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Dissociation of the Confounding Influences of Expectancy and Integrative Difficulty Residing in Anomalous Sentences in Event-related Potential Studies
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Social Disadvantage and Language Disorder: Is Dissociating Possible?

Natalia Rakhlin1, Nan Li2, Darya Momotenko3

  • 1Wayne State University, Detroit, MI.

American Journal of Speech-Language Pathology
|June 23, 2026
PubMed
Summary
This summary is machine-generated.

Children from lower socioeconomic status (SES) backgrounds are at higher risk for language disorders. Expressive syntax is particularly vulnerable, while following directions may help identify developmental language disorder (DLD) in this group.

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Area of Science:

  • Child Development
  • Linguistics
  • Sociology

Background:

  • Socioeconomic status (SES) significantly impacts child development, including language acquisition.
  • Developmental Language Disorder (DLD) affects a substantial number of children, with potential links to environmental factors.
  • Understanding the interplay between SES and DLD is crucial for early identification and intervention.

Purpose of the Study:

  • To investigate the risk of DLD in children from lower SES backgrounds compared to higher SES.
  • To identify specific language skills most affected by SES.
  • To determine the most effective measures for differentiating DLD in low-SES children.

Main Methods:

  • Comparison of Russian-speaking children from middle (urban) and low (rural) SES groups.
  • Utilized standardized language tasks and narrative microstructure indices.
  • Compared low-SES children from high-DLD prevalence and average-DLD prevalence rural populations.

Main Results:

  • Rural children underperformed urban children across all language assessments.
  • Sentence repetition showed the largest SES effect and smallest DLD effect.
  • Following multi-step directions differentiated high-risk from average-risk rural groups, showing a modest SES but large DLD effect.

Conclusions:

  • Rural poverty significantly affects both expressive and receptive language skills in children.
  • Expressive syntax, especially with high working memory demands, is vulnerable to social disadvantage.
  • Receptive tasks involving multi-step directions may be a useful diagnostic marker for DLD in low-SES children.