolescents with and without a history of specific language impairment (SLI). Journal of Speech, Language, and Hearing Research, 51(1), 70-83. eScholarID:1d28129 | DOI:10.1044/1092-4388(2008/005)
  • Conti-Ramsden GM, Botting NF, K. Durkin. (2008). Parental perspectives during the transition to adulthood of adolescents with a history of specific language impairment (SLI). Journal of Speech, Language, and Hearing Research, 51, 84-96. eScholarID:1d28128 | DOI:10.1044/1092-4388(2008/006)
  • Wadman R, Durkin K, Conti-Ramsden GM. (2008). Self-esteem, shyness, and sociability in adolescents with specific language impairment (SLI). J Speech Lang Hear Res, 51( 4), 938-952. eScholarID:1d17871 | DOI:10.1044/1092-4388(2008/069)
  • J.M. Pine, Conti-Ramsden GM, K.L. Joseph, Lieven EV, Serratrice L. (2008). Tense over time: testing the agreement/tense omission model as an account of the pattern of tense-marking provision in early child English. Journal of Child Language, 35, 55-75. eScholarID:1d15549 | DOI:10.1017/S0305000907008252
  • Botting N, Conti-Ramsden GM. (2008). The role of language, social cognition, and social skill in the functional social outcomes of young adolescents with and without a history of SLI. British Journal of Developmental Psychology, 26, 281-300. eScholarID:1d17151 | DOI:10.1348/026151007X235891

2007

  • Knox EL, Conti-Ramsden GM. (2007). Bullying in young people with a history of specific language impairment (SLI). Educational & Child Psychology, 24:4, 130-141. eScholarID:1d16945
  • Conti-Ramsden GM, Falcaro M, Simkin Z, Pickles A. (2007). Familial loading in SLI: Patterns of differences across proband characteristics, gender and relative type. Genes, Brain and Behavior, 6, 216-228. eScholarID:1d13354 | DOI:10.1111/j.1601-183X.2006.00250.x
  • Durkin K, Conti-Ramsden GM. (2007). Language, Social Behaviour, and the Quality of Friendships in Adolescents With and Without a History of Specific Language Impairment. Child Development, 78, 5, 1441-1457. eScholarID:1d16257
  • Conti-Ramsden GM, Durkin K. (2007). Phonological short-term memory, language and literacy: developmental relationships in early adolescence in young people with SLI. Journal Of Child Psychology And Psychiatry, 48:2, 147-156. eScholarID:1d27613

2006

  • Botting NF, Simkin Z, Conti-Ramsden GM. (2006). Associated reading skills in children with a history of Specific Language Impairment (SLI). Reading and Writing (special issue), 19, 77-98. eScholarID:1d10477
  • Conti-Ramsden GM, Simkin Z, Pickles A. (2006). Estimating Familial Loading in SLI: A Comparison of Direct Assessment Versus Parental Interview. Journal of Speech, Language, and Hearing Research, 49, 88-101. eScholarID:1d27358 | DOI:10.1044/1092-4388(2006/007)
  • Simkin Z, Conti-Ramsden GM. (2006). Evidence of reading difficulty in subgroups of children with specific language impairment. Child Language Teaching and Therapy, 22,3, eScholarID:1d14137
  • Conti-Ramsden GM, Botting NF. (2006). Specific Language Impairment. Encyclopedia of Language and Linguistics. (pp. -). Elsevier Science. eScholarID:3d416
  • Catherine Pratt, Botting NF, Conti-Ramsden GM. (2006). The characteristics and concerns of mothers of adolescents with a history of SLI. Child Language Teaching and Therapy, 22,2, 177-196. eScholarID:1d10914 | DOI:10.1191/0265659006ct301oa
  • Conti-Ramsden GM, Simkin Z, Botting NF. (2006). The prevalence of autistic spectrum disorders in adolescents with a history of specific language impairment (SLI). Journal of Child Psychology and Psychiatry, 47:6, 621-628. eScholarID:1d11038 | DOI:10.1111/j.1469-7610.2005.01584.x
  • Nicholas Riches, Brian Faragher, Conti-Ramsden GM. (2006). Verb schema use and input dependence in five year old children with SLI. International Journal of Language and Communication Disorders, 41, 117-135. eScholarID:1d10765 | DOI:10.1080/13682820500216501

2005

  • Rachel Hick, Botting NF, Conti-Ramsden GM. (2005). Cognitive abilities in children with specific language impairment (SLI): Consideration of visuo-spatial skills. International Journal of Language and Communication Disorders, 40(2), 137-149. eScholarID:1d8699 | DOI:10.1080/13682820400011507
  • Rachel Hick, Botting NF, Conti-Ramsden GM. (2005). Short-term memory and vocabulary development in children with Down syndrome and children with specific language impairment. Developmental Medicine And Child Neurology (+ Supp, 47, 532-538. eScholarID:1d25979 | DOI:10.1017/S0012162205001040
  • Nicholas Riches, Michael Tomasello, Conti-Ramsden GM. (2005). Verb-learning in children with SLI: frequency and spacing effects. Journal of Speech, Language and Hearing Research, 48, 1397-1411. eScholarID:1d10764 | DOI:10.1044/1092-4388(2005/097)

2004

  • Conti-Ramsden GM, Botting NF. (2004). Characteristics of Children with Specific Language Impairment. Classification of Developmental Language Disorders. Lawrence Erlbaum. eScholarID:3d685
  • Julian M. Pine, Kate L. Joseph, Conti-Ramsden GM. (2004). Do data from children with specific language impairment support the agreement/tense omission model? Journal of Speech, Language and Hearing Research, 47, 913-923. eScholarID:1d8696 | DOI:10.1044/1092-4388(2004/068)
  • SLI Consortium (SLIC), Conti-Ramsden GM. (2004). Highly significant linkage to the SLLI1 locus in an expanded sample of individuals affected by specific language impairment. American Journal of Human Genetics, 74, 1225-1238. eScholarID:1d8697 | DOI:10.1086/421529
  • Conti-Ramsden GM, Botting NF. (2004). Social difficulties and victimization in children with SLI at 11 years of age. Journal of Speech, Language and Hearing Research, 47 (1), 145-161. eScholarID:1d7845 | DOI:10.1044/1092-4388(2004/013)

2003

  • Botting NF, Conti-Ramsden GM. (2003). Autism, primary pragmatic difficulties, and specific language impairment: can we distinguish them using psycholinguistic markers? Dev Med Child Neurol, 45( 8), 515-24. eScholarID:1d6600
  • Knox Emma, Conti-Ramsden GM. (2003). Bullying risks of 11-year-old children with specific language impairment (SLI): does school placement matter? Int J Lang Commun Disord, 38( 1), 1-12. eScholarID:1d6602
  • Conti-Ramsden GM, Perez-Pereira Miguel. (2003). Caracteristicas generales de las interacciones verbales entre ninos ciegos y sus madres. Infancia y Aprendizaje, 26 (3), 381-396. eScholarID:1d7746
  • Conti-Ramsden GM. (2003). Methodological concerns: An Introduction. Language competence across populations: Toward a definition of specific language impairment. Y. Levy & J. Schaeffer (Eds.). Lawrence Erlbaum. eScholarID:3d353
  • Conti-Ramsden GM. (2003). Processing and linguistic markers in young children withspecific language impairment (SLI). J Speech Lang Hear Res, 46( 5), 1029-37. eScholarID:1d6686
  • Conti-Ramsden GM, Hesketh A. (2003). Risk markers for SLI: a study of young language-learning children. Int J Lang Commun Disord, 38( 3), 251-63. eScholarID:1d6601
  • Serratrice L, JosephK.L, Conti-Ramsden GM. (2003). The acquisition of past tense in preschool children with specific language impairment and unaffected controls: regular and irregular forms. Linguistics, 41 (2), 321-349. eScholarID:1d7713

2002

  • Conti-Ramsden GM, Botting NF, Knox EL, Simkin Z. (2002). Different school placements following language unit attendance: which factors affect language outcome? Int J Lang Commun Disord, 37( 2), eScholarID:1d6607
  • Simkin Z, Knox EL, Botting NF, Conti-Ramsden GM. (2002). Educational placements and National Curriculum Key Stage 2 test outcomes of children with a history of SLI. British Journal of Special Education, 29, eScholarID:1d6761

2001

  • Conti-Ramsden GM, Botting NF, Simkin Z, Knox E. (2001). Follow-up of children attending infant language units: outcomes at 11 years of age. Int J Lang Commun Disord, 36( 2), eScholarID:1d25462
  • Botting NF, Conti-Ramsden GM. (2001). Non-word repetition and language development in children with specific language impairment (SLI). Int J Lang Commun Disord, 36( 4), eScholarID:1d6613
  • Botting NF, Faragher B, Simkin Z, Knox E, Conti-Ramsden GM. (2001). Predicting pathways of specific language impairment: what differentiates good and poor outcome? J Child Psychol Psychiatry, 42( 8), eScholarID:1d6611
  • Conti-Ramsden GM, Botting NF, Faragher B. (2001). Psycholinguistic markers for specific language impairment (SLI). J Child Psychol Psychiatry, 42( 6), 741-8. eScholarID:1d25461 | DOI:10.1111/1469-7610.00770