We Have to Talk About Something: Why NOT Talk About the Curriculum? A Guide to Embedding Language Interventions in Curricular Content.

Purpose: Children with developmental language disorder frequently have difficulty with both academic success and language learning and use. This clinical focus article describes core principles derived from a larger program of research (National Science Foundation 1748298) on language intervention combined with science instruction for preschoolers. It serves as an illustration of a model for integrating language intervention with curricular content delivery.

Teaching little kids big sentences: A randomized controlled trial showing that children with DLD respond to complex syntax intervention embedded within the context of preschool/kindergarten science instruction.

Background: The language of the science curriculum is complex, even in the early grades. To communicate their scientific observations, children must produce complex syntax, particularly complement clauses (e.g.

Turn the Page, Speech-Language Pathologists: Adequate, Authentic, and Accurate Representation as a Consideration in the Selection of Picture Books for Use in Treatment.

Purpose This tutorial discusses what it means to be a culturally responsive speech-language pathologist (SLP) and then grounds this discussion in strategies that SLPs can engage in to diversify the books and other materials that they use in clinical practice. Method We motivate the tutorial by reviewing policy statements and theoretical information from allied literature. Then, we suggest some ways that SLPs can reflect on their practice to enact an antiracist/culturally responsive approach to treatment, taking the selection of children's literature up as a particular example.

Forum on Morphosyntax Assessment and Intervention for Children.

Purpose This forum consists of articles that address the need for and approaches to assessment and treatment of morphology and syntax in children. Drawing on papers submitted by diverse laboratories working with multiple populations, this forum includes several articles describing different approaches to treatment, guidelines for goal setting, and assessment methods. Populations described include monolingual and bilingual children who speak English, Dutch, and Spanish, who use oral language and/or augmentative and alternative communication to communicate.

Individual and Developmental Differences in Distributional Learning.

Purpose: This study examined whether children and adults with developmental language disorder (DLD) could use distributional information in an artificial language to learn about grammatical category membership similarly to their typically developing (TD) peers and whether developmental differences existed within and between DLD and TD groups.

Method: Sixteen children ages 7-9 with DLD, 26 age-matched TD children, 17 college students with DLD, and 17 TD college students participated in this task. We used an artificial grammar learning paradigm in which participants had to use knowledge of category membership to determine the acceptability of test items that they had not heard during a training phase.

Effects of a Complexity-Based Approach on Generalization of Past Tense -ed and Related Morphemes.

Purpose: In a previous article, we reported that beginning treatment for regular past tense -ed with certain types of verbs led to greater generalization in children with developmental language disorder than beginning treatment with other types of verbs. This article provides updated data from that study, including the addition of data from 3 children, results from naturalistic language samples, and data from a third time point.

Method: Twenty 4- to 9-year-old children with developmental language disorder (10 per condition) were randomly assigned to receive language intervention in which the verbs used to teach regular past tense -ed were manipulated.

Quantifying the relative contributions of lexical and phonological factors to regular past tense accuracy.

Purpose: Children with specific language impairment (SLI) frequently have difficulty producing the past tense. This study aimed to quantify the relative influence of telicity (i.e.

The efficacy of recasts in language intervention: a systematic review and meta-analysis.

Purpose: This systematic review and meta-analysis critically evaluated the research evidence on the effectiveness of conversational recasts in grammatical development for children with language impairments.

Method: Two different but complementary reviews were conducted and then integrated. Systematic searches of the literature resulted in 35 articles for the systematic review.

Grammatical outcomes of 3- and 6-year-old children who are hard of hearing.

Purpose: Spoken language skills of 3- and 6-year-old children who are hard of hearing (HH) were compared with those of children with normal hearing (NH).

Method: Language skills were measured via mean length of utterance in words (MLUw) and percent correct use of finite verb morphology in obligatory contexts based on spontaneous conversational samples gathered from 185 children (145 HH, 40 NH). Aided speech intelligibility index (SII), better-ear pure-tone average (BE-PTA), maternal education, and age of amplification were used to predict outcomes within the HH group.

The role of developmental levels in examining the effect of subject types on the production of auxiliary is in young english-speaking children.

Purpose: Prior work (Guo, Owen, & Tomblin, 2010) has shown that at the group level, auxiliary is production by young English-speaking children was symmetrical across lexical noun and pronominal subjects. Individual data did not uniformly reflect these patterns. On the basis of the framework of the gradual morphosyntactic learning (GML) hypothesis, the authors tested whether the addition of a theoretically motivated developmental measure, tense productivity (TP), could assist in explaining these individual differences.

Cognitive state verbs and complement clauses in children with SLI and their typically developing peers.

This study investigated the use of cognitive state verbs (CSVs) and complement clauses in children with specific language impairment (SLI) and their typically developing (TD) peers. In Study 1, conversational samples from 23 children with SLI (M = 6;2), 24 age-matched TD children (M = 6;2) and 21 vocabulary-matched TD children (M = 4;9) were analysed for the proportional use of CSVs, verb types, co-occurrence with complement clauses and syntactic frame types. Children in all three groups had similar performance in all measures.