Intervention in Syntactic Skills in Pupils with Developmental Language Disorder
Víctor M Acosta-Rodríguez1, Gustavo M Ramírez-Santana, Sergio Hernández Expósito
1Universidad de La Laguna.
Psicothema
|October 19, 2020
Summary
This study shows that an intervention program improved syntactic skills in children with typical development and developmental language disorder. The program was particularly effective for recalling and structuring sentences.
Area of Science:
- Linguistics
- Developmental Psychology
- Education
Background:
- Syntactic skills are crucial for language development.
- Children with developmental language disorder often exhibit syntactic deficits.
- Early intervention can mitigate language impairments.
Purpose of the Study:
- To evaluate an intervention program's effectiveness on syntactic skills.
- To compare outcomes in children with typical development versus developmental language disorder.
- To assess the impact of a collaborative, inclusive intervention approach.
Main Methods:
- A total of 99 five-year-old pupils participated.
- The CELF-4 subtests (Recalling Sentences, Formulated Sentences, Sentence Structure) were administered.
- A 40-session intervention program was delivered by teachers and speech-language therapists in various classroom settings.
Main Results:
- Children with developmental language disorder initially showed lower syntactic performance.
- The intervention program significantly improved sentence recall and, to a lesser extent, sentence structure.
- Improvements were observed in both typically developing and language-disordered groups.
Conclusions:
- A collaborative, inclusive intervention program utilizing implicit techniques enhances syntactic processing in children with developmental language disorder.
- The findings support the efficacy of targeted interventions for improving specific syntactic abilities.
- Early and consistent intervention can positively impact language development.
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