Intervention studies with group design targeting expressive phonology for children with developmental speech and language disorder: A systematic review and meta-analysis.

Background: Phonological difficulties are prevalent in children with speech and/or language disorders and may hamper their later language outcomes and academic achievements. These children often form a significant proportion of speech and language therapists' caseloads. There is a shortage of information on evidence-based interventions for improving phonological skills in children and adolescents with speech and language disorder.

Factors associated with nonword repetition skills in 4-to 6-year-old deaf and hard-of-hearing and typically hearing children.

Children identified as deaf and hard of hearing (DHH) exhibit an increased risk of speech and language difficulties. Nonword repetition (NWR) is a potential tool for identifying language difficulties in children with limited experience with the target language. In this study, we explored associations between auditory, linguistic, demographic and cognitive factors and NWR performance in DHH children and their typically hearing (TH) peers.

Spoken Language Skills in Children With Bilateral Hearing Aids or Bilateral Cochlear Implants at the Age of Three Years.

Objectives: Early hearing aid (HA) fitting and cochlear implants (CIs) aim to reduce the effects of hearing loss (HL) on spoken language development. The goals of this study were (1) to examine spoken language skills of children with bilateral HAs and children with bilateral CIs; (2) to compare their language skills to the age-norms of peers with normal hearing (NH); and (3) to investigate factors associated with spoken language outcomes.

Design: Spoken language results of 56 Finnish children with HL were obtained from a nationwide prospective multicenter study.

The Impact of Intervention Dose Form on Oral Language Outcomes for Children With Developmental Language Disorder.

Purpose The aim of this study was to extract key learning from intervention studies in which qualitative aspects of dosage, , have been examined for children with developmental language disorder (DLD)-in vocabulary, morphosyntax, and phonology domains. This research paper emerged from a pair of systematic reviews, aiming to synthesize available evidence regarding qualitative and quantitative aspects of dosage. While quantitative aspects had been experimentally manipulated, the available evidence for (tasks or activities within which teaching episodes are delivered) was less definitive.

The Influence of Quantitative Intervention Dosage on Oral Language Outcomes for Children With Developmental Language Disorder: A Systematic Review and Narrative Synthesis.

Purpose The aim of this study was to examine the degree to which quantitative aspects of dosage (dose, dose frequency, and total intervention duration) have been examined in intervention studies for children with developmental language disorder (DLD). Additionally, to establish the optimal quantitative dosage characteristics for phonology, vocabulary, and morphosyntax outcomes. Method This registered review (PROSPERO ID CRD42017076663) adhered to PRISMA guidelines.

Noun Case Suffix Use by Children with Specific Language Impairment: An Examination of Finnish.

Finnish-speaking children with specific language impairment (SLI, = 15, age = 5;2), a group of same-age typically developing peers (TD-A, = 15, age = 5;2) and a group of younger typically developing children (TD-Y, = 15, age = 3;8) were compared in their use of accusative, partitive, and genitive case noun suffixes. The children with SLI were less accurate than both groups of TD children in case marking, suggesting that their difficulties with agreement extend to grammatical case. However, these children were also less accurate in making the phonological changes in the stem needed for suffixation.

The use of negative inflections by Finnish-speaking children with and without specific language impairment.

Children with specific language impairment (SLI) have difficulty expressing subject-verb agreement. However, in many languages, tense is fused with agreement, making it difficult to attribute the problem to agreement in particular. In Finnish, negative markers are function words that agree with the subject in person and number but do not express tense, providing an opportunity to assess the status of agreement in a more straightforward way.

Children with specific language impairment in Finnish: the use of tense and agreement inflections.

Children with specific language impairment (SLI) vary widely in their ability to use tense/agreement inflections depending on the type of language being acquired, a fact that current accounts of SLI have tried to explain. Finnish provides an important test case for these accounts because: (1) verbs in the first and second person permit null subjects whereas verbs in the third person do not; and (2) tense and agreement inflections are agglutinating and thus one type of inflection can appear without the other. Probes were used to compare the verb inflection use of Finnish-speaking children with SLI, and both age-matched and younger typically developing children.