Purpose: The main aim of the systematic review and meta-analysis was to evaluate the effectiveness of language interventions for school-aged children who are d/Deaf and hard of hearing (DHH). We focused on studies targeting meaning-based aspects of language, such as vocabulary, grammar, and narrative skills. We included randomized controlled…

As teachers' experiences are a prerequisite for developing an understanding of the challenges of teaching, their reflections on the potential of using authentic text in L1 grammar teaching deserves closer attention. This paper presents a focus-group study with six Swedish L1 teachers at upper secondary level during an intervention, in which they…

Background: Understanding memory retention in children with developmental language disorder (DLD) compared with their typically developing (TD) peers enhances our knowledge of memory processes. Aims: To examine long-term memory consolidation of a declarative object-location task and a procedural symbol-writing task, along with grammatical and…

Purposes: The effect of intervening on narrative skills in Chinese-speaking school-age children with developmental language disorder (DLD) is underexplored. Methods: The aim of the present study was to investigate the effectiveness of narrative intervention on written narratives of Chinese children with and without DLD and to explore the potential…

Background: Morphosyntactic problems are a core symptom of Developmental Language Disorder (DLD). In the Netherlands, children with (presumed) DLD can receive special care in language-focused treatment groups. The focus of these groups mainly lies in improving communicative intentions, vocabulary and phonology. Morphosyntactic skills receive less…

This research project is set in a Pakistani undergraduate translation studies class. Pakistan is an ex-British colony where English is taught in a linguistic neo-imperial context. Teachers often endeavor to lessen the palpable struggle of students by introducing activities that put less emphasis on grammatical correctness and more on fostering…

Despite undeniable advances in research on language learning strategies in the last several decades, empirical investigations of actions and thoughts that learners engage in to better understand and use grammar structures in different contexts, or grammar learning strategies (GLS), remain scarce. Moreover, there is a paucity of studies examining…

Dynamic assessment has been proven to effectively promote EFL learners' speaking proficiency, but its implementation in teaching speaking skills has been limited. One of the main reasons is that, thus far, very few studies have scrutinized the impacts of its two main models, interactionist and interventionist, on the speaking sub-skills of EFL…

Purpose: We investigated the effectiveness of a highly individualized morphosyntactic intervention using the SHAPE CODING™ system delivered at different dosages. Method: Eight children with developmental language disorder aged 8;0-10;10 (years;months) received 10 hr of explicit individualized intervention for morphosyntax delivered in 30-min…

Speaking proficiency has special value anywhere in the world. It needs to be possessed by every individual to bring change to society. This clenches the amplified direction of the current study, where its primary objective is to assess the speaking skills of the SHS-HUMMS students of the DNHS. This study envisioned identifying the speaking factors…

Purpose: The aim of the study was to evaluate the efficacy of a theoretically motivated explicit intervention approach to improve regular past tense marking for early school-age children with developmental language disorder (DLD). Method: Twenty-one children with DLD (ages 5;9-6;9 [years;months]) were included in a crossover randomized controlled…

Recently reported links between rhythm and grammar processing have opened new perspectives for using rhythm in clinical interventions for children with developmental language disorder (DLD). Previous research using the rhythmic priming paradigm has shown improved performance on language tasks after regular rhythmic primes compared to control…

The present case study describes a complexity approach to the treatment of tense and agreement deficits in a child (SC, age 3 years and 11 months, male) with a delay in morphosyntax. We investigate whether it is possible to elicit target treatment structures (auxiliary BE in questions) in a child who does not attempt them spontaneously.…

Background and aims: Narrative-based language intervention provides a naturalistic context for targeting overall story structure and specific syntactic goals in children with Developmental Language Disorder (DLD). Given the cognitive demands of narratives, narrative-based language intervention also has the potential to positively impact related…

This study explored the effects of listening-based lexical focus-on-form (lexical FonF) on the acquisition and retention of morphologically complex words. One hundred eighty-two adult English learners with two levels of English proficiency (higher and lower proficiency) from a public university in mainland China were assigned to three different…