Sources of Misinterpretation in the Input and Their Implications for Language Intervention With English-Speaking Children.

Purpose: In English and related languages, many preschool-age children with developmental language disorder (DLD) have difficulties using tense and agreement consistently. In this review article, we discuss two potential input-related sources of this difficulty and offer several possible strategies aimed at circumventing input obstacles.

Method: We review a series of studies from English, supplemented by evidence from computational modeling and studies of other languages.