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Impacts of Caregiver Stress on the Receptive Language Skills of Children with Language Impairment during the COVID-19 Pandemic
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Carrie Hutchins; Sonali Poudel; Sherine Tambyraja; Mary Beth Schmitt – International Journal of Language & Communication Disorders, 2025
Purpose: The purpose of this study was to examine the extent to which ecological factors (e.g., COVID-related caregiver stress and parental warmth) were related to the receptive language skills of children with language impairment (LI) during the COVID-19 pandemic. Method: Thirty-five children with LI receiving speech therapy within US public…
Descriptors: COVID-19, Pandemics, Stress Variables, Affective Behavior
Intervention Factors Associated with Efficacy, When Targeting Oral Language Comprehension of Children with or at Risk for (Developmental) Language Disorder: A Meta-Analysis
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Sirpa Tarvainen; Pauline Frizelle; Hanna Granroth-Wilding; Suvi Stolt; Kaisa Launonen – International Journal of Language & Communication Disorders, 2025
Background: Language interventions are complex behavioural interventions, making it difficult to distinguish the specific factors contributing to efficacy. The efficacy of oral language comprehension interventions varies greatly, but the reasons for this have received little attention. Aims: The aim of this meta-analysis was to examine which…
Descriptors: Literature Reviews, Meta Analysis, Language Impairments, Communication Disorders
Sentence Comprehension and L2 Exposure Effects in 6-Year-Old Sequentially Bilingual Children with Typical Development and Developmental Language Disorder
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Sini Smolander; Marja Laasonen; Pekka Lahti-Nuuttila; Eva Arkkila; Elin Thordardottir; Sari Kunnari – International Journal of Language & Communication Disorders, 2025
Background: Differentiating typical language development (TD) and developmental language disorder (DLD) in a bilingual context is difficult. The societal language is often the only mutual language of the child and the SLT. It has been shown that when assessing second language (L2) performance using tools developed for monolingual children,…
Descriptors: Reading Comprehension, Sentences, Second Language Learning, Young Children
Diagnostic Accuracy and Concurrent Validity of the Diagnostic Receptive and Expressive Assessment of Mandarin-Comprehensive (Dream-C) for Developmental Language Disorder in China
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Jinzhu Zhao; Lina Tang; Jinhui Li; Tianyi He; Tingting Xiong; Lu Xu; Xuejin He; Shan Huang; Xueman Lucy Liu; Yan Hao – International Journal of Language & Communication Disorders, 2025
Background: Standardised Mandarin assessment tools for examining difficulties in language comprehension and expression at different developmental stages are limited in China. The first comprehensive standardised Mandarin assessment tool is the Diagnostic Receptive and Expressive Assessment of Mandarin-Comprehensive (DREAM-C), which is normed for…
Descriptors: Accuracy, Receptive Language, Expressive Language, Mandarin Chinese
Effects of a Multitiered System of Language Support on Preliteracy Abilities in Kindergarten Children with Developmental Language Disorder
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Esteban Peñaherrera; Raquel Balboa-Castells; Shafaq Rubab; Alfonso Igualada; Mònica Sanz-Torrent; Llorenç Andreu – Journal of Speech, Language, and Hearing Research, 2025
Purpose: Children with developmental language disorder (DLD) are at increased risk for reading difficulties. While oral language interventions benefit emergent literacy, studies specifically targeting preliteracy abilities in preschoolers with DLD are limited. This study examined the effects of a Multitiered System of Language Support (MTSLS) on…
Descriptors: Multi Tiered Systems of Support, Developmental Disabilities, Language Impairments, Kindergarten
Early Childhood Practitioners' Use of Language Facilitation Strategies during Informational Book Reading: Relation to Language Skills of Children with Developmental Language Disorder
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Ying Guo; Allison Breit; Yanli Xie – Language, Speech, and Hearing Services in Schools, 2025
Purpose: The primary aim of the study was to examine the association between early childhood practitioners' use of language facilitation strategies during interactive book reading of informational texts related to science and the language skills of preschool children with developmental language disorder (DLD). Method: Twenty-four practitioners (12…
Descriptors: Early Childhood Teachers, Reading, Preschool Children, Language Impairments