scholarly journals Reading and Oral Language Skills in Children With Developmental Language Disorder: Influence of Socioeconomic, Educational, and Family Variables

2021 ◽  
Vol 12 ◽  
Author(s):  
María Fernanda Lara-Díaz ◽  
Angélica Mateus-Moreno ◽  
Judy Costanza Beltrán-Rojas
Keyword(s):  
Phonological Awareness ◽  
Family Support ◽  
Oral Language ◽  
Educational Level ◽  
Reading Skills ◽  
Language Disorder ◽  
Language Skills ◽  
Developmental Language Disorder ◽  
Reading Abilities ◽  
Family Variables

The Developmental Language Disorder (DLD) is a delay in language skills that cannot be explained by sensory or cognitive difficulties. Currently, there are limited studies that analyze how socioeconomic, educational, and family variables influence reading skills of Spanish-speaking children with DLD at school. This study identifies how oral language performance and reading skills of children with DLD are linked to socioeconomic, educational, and family factors. Oral language, phonological awareness and reading abilities were assessed in a sample of 15 children diagnosed with DLD and their controls by age and gender. Children's parents answered a Likert scale questionnaire inquiring about some aspects related to the family's socioeconomic status, mothers' educational level, family support, academic average, and repetition of school years of the participants. The results indicate that children with DLD have a lower performance in phonological awareness tasks as well as in reading abilities. There is also a direct relationship between their performance in language and reading skills and variables as mother's educational level and family support. Likewise, children in the sample have a lower academic average as well as a higher school year repetition rate interfering in their academic life. Educational implications of these findings and a discussion on possible causality axes and protective factors that contributes to support this population are presented.

Predicting Dyslexia in Children With Developmental Language Disorder

2020 ◽  
Vol 63 (1) ◽  
pp. 151-162 ◽  
Author(s):  
Crystle N. Alonzo ◽  
Autumn L. McIlraith ◽  
Hugh W. Catts ◽  
Tiffany P. Hogan
Keyword(s):  
Logistic Regression ◽  
Quantile Regression ◽  
Phonological Awareness ◽  
Early Identification ◽  
Word Reading ◽  
Language Disorder ◽  
Kindergarten Children ◽  
Developmental Language Disorder ◽  
Letter Identification ◽  
Reading Abilities

Purpose In this study, we examine how well kindergarten letter identification and phonological awareness predict 2nd grade word reading and dyslexia in children with developmental language disorder (DLD) and their age- and grade-matched peers with typical language (TL). Method We employ (a) logistic regression to determine how letter identification and phonological awareness predict dyslexia, that is, dichotomous categorization of good or poor word reading, in children with DLD and TL and (b) quantile regression to determine how letter identification and phonological awareness are associated with word reading abilities on a continuum in these groups of children. Results Logistic regression revealed that letter identification was the only significant, unique kindergarten predictor of dyslexia in 2nd grade children with DLD, when compared to phonological awareness. In children with TL, both kindergarten letter identification and phonological awareness significantly predicted dyslexia in 2nd grade. Quantile regression revealed that kindergarten letter identification was a stronger predictor of 2nd grade word reading for average and lower achieving word readers with DLD and their peers with TL compared to higher performing readers. Phonological awareness was weakly associated with word reading across the full continuum of word reading abilities in children with DLD. Conclusion Letter identification is a more accurate predictor of poor word reading and dyslexia than phonological awareness in kindergarten children with DLD, which has important implications for recent U.S. legislation around early identification of dyslexia in all children.

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

2021 ◽  
pp. 1-17
Author(s):  
Pauline Frizelle ◽  
Anna-Kaisa Tolonen ◽  
Josie Tulip ◽  
Carol-Anne Murphy ◽  
David Saldana ◽  
...  
Keyword(s):  
Oral Language ◽  
Language Disorder ◽  
Controlled Trial ◽  
Experimental Manipulation ◽  
Quantitative Aspect ◽  
Developmental Language Disorder ◽  
Dose Frequency ◽  
Language Interventions ◽  
Quasi Experimental ◽  
Language Measures

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. Search terms were included in seven electronic databases. We included peer-reviewed quasi-experimental, randomized controlled trial or cohort analytical studies, published in any language between January 2006 and May 2020. Included articles reported on participants with DLD ( M = 3–18 years); oral language interventions with phonology, vocabulary, or morphosyntax outcomes; and experimental manipulation or statistical analysis of any quantitative aspect of dosage. Studies were appraised using the Cochrane risk-of-bias tool. Results Two hundred forty-four articles reported on oral language interventions with children with DLD in the domains of interest; 13 focused on experimentally/statistically manipulating quantitative aspects of dosage. No article reported phonological outcomes, three reported vocabulary, and eight reported morphosyntax. Dose frequency was the most common characteristic manipulated. Conclusions Research is in its infancy, and significant further research is required to inform speech-language pathologists in practice. Dosage characteristics are rarely adequately controlled for their individual effects to be identified. Findings to date suggest that there is a point in vocabulary and morphosyntax interventions after which there are diminishing returns from additional dosage. If dose is high (number of learning opportunities within a session), then the literature suggests that session frequency can be reduced. Frequent, short sessions (2/3 × per week, approximately 2 min) and less frequent, long sessions (1 × per week, approximately 20 min) have yielded the best outcomes when composite language measures have been used; however, replication and further research are required before clinicians can confidently integrate these findings into clinical practice. Supplemental Material https://doi.org/10.23641/asha.13570934

The Role of Semantic Knowledge in Learning to Read Exception Words

2017 ◽  
Vol 2 (1) ◽  
pp. 95-104 ◽  
Author(s):  
Nicola Dawson ◽  
Jessie Ricketts
Keyword(s):  
Oral Language ◽  
Word Reading ◽  
Language Disorder ◽  
Language Skills ◽  
Semantic Knowledge ◽  
Written Language ◽  
Language Knowledge ◽  
Artificial Boundaries ◽  
Oral Language Skills ◽  
Language Profiles

In research and clinical practice, oral and written language skills have often been treated as separate domains. Yet they do not exist independently. Reading skills are contingent upon earlier acquired oral language skills, and the process of reading fosters growth in oral language. The importance of semantic knowledge for reading comprehension is well-documented, but there is growing evidence that it also plays a significant role in word reading. In English, a distinction can be made between regular words that follow predictable spelling-sound mappings, and exception words that do not. Oral language knowledge may be particularly important for the latter as it functions to supplement partial decoding. For speech- language pathologists (SLPs), it is important to consider how remediation targeted at improving oral language skills may also elicit benefits for reading development, and conversely how reading might be used to support oral language development. Practitioners should be aware of the pattern of literacy impairments that they are likely to encounter in children with developmental language disorder, and how this relates to their oral language profiles. The purpose of this paper is to enable practitioners to generalize their knowledge and skills across the artificial boundaries that have traditionally separated these two domains.

Developmental Language Disorder and the Assessment of Spoken Language

2021 ◽  
pp. 155-170
Author(s):  
Carol-Anne Murphy ◽  
Pauline Frizelle ◽  
Cristina McKean
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Best Practice ◽  
Language Disorder ◽  
Language Skills ◽  
Developmental Language Disorder ◽  
Language Abilities ◽  
Language Sample Analysis ◽  
Language Sample

Developmental language disorder (DLD), previously known as specific language impairment (SLI), is a long-term developmental disorder affecting approximately 7.5% of children. Language abilities in children with DLD are variable and can be challenging to ascertain with confidence. This chapter aims to discuss some of the challenges associated with assessing the language skills of children with DLD through an overview of different forms of language assessment including standardized language testing, language sample analysis, and observations. Uses and limitations of the different forms of assessment are considered, bearing in mind the different functions of assessment and the need to gain a full understanding of children’s profiles of strength and weakness and communicative functioning in context. The authors conclude with requirements for best practice in assessment and promising avenues of development in this area.

Music Training and Reading Readiness

2011 ◽  
Vol 29 (2) ◽  
pp. 157-163 ◽  
Author(s):  
Christine D. Tsang ◽  
Nicole J. Conrad
Keyword(s):  
Phonological Awareness ◽  
Auditory Processing ◽  
Reading Ability ◽  
Reading Skills ◽  
Music Perception ◽  
Music Training ◽  
Cognitive Domains ◽  
Early Reading Skills ◽  
Reading Abilities ◽  
Age Range

several reports have noted significant associations among phonological awareness, early reading skills, and music perception skills in young children. We examined whether music processing skills differentially predicted reading performance in a broad age range of 69 children with and without formal music training. Pitch perception was correlated with phonological awareness, a finding consistent with the hypothesis that basic auditory processing skills underlie the association between music and reading abilities. Nevertheless, the correlation between music skills and reading skills was affected by the presence of formal music training: pitch discrimination predicted reading ability only in children without formal music training. Studies examining the association between music perception and reading (and perhaps other cognitive domains as well) should not ignore the factor of music training.

scholarly journals A preliminary evaluation of a manualised intervention to improve early literacy skills in children with Developmental Language Disorder

2021 ◽  
pp. 026565902110520
Author(s):  
Anna Louise Taylor ◽  
Samuel David Calder ◽  
Simmone Pogorzelski ◽  
Stagoll Lauren Koch
Keyword(s):  
Early Literacy ◽  
Oral Language ◽  
Language Disorder ◽  
Intervention Group ◽  
Literacy Skills ◽  
Future Research ◽  
Preliminary Evaluation ◽  
Developmental Language Disorder ◽  
Early Literacy Skills ◽  
Tier 1

Children with Developmental Language Disorder (DLD) commonly present with oral language weaknesses which disrupt the development of literacy and impede related academic progress. While there is evidence to support the delivery of manualised Tier 2 interventions with this population, little is known about the effects of Tier 1 interventions. A retrospective cohort comparison was used to evaluate whether there was an observable effect of a manualised Tier 1 intervention compared to ‘business-as-usual’ on early literacy skills for children with DLD. Participants were 140 children attending a specialised education program with equivalent oral language skills and alphabetic knowledge at baseline. After 18 months formal literacy intervention, both groups were assessed on measures of early literacy skills. The differences between group means on all measures favoured the manualised intervention group, and they performed significantly better on a measure of nonword reading fluency. The findings indicate that a manualised Tier 1 intervention may be advantageous for children with DLD in developing proficiency in phonological recoding. This research contributes to the sparse evidence-base supporting the implementation of Tier 1 interventions for at risk populations, and findings warrant future research using experimental designs with tighter controls.

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

2021 ◽  
pp. 1-36
Author(s):  
Pauline Frizelle ◽  
Anna-Kaisa Tolonen ◽  
Josie Tulip ◽  
Carol-Anne Murphy ◽  
David Saldana ◽  
...  
Keyword(s):  
Systematic Reviews ◽  
Oral Language ◽  
Intervention Studies ◽  
Language Disorder ◽  
Optimal Dose ◽  
Future Research ◽  
Original Research ◽  
Developmental Language Disorder ◽  
The Impact ◽  
Dose Form

Purpose The aim of this study was to extract key learning from intervention studies in which qualitative aspects of dosage, dose form , 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 dose form (tasks or activities within which teaching episodes are delivered) was less definitive. Despite this, the review uncovered insights of value to DLD research. Method A preregistered systematic review (PROSPERO ID: CRD42017076663) adhering to Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines was completed. Included papers were quasi-experimental, randomized controlled trial, or cohort analytic studies, published in any language between January 2006 and May 2019; oral language interventions with vocabulary, morphosyntax, or phonology outcomes; and participants with DLD ( M = 3–18 years). The intention was to include papers in which dose form was experimentally manipulated or statistically analyzed, while quantitative dosage aspects were controlled, such that definitive conclusions about optimal dose form could be drawn and gaps in the evidence identified. Results Two hundred and twenty-four papers met the above inclusion criteria; 27 focused on dose form . No study controlled for all quantitative aspects of dosage such that we could effectively address our original research questions. Despite this, key points of learning emerged with implications for future research. Conclusions There is tentative evidence of advantages for explicit over implicit instruction and of the benefits of variability in input, elicited production, and gestural and other visual supports. With careful design of dose form, there is potential to design more efficient interventions. Speech-language pathology research would benefit from an agreed taxonomy of dose form components and standardized reporting of intervention studies, to enable cross-study comparisons and a systematic accrual of knowledge to identify optimal dose form for clinical application.

Developmental language disorder

2018 ◽  
Keyword(s):  
Autism Spectrum Disorder ◽  
Down Syndrome ◽  
Language Disorder ◽  
Language Skills ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Developmental Language Disorder ◽  
Language Deficits

Developmental language disorder (DLD) is diagnosed when a child’s language skills are persistently below the level expected for the child’s age. In DLD, language deficits occur in the absence of a known biomedical condition, such as autism spectrum disorder or Down syndrome, and interfere with the child’s ability to communicate effectively with other people.

scholarly journals A randomized controlled trial of an oral inferential comprehension intervention for young children with developmental language disorder

2018 ◽  
Vol 35 (1) ◽  
pp. 39-54 ◽  
Author(s):  
Emily Dawes ◽  
Suze Leitão ◽  
Mary Claessen ◽  
Robert Kane
Keyword(s):  
Phonological Awareness ◽  
Small Group ◽  
Group Intervention ◽  
Language Disorder ◽  
Controlled Trial ◽  
Narrative Discourse ◽  
Developmental Language Disorder ◽  
Post Intervention ◽  
Significant Difference ◽  
Inferential Comprehension

Although children with developmental language disorder demonstrate poor inferential comprehension, few studies have evaluated the effect of interventions to improve inferencing. This study aimed to investigate the efficacy of a small-group intervention designed to improve oral inferential comprehension of narrative discourse. Thirty-seven 5- to 6-year-old children with developmental language disorder participated. The participants were randomly allocated to the oral inferential comprehension (IC) intervention or a control phonological awareness (PA) intervention. Small-group sessions took place twice a week over 8 weeks. Participants were assessed on narrative comprehension and phonological awareness skills pre- and post-intervention, and after a maintenance period of 8 weeks. Compared to the control PA group, the participants in the IC group demonstrated a significant increase in inferential comprehension scores from pre- to post-intervention, which was maintained over time. In addition, the IC group scored significantly higher than the PA group for inferential comprehension on a post-intervention generalization measure. There was no significant difference between the two groups for literal comprehension scores at any assessment point. The results demonstrate that the small-group intervention was effective at improving inferential comprehension of narratives in 5- to 6-year-old children with developmental language disorder. Additionally, generalized improvement was shown across the narrative context, and improvements were maintained two months following the intervention.

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