Measuring the Effects of Cognitive Capacity on Sentence Comprehension: Evidence From Elementary School-Age Children.

Purpose: Our aim was to (a) develop a sentence comprehension measure that distinguished between cognitive capacity and syntactic knowledge in school-age children and (b) examine the relationship between comprehension performance and cognitive variables (working memory capacity and retrieval from long-term memory).

Method: We developed and administered a picture selection sentence comprehension task to 122 school-age children representing varied cognitive abilities. We evaluated comprehension accuracy and response time in two syntactically identical conditions but with different cognitive demands incorporated in picture foils-one with low demand using superfluous adjectives and another with high demand using contrastive adjectives.

Validation of the Mediated Learning Observation Instrument Among Children With and Without Developmental Language Disorder in Dynamic Assessment.

Purpose: In this validation study, we examined the factor structure of the mediated learning observation (MLO) used during the teaching phase of dynamic assessment. As an indicator of validity, we evaluated whether the MLO factor structure was consistent across children with and without developmental language disorder (DLD).

Method: Two hundred twenty-four children (188 typically developing and 36 DLD) from kindergarten to second grade completed a 30-min individual mediated learning session on narrative production.

Contextualized, Multicomponent Language Instruction: From Theory to Randomized Controlled Trial.

Purpose: Clinicians address a wide range of oral language skills when working with school-age students with language and literacy difficulties (LLDs). Therefore, there is a critical need for carefully designed, rigorously tested, multicomponent contextualized language interventions (CLIs) that have a high likelihood of successful implementation and measurable academic impacts. This clinical focus article summarizes the development and testing of a CLI entitled Supporting Knowledge in Language and Literacy (SKILL), which is a supplementary narrative intervention program for elementary school-age children.

Evaluating the Efficacy of a Narrative Language Intervention for Bilingual Students.

Purpose: This study examines the narrative language and reading outcomes of monolingual and bilingual students who received instruction with the Supporting Knowledge in Language and Literacy (SKILL) program, a narrative language intervention.

Method: The main effects of the SKILL program were evaluated in a randomized controlled trial in which students ( = 355) who were at risk for English language and literacy difficulties were randomized to the SKILL intervention or a business-as-usual instruction. This article reports secondary analyses examining the efficacy of SKILL for bilingual ( = 148) and monolingual ( = 207) students who completed measures of oral and written narrative language and reading comprehension in English.

Enhancing Syntactic Knowledge in School-Age Children With Developmental Language Disorder: The Promise of Syntactic Priming.

Purpose: We propose that implicit learning, including syntactic priming, has therapeutic promise to enhance the syntactic knowledge of children with developmental language disorder (DLD).

Method: We review the chunk-based learning framework of syntactic learning, the developmental evidence in support of it, and the developmental literature on syntactic priming as an instance of chunk-based statistical learning. We use this framework to help understand the nature of the syntactic learning difficulties of children with DLD.

Functional near-infrared spectroscopy measures of neural activity in children with and without developmental language disorder during a working memory task.

Introduction: Children with developmental language disorder (DLD) exhibit cognitive deficits that interfere with their ability to learn language. Little is known about the functional neuroanatomical differences between children developing typically (TD) and children with DLD.

Methods: Using functional near-infrared spectroscopy, we recorded oxygenated hemoglobin (O hb) concentration values associated with neural activity in children with and without DLD during an auditory N-back task that included 0-back, 1-back, and 2-back conditions.

Automated Progress-Monitoring for Literate Language Use in Narrative Assessment (LLUNA).

Language sample analysis (LSA) is an important practice for providing a culturally sensitive and accurate assessment of a child's language abilities. A child's usage of literate language devices in narrative samples has been shown to be a critical target for evaluation. While automated scoring systems have begun to appear in the field, no such system exists for conducting progress-monitoring on literate language usage within narratives.

Understanding the nature and severity of reading difficulties among students with language and reading comprehension difficulties.

This study investigated the presence of word reading difficulties in a sample of students in Grades 1-4 (n = 357) identified with language and reading comprehension difficulties. This study also examined whether distinct word reading and listening comprehension profiles emerged within this sample and the extent to which these groups varied in performance on cognitive and demographic variables. Findings showed that the majority of students (51%) with language and reading comprehension difficulties demonstrated significant risk in word reading (more than 1 SD below the mean), even though the participant screening procedures did not examine word reading directly.

Cortical Activation of Swallowing Using fNIRS: A Proof of Concept Study with Healthy Adults.

The purpose of this study was to determine whether functional near-infrared spectroscopy (fNIRS) could reliably identify cortical activation patterns as healthy adults engaged in single sip and continuous swallowing tasks. Thirty-three right-handed adults completed two functional swallowing tasks, one control jaw movement task, and one rest task while being imaged with fNIRS. Swallowing tasks included a single sip of 5 mL of water via syringe and continuous straw drinking.

Online Administration of the Test of Narrative Language-Second Edition: Psychometrics and Considerations for Remote Assessment.

Purpose: Our aim was to evaluate the psychometric properties of the online administered format of the Test of Narrative Language-Second Edition (TNL-2; Gillam & Pearson, 2017), given the importance of assessing children's narrative ability and considerable absence of psychometric studies of spoken language assessments administered online.

Method: The TNL-2 was administered to 357 school-age children at risk for language and literacy difficulties as part of a randomized controlled trial, across three annual cohorts, at three time points (pretest, posttest, and 5-month follow-up). Cohort 3 students were tested using an online format at posttest and at follow-up.

Speech Perception in Noise Predicts Oral Narrative Comprehension in Children With Developmental Language Disorder.

We examined the relative contribution of auditory processing abilities (tone perception and speech perception in noise) after controlling for short-term memory capacity and vocabulary, to narrative language comprehension in children with developmental language disorder. Two hundred and sixteen children with developmental language disorder, ages 6 to 9 years ( = 7; 6), were administered multiple measures. The dependent variable was children's score on the narrative comprehension scale of the .

Cognitive Processes Related to Memory Capacity Explain Nearly All of the Variance in Language Test Performance in School-Age Children With and Without Developmental Language Disorder.

The purpose of this study was to investigate the dimensionality of the cognitive processes related to memory capacity and language ability and to assess the magnitude of the relationships among these processes in children developing typically (TD) and children with developmental language disorder (DLD). Participants were 234 children between the ages of 7;0 and 11;11 (117 TD and 117 DLD) who were propensity matched on age, sex, mother education and family income. Latent variables created from cognitive processing tasks and standardized measures of comprehension and production of lexical and sentential aspects of language were tested with confirmatory factor analysis (CFA) and structural regression.

An Examination of the Relationship Between Perfectionism and Neurological Functioning.

Clinical perfectionism is the rigid pursuit of high standards, interfering with functioning. Little research has explored neural patterns in clinical perfectionism. The present study explores neural correlates of clinical perfectionism, before and after receiving ten 50-minute, weekly sessions of acceptance and commitment therapy (ACT), as compared to low-perfectionist controls, in specific cortical structures: the dorsolateral prefrontal cortex (DLPFC), medial prefrontal cortex (MPFC), right inferior parietal lobule (IPL).

A New Memory Perspective on the Sentence Comprehension Deficits of School-Age Children With Developmental Language Disorder: Implications for Theory, Assessment, and Intervention.

Purpose The nature of the relationship between memory and sentence comprehension in school-age children with developmental language disorder (DLD) has been unclear. We present a novel perspective that highlights the relational influences of fluid intelligence, controlled attention, working memory (WM), and long-term memory (LTM) on sentence comprehension in children with and without DLD. This perspective has new and important implications for theory, assessment, and intervention.

Use of Functional Near Infrared Spectroscopy to Assess Syntactic Processing by Monolingual and Bilingual Adults and Children.

This exploratory study assessed the use of functional Near Infrared Spectroscopy (fNIRS) to examine hemodynamic response patterns during sentence processing. Four groups of participants: monolingual English children, bilingual Chinese-English children, bilingual Chinese-English adults and monolingual English adults were given an agent selection syntactic processing task. Bilingual child participants were classified as simultaneous or sequential bilinguals to examine the impact of first language, age of second-language acquisition (AoL2A), and the length of second language experience on behavioral performance and cortical activation.

Children's neural activity during number line estimations assessed by functional near-infrared spectroscopy (fNIRS).

Number line estimation (NLE) is an educational task in which children estimate the location of a value (e.g., 25) on a blank line that represents a numerical range (e.

The Use of Structural Priming and Focused Recasts to Facilitate the Production of Subject- and Object-Focused Relative Clauses by School-Age Children With and Without Developmental Language Disorder.

Purpose The purpose of this study was to examine the use of structural priming combined with a focused recasting procedure to elicit subject- and object-focused, center-embedded relative clauses from students with developmental language disorders (DLDs) and typically developing (TD) students. Method A total of 26 children (13 DLD, 13 TD), ranging in age from 6;10 to 10;11 (years;months), participated in this study. All children completed a priming and recasting task that targeted subject- and object-focused relatives.

An exploration of automated narrative analysis via machine learning.

The accuracy of four machine learning methods in predicting narrative macrostructure scores was compared to scores obtained by human raters utilizing a criterion-referenced progress monitoring rubric. The machine learning methods that were explored covered methods that utilized hand-engineered features, as well as those that learn directly from the raw text. The predictive models were trained on a corpus of 414 narratives from a normative sample of school-aged children (5;0-9;11) who were given a standardized measure of narrative proficiency.

A Comparison of the Storage-Only Deficit and Joint Mechanism Deficit Hypotheses of the Verbal Working Memory Storage Capacity Limitation of Children With Developmental Language Disorder.

Purpose The storage-only deficit and joint mechanism deficit hypotheses are 2 possible explanations of the verbal working memory (vWM) storage capacity limitation of school-age children with developmental language disorder (DLD). We assessed the merits of each hypothesis in a large group of children with DLD and a group of same-age typically developing (TD) children. Method Participants were 117 children with DLD and 117 propensity-matched TD children 7-11 years of age.

The Use of Dynamic Assessment for the Diagnosis of Language Disorders in Bilingual Children: A Meta-Analysis.

Purpose Dynamic assessment (DA) has generally been accepted and recommended for use with bilingual children; however, no meta-analysis or systematic review of the diagnostic accuracy for language impairment within this population exists. Therefore, this study aimed to examine the current use of DA and its diagnostic accuracy for language impairment in bilingual children. Method Through a key word search of PsycINFO, ERIC, Academic Search Premier, and MEDLINE via EBSCOhost, 7 studies were identified.

Cognitive predictors of sentence comprehension in children with and without developmental language disorder: Implications for assessment and treatment.

This paper summarises the clinical ramification of a large-scale study of the direct and indirect (mediated) influences of four cognitive mechanisms that are relevant to the comprehension of syntactic structure by school-age children with and without developmental language disorder (DLD). A total of 117 children with DLD and 117 propensity-matched typically-developing (TD) children completed sentence comprehension tasks and cognitive tasks related to fluid reasoning, controlled attention, speed of processing, phonological short-term memory (pSTM), complex working memory (cWM) and language knowledge in long-term memory (LTM). Results of confirmatory factor analysis (CFA) indicated that the most salient characteristics of cognitive processing in children with and without DLD were represented by a measurement model that included four latent variables: fluid reasoning, controlled attention, complex WM and language knowledge in LTM.

Structural Relationship Between Cognitive Processing and Syntactic Sentence Comprehension in Children With and Without Developmental Language Disorder.

Purpose: We assessed the potential direct and indirect (mediated) influences of 4 cognitive mechanisms we believe are theoretically relevant to canonical and noncanonical sentence comprehension of school-age children with and without developmental language disorder (DLD).

Method: One hundred seventeen children with DLD and 117 propensity-matched typically developing (TD) children participated. Comprehension was indexed by children identifying the agent in implausible sentences.

Introduction to the Clinical Forum: Working Memory in School-Age Children.

Purpose: The purpose of this article is to introduce the LSHSS Clinical Forum: Working Memory in School-Age Children. All the articles in this clinical forum concern the nature of working memory and its relationship to language and academic skills.

Method: The introduction provides a basic overview of working memory and its importance for explicit and implicit learning and highlights the topics of the 8 articles that comprise the clinical forum.