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The Nature and Causes of Children's Grammatical Difficulties: Evidence from an Intervention to Improve Past Tense Marking in Children with Down Syndrome
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Baxter, Rebecca; Rees, Rachel; Perovic, Alexandra; Hulme, Charles – Developmental Science, 2022
Children with language learning difficulties frequently display problems learning grammar. One such group is children with Down syndrome. This study evaluates the effectiveness of an intervention to teach the use of the regular simple past tense to children with Down syndrome. Trained teaching assistants delivered the intervention for 20 min per…
Descriptors: Grammar, Down Syndrome, Early Intervention, English Instruction
Simulating the Acquisition of Verb Inflection in Typically Developing Children and Children with Developmental Language Disorder in English and Spanish
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Freudenthal, Daniel; Ramscar, Michael; Leonard, Laurence B.; Pine, Julian M. – Cognitive Science, 2021
Children with developmental language disorder (DLD) have significant deficits in language ability that cannot be attributed to neurological damage, hearing impairment, or intellectual disability. The symptoms displayed by children with DLD differ across languages. In English, DLD is often marked by severe difficulties acquiring verb inflection.…
Descriptors: Verbs, Language Impairments, Symptoms (Individual Disorders), Associative Learning
Collaborative Writing with Young People with Disabilities: Raising New Questions of Authorship and Agency
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Satchwell, Candice – Literacy, 2019
How an author communicates with a reader is a central consideration in the critical examination of any text. When considering the communication of ideas from young people whose voices are seldom heard, the journey from author to audience has particular significance. The construction of children and young people as 'authors' is important,…
Descriptors: Collaborative Writing, Students with Disabilities, Authors, Learning Problems
When Unbiased Probabilistic Learning Is Not Enough: Acquiring a Parametric System of Metrical Phonology
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Pearl, Lisa S. – Language Acquisition: A Journal of Developmental Linguistics, 2011
Parametric systems have been proposed as models of how humans represent knowledge about language, motivated in part as a way to explain children's rapid acquisition of linguistic knowledge. Given this, it seems reasonable to examine if children with knowledge of parameters could in fact acquire the adult system from the data available to them.…
Descriptors: Learning Problems, Phonology, Grammar, Knowledge Representation
The Relationship between Vocabulary, Grammar, and False Belief Task Performance in Children with Autistic Spectrum Disorders and Children with Moderate Learning Difficulties
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Fisher, Naomi; Happe, Francesca; Dunn, Judy – Journal of Child Psychology and Psychiatry, 2005
Background: The aim of this study was to examine the relationship between language and theory of mind in children with autistic spectrum disorders (ASD) and children with moderate learning difficulties (MLD). Previous studies have found a strong association between language and theory of mind in a range of groups, but mostly have not included…
Descriptors: Theory of Mind, Learning Problems, Autism, Task Analysis
Specific Language Impairment in Italian and English: Evaluating Alternative Accounts of Grammatical Deficits.
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Bortolini, Umberta; Leonard, Laurence B.; Caselli, Maria Cristina – Language and Cognitive Processes, 1998
Children with specific language impairments (eight learning Italian, eight learning English as a first language) were studied for grammatical deficits. Italian-speakers used noun inflections, verb inflections, copula forms more than English-speaking counterparts, matched by utterance length. Articles were used similarly. Results were consistent…
Descriptors: Child Language, Children, Cognitive Processes, Comparative Analysis