Purpose: Despite the considerable scientific interest in researching the reading skills of the deaf population, most of these studies focus on reading comprehension (RC) at the word or sentence level. Such reading activates different underlying language processes than text-level reading, which is more akin to real-life reading literacy. The…

How do children infer the meaning of a novel verb? One prominent proposal is that children rely on syntactic information in the linguistic context, a phenomenon known as "syntactic bootstrapping". For example, given the sentence "The bunny is gorping the duck," a child could use knowledge of English syntactic roles to infer…

Despite emerging awareness of gender diversity in the autistic population, our understanding of autism remains limited to cisgender boys and men. We conducted a scoping review to better understand how structural language skills (i.e. syntax, semantics, narrative) differ across sex/gender within autism, and how gender diversity is incorporated in…

Objectives: The purpose of this article is to review research that has been conducted over the past five years on language development, reading skills and word learning with the use of the eye tracking machine as regards the population with autism spectrum disorder (ASD) in comparison to typically developed population. Materials and methods: A…

Purpose: Understanding what is known about the language profiles of children with hearing loss (CHL) is vital so that researchers and teachers can identify the specific complex syntactic structures that CHL may struggle to master. An understanding of which aspects of complex syntax pose difficulties for CHL is necessary to inform the kind of…

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,…

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…

Background: Although there is a growing body of literature on cognitive and language processing in bilingual children with developmental language disorder (DLD), there is a major gap in the evidence for language intervention. Critically, speech-language therapists are often required to make clinical decisions for language intervention on specific…

Background: Syntax is a language skill purported to support children's reading comprehension. However, researchers who have examined whether children with average and below-average reading comprehension score significantly different on spoken-syntax assessments report inconsistent results. Aims: To determine if differences in how syntax is…

Purpose: Despite the apparent primacy of syntactic deficits, children with developmental language disorder (DLD) often also evidence lexical impairments. In particular, it has been argued that this population have difficulty forming lexical representations that are detailed enough to support effective spoken word processing. In order to better…

Noun-related morphosyntax has not been emphasized in the literature on children with specific language impairment (SLI), yet, across languages, problems in this area are quite apparent. This review is designed to highlight noun-related difficulties that seem to be especially troublesome for these children. A review of the research literature on…

A systematic review of research on the effects of interventions that include communication partner modeling of aided augmentative and alternative communication (AAC) on the language acquisition of individuals with complex communication needs was conducted. Included studies incorporated AAC modeling as a primary component of the intervention,…

Expressive language problems are common among children with Down syndrome (DS). In typically developing (TD) children, gestures play an important role in supporting the transition from one-word utterances to two-word utterances. As far as we know, an overview on the role of gestures to support expressive language development in children with DS is…

Past studies of autistic children's memory for linguistic materials have shown that autistics have a special linguistic coding difficulty. Because the autistic deficit stems from a failure to use semantic and syntactic knowledge or from a failure to acquire such forms, future research should explore the mechanics underlying this deficit. (PJM)

Reviews studies that have explored interrelationships among linguistic components in children with language disorders and describes the controversy over the interpretation of these linguistic interrelationships. Explanations for the occurrence or absence of linguistic trade-offs, including limited capacity processing models, and the implications…