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Language Development01:22

Language Development

963
Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
963
Components of Language01:24

Components of Language

837
Language, whether spoken, signed, or written, consists of specific components: lexicon and grammar. The lexicon is the vocabulary of a language, comprising its words. Grammar is the set of rules used to convey meaning through the lexicon. For example, English grammar adds “-ed” to most verbs to indicate past tense. Words are formed by combining phonemes, which are the basic sound units of a language. Different languages have different sets of phonemes (e.g., “ah” vs.
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Related Experiment Video

Updated: Feb 17, 2026

Using the Visual World Paradigm to Study Sentence Comprehension in Mandarin-Speaking Children with Autism
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Measure What You Treat: Using Language Sample Analysis for Grammatical Outcome Measures in Children with

John F Gallagher1, Jill R Hoover2

  • 1School of Speech, Language, and Hearing Sciences, San Diego State University, San Diego, CA.

Perspectives of the ASHA Special Interest Groups
|February 16, 2026
PubMed
Summary
This summary is machine-generated.

For children with language disorders, traditional measures like MLU and TTR may not effectively track progress after grammar intervention. Measuring the specific skill targeted, such as the third person singular -s, is more beneficial.

Keywords:
developmental language disorderfinitenessgrammaroutcome measuresspecific language impairment

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Area of Science:

  • Speech and Language Pathology
  • Child Language Acquisition
  • Linguistic Development

Background:

  • Language Sample Analysis (LSA) is a common tool for monitoring children with language disorders.
  • Mean Length of Utterance (MLU) and Type-Token Ratio (TTR) are frequently used LSA measures for grammar goals.
  • These traditional measures may not adequately capture progress in focused grammatical interventions.

Purpose of the Study:

  • To compare the effectiveness of four LSA measures for progress monitoring after intervention for a specific grammatical morpheme.
  • To evaluate if MLU and TTR are sufficient outcome measures for targeted grammatical treatment in children with DLD.
  • To highlight the importance of measuring treated skills discretely in pediatric language intervention.

Main Methods:

  • Qualitative analysis of spontaneous language samples from six preschool children with developmental language disorder (DLD).
  • Children received treatment for the third person singular -s (–3s) morpheme.
  • Four measures were analyzed: MLU, TTR, % accuracy of –3s, and Tense and Agreement Productivity (TAP) score of –3s.

Main Results:

  • Measures directly assessing the treatment target (–3s accuracy and TAP score) showed the most consistent increases.
  • Changes in MLU did not always align with improvements in the targeted grammatical skill.
  • TTR showed minimal change across participants.

Conclusions:

  • MLU and TTR may be insufficient as sole outcome measures for –3s treatment in preschool children with DLD.
  • Measuring the treated skill precisely and using multiple outcome measures is beneficial.
  • Further research is needed on LSA for outcome measurement in pediatric language disorders.