Five Additional Evidence-Based Principles to Facilitate Grammar Development for Children With Developmental Language
Lizbeth H Finestack1, Elizabeth Ancel1, HaeJi Lee1
1Department of Speech-Language-Hearing Sciences, University of Minnesota, Twin Cities, Minneapolis.
American Journal of Speech-Language Pathology
|August 4, 2023
Summary
This study introduces five new principles to improve grammatical language interventions for children with developmental language disorder (DLD). These principles enhance context selection, auditory bombardment, and explicit instruction for better grammar development.
Area of Science:
- Linguistics
- Speech-Language Pathology
- Developmental Psychology
Background:
- Children with developmental language disorder (DLD) often struggle with grammatical form development.
- Language interventions frequently target supporting grammatical language use in children with DLD.
Purpose of the Study:
- To propose five additional principles to facilitate grammatical form development in children with DLD.
- To enhance existing language intervention strategies for DLD.
Main Methods:
- Empirical evidence and theoretical motivations support the five principles.
- Principles integrated into 20-30 minute intervention sessions for 4-8 year olds with DLD.
- Sessions include sentence imitation, story retell, structured play, and auditory bombardment.
Main Results:
- Linguistic variability, varied context difficulty, and varied syntactic structures support grammatical form development.
- Auditory bombardment and explicit instruction are effective intervention components.
- The principles are applicable to various grammatical forms and short intervention sessions.
Conclusions:
- Five additional principles enhance grammatical language intervention for DLD.
- These principles can be integrated into single intervention sessions with diverse activities.
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