Little evidence has been reported for narrative-related difficulties for Chinese Mandarin-speaking school-age children with developmental language disorder (DLD). This study aimed to capture the indices from narratives that can differentiate Chinese children with and without DLD. Oral narrative and written narrative samples were collected from…

This scoping review investigates the current landscape of developmental language disorders research within Sub-Sahara Africa, specifically examining challenges related to assessment, diagnosis, and management. A comprehensive literature search across three electronic databases yielded 20 relevant articles, primarily from South Africa and Nigeria.…

Background: Oral language competence provides children with an essential foundation for academic achievement and emotional well-being, yet many children enter school with delayed language and those living in economically disadvantaged areas are at disproportionate risk of experiencing language difficulties. A tiered system, offering high-quality…

This article is one of the first attempts to study the mechanisms of foreign language learning by children with DLD. We test the effectiveness of a cognate intervention aiming to enhance cross-linguistic awareness of Dutch-speaking primary-school pupils with DLD, as part of their English as a Foreign Language (EFL) curriculum. The participants…

Children with developmental language disorders (DLDs) may experience barriers to communicative participation. Communicative participation is defined as 'participation in life situations in which knowledge, information, ideas or feelings are exchanged'. Barriers experienced in communicative participation cannot be explained by language competence…

The goal of the present study was to investigate the performance of four Filipino--English bilingual kindergarteners with language difficulties on a dynamic assessment of English narratives. Using a multiple case-study design, we examined the children's modifiability by detailing their responsiveness, level of skill transfer, and the amount and…

This study compares the use of reporting speech devices (RS) in narrative retells by Spanish-speaking children with (and without) Developmental Language Disorder (DLD). We assessed 50 7-year-old children (25 with DLD and 25 with TD) and analyzed the narrative retells' length and the RS forms introduced by children. In addition, we considered the…

Learning academic vocabulary is a crucial task for all students, but especially challenging for students with speech, language, and communication needs (SLCN) and those who are multilingual. Following a participatory research strategy, we analyze whether iconic gestures can be integrated in teaching routines in an inclusive elementary school and…

This study investigates the familiarity with and application of Dynamic Assessment (DA) among Speech and Language Pathologists (SLPs) in Sweden, focusing on its use in diagnosing language disorders in children. Using a mixed-methods approach, survey data were collected from 565 SLPs, revealing that 72% were familiar with DA. However, a significant…

This study examined the validity of data collected from a novel online story retell task. The task was specifically designed for use by junior school teachers with the support of speech-language therapists or literacy specialists. The assessment task was developed to monitor children's oral language progress in their first year at school as part…

Support for school-age children with speech, language and communication needs (SLCN) usually takes place within the school setting. Successful outcomes for children with SLCN rely on effective collaborative working between speech and language therapists (SLTs), school staff and families. We need to understand the current evidence regarding the…

Studies that have examined whole-school interventions that target conceptual knowledge reveal characteristics that are important in the delivery of a deep processing approach to word learning. These consist of explicit instruction, play, and multi-sensory experiences that are situated within and repeated across varied contexts. Word Aware (WA) is…

Background: Quality early childhood interactions, especially quality adult--child interactions, are known to form the foundation of future skills associated with social, academic and communicative development. Speech-language therapists (SLTs) can engage with educators in professional development to improve communication environments for children.…

In contrast to the large body of research investigating intervention for poor decoding skills, far fewer studies have evaluated interventions for reading comprehension. There is even less research on children with more specific difficulties with reading comprehension, often referred to as "poor comprehenders". Levels of effectiveness…

This study explored participation- and impairment-based outcomes for 24 late-to-talk toddlers (M age = 20.46 months, SD = 3.09, 62.5% male) whose parents participated in Target Word™, The Hanen Program® for Parents of Children who are Late Talkers in community clinics across Ontario. Parents completed the MacArthur-Bates Communicative Development…