Five overarching factors central to grammatical learning and treatment in children with developmental language disorder

Leonard, Laurence B.; Kueser, Justin B.

doi:10.1111/1460-6984.12456

Cited by 18 publications

(15 citation statements)

References 75 publications

(115 reference statements)

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“…Furthermore, some factors apparently cross language boundaries and are always present, even if with different impacts according to the characteristics of the specific language. According to Leonard and Kueser [ 160 ], among such factors we might include: (1) the status of bare stems in the language; (2) the use of grammatical case; (3) the role of prosody; (4) interactions between aspect and tense; and (5) the canonical word order of the language. Indeed, some studies providing data on languages other than English do exist.…”

Section: Limitations and Future Perspectivesmentioning

confidence: 99%

Developmental Language Disorder: Early Predictors, Age for the Diagnosis, and Diagnostic Tools. A Scoping Review

et al. 2021

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Background. Developmental Language Disorder (DLD) is frequent in childhood and may have long-term sequelae. By employing an evidence-based approach, this scoping review aims at identifying (a) early predictors of DLD; (b) the optimal age range for the use of screening and diagnostic tools; (c) effective diagnostic tools in preschool children. Methods. We considered systematic reviews, meta-analyses, and primary observational studies with control groups on predictive, sensitivity and specificity values of screening and diagnostic tools and psycholinguistic measures for the assessment of DLD in preschool children. We identified 37 studies, consisting of 10 systematic reviews and 27 primary studies. Results. Delay in gesture production, receptive and/or expressive vocabulary, syntactic comprehension, or word combination up to 30 months emerged as early predictors of DLD, a family history of DLD appeared to be a major risk factor, and low socioeconomic status and environmental input were reported as risk factors with lower predictive power. Optimal time for screening is suggested between age 2 and 3, for diagnosis around age 4. Because of the high variability of sensitivity and specificity values, joint use of standardized and psycholinguistic measures is suggested to increase diagnostic accuracy. Conclusions. Monitoring risk situations and employing caregivers’ reports, clinical assessment and multiple linguistic measures are fundamental for an early identification of DLD and timely interventions.

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Section: Limitations and Future Perspectivesmentioning

confidence: 99%

Developmental Language Disorder: Early Predictors, Age for the Diagnosis, and Diagnostic Tools. A Scoping Review

et al. 2021

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“…Children with Developmental Language Disorder (DLD) exhibit morpho-syntactic deficits often related to the use of tense and subject-verb agreement inflections (for a review, see Leonard, 2014). Production of verb inflections, such as past tense -ed, present third-person singular -s, auxiliary and copula be and auxiliary do forms have been reported as problematic for English-speaking-children with DLD (e.g., Leonard & Kueser, 2019;Rice & Wexler, 1996) and verb morphology difficulties are considered to be a clinical marker of DLD in English (e.g., Bedore & Leonard, 1998;Conti-Ramsden, Botting, & Faragher, 2001).…”

Section: Introductionmentioning

confidence: 99%

Expressive Verb Morphology Deficits in Arabic-Speaking Children With Developmental Language Disorder

Taha

Stojanovik

Pagnamenta

2021

J Speech Lang Hear Res

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Purpose This study investigated the production of tense and subject–verb agreement in Palestinian Arabic–speaking children with developmental language disorder (DLD) in comparison to their typically developing (TD) peers in terms of (a) performance accuracy and (b) error patterns. Method Participants were 14 children with DLD aged 4;0–7;10 and 32 TD children aged 3;0–8;0 matched on nonverbal abilities. Children were asked to complete a picture-based verb elicitation task. The task was designed to measure the production accuracy of tense and subject–verb agreement inflections in Arabic. Results The DLD group scored significantly lower than the TD group on the verb elicitation task. The DLD group was significantly less accurate than the TD group in marking tense, specifically present tense. They were also less accurate in marking agreement in general, with specific difficulty in using feminine verb forms. The DLD and TD groups differed in their tense error patterns, but not in agreement error patterns. Conclusions The acquisition of verb morphology in Palestinian Arabic–speaking children with DLD appears to be delayed and possibly different from their TD peers. The DLD group found the production of marked verb forms more challenging than less marked ones. These results are discussed in light of the structural characteristics of Arabic. Future studies would need to include larger sample sizes; investigate other aspects of verb morphology, including both production and comprehension; include other language domains; and consider longitudinal designs to provide more in-depth knowledge of Arabic language acquisition.

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“…The growing literature assessing clinical markers of DLD in languages other than English has challenged the universality of these specific phonological and grammatical errors as indicators of DLD in the early years (see Leonard and Kueser, 2019, for a discussion). For example, in French, clitic pronoun omissions have been proposed as potential markers of DLD (Leonard, 2016).…”

Section: Introductionmentioning

confidence: 99%

The Spelling Errors of French and English Children With Developmental Language Disorder at the End of Primary School

2020

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Children with Developmental Language Disorder (DLD) often struggle learning to spell. However, it is still unclear where their spelling difficulties lie, and whether they reflect ongoing difficulties with specific linguistic domains. It is also unclear whether the spelling profiles of these children vary in different orthographies. The present study compares the spelling profiles of monolingual children with DLD in France and England at the end of primary school. By contrasting these cohorts, we explored the linguistic constraints that affect spelling, beyond phono-graphemic transparency, in two opaque orthographies. Seventeen French and 17 English children with DLD were compared to typically developing children matched for age or spelling level. Participants wrote a 5 min sample of free writing and spelled 12 controlled dictated words. Spelling errors were analyzed to capture areas of difficulty in each language, in the phonological, morphological, orthographic and semantic domains. Overall, the nature of the errors produced by children with DLD is representative of their spelling level in both languages. However, areas of difficulty vary with the language and task, with more morphological errors in French than in English across both tasks and more orthographic errors in English than in French dictated words. The error types produced by children with DLD also differed in the two languages: segmentation and contraction errors were found in French, whilst morphological ending errors were found in English. It is hypothesized that these differences reflect the phonological salience of the units misspelled in both languages. The present study also provides a detailed breakdown of the spelling errors found in both languages for children with DLD and typical peers aged 5-11.

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Five overarching factors central to grammatical learning and treatment in children with developmental language disorder

Cited by 18 publications

References 75 publications

Developmental Language Disorder: Early Predictors, Age for the Diagnosis, and Diagnostic Tools. A Scoping Review

Developmental Language Disorder: Early Predictors, Age for the Diagnosis, and Diagnostic Tools. A Scoping Review

Expressive Verb Morphology Deficits in Arabic-Speaking Children With Developmental Language Disorder

The Spelling Errors of French and English Children With Developmental Language Disorder at the End of Primary School

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