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Updated: Jun 24, 2026

Virtual Agent for Real-Time Motivational Interviewing by Integrating Adaptive Nonverbal Behavior and Language Models

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Published on: December 23, 2025

Using latent profiles to evaluate response to a language-based intervention.

Philip Capin¹, Laura Mesite², Anna-Mari Fall³

¹Graduate School of Education, Harvard University, 14 Appian Way, Larsen 310, Cambridge, MA, 02138, USA. phil_capin@gse.harvard.edu.

Annals of Dyslexia

|June 22, 2026

Summary

This summary is machine-generated.

Children with language and reading difficulties improved with a narrative language program. Those with the most severe challenges showed the greatest gains over time, suggesting personalized interventions are key.

Keywords:

Developmental language disorder Dyslexia Elementary Intervention Narrative language Reading difficulties

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Lexical Decision Task for Studying Written Word Recognition in Adults with and without Dementia or Mild Cognitive Impairment

Lexical Decision Task for Studying Written Word Recognition in Adults with and without Dementia or Mild Cognitive Impairment

Published on: June 25, 2019

Area of Science:

Child language and literacy development
Educational psychology
Speech and language pathology

Background:

High comorbidity exists between developmental language disorders and dyslexia.
Children with oral language difficulties often struggle with word reading.
Understanding these co-occurring challenges is crucial for effective intervention.

Purpose of the Study:

To classify students with language and literacy difficulties into latent classes.
To evaluate the response of these latent classes to a narrative language intervention.
To determine if intervention effects vary based on initial performance and class membership.

Main Methods:

A sample of 357 students with language and literacy difficulties was analyzed.
Latent class analysis was used based on pre-intervention word reading and listening comprehension.
Students' response to an evidence-based narrative language program was assessed at immediate post-test and 5-month follow-up.

Main Results:

All latent profiles demonstrated statistically significant improvements in narrative language immediately post-intervention.
Intervention effects varied at the 5-month follow-up.
Students with the most significant listening comprehension and word reading difficulties exhibited the most substantial gains.

Conclusions:

Initial performance on key variables can help predict student response to interventions.
Educators can adapt intervention plans based on individual student needs and predicted response.
Personalized approaches enhance the effectiveness of language and literacy programs for diverse learners.