State Key Laboratory of Protein and Plant Gene Research, School of Life Sciences, Peking University, Beijing 100871, China.
Peking-Tsinghua Center for Life Sciences, Center for Quantitative Biology, Academy for Advanced Interdisciplinary Studies, Peking University, Beijing 100871, China.
Peking University Institute of Advanced Agricultural Sciences, Shandong Laboratory of Advanced Agricultural Sciences in Weifang, Weifang, Shandong 261325, China.
Laboratoire Reproduction et Developpement des Plantes, Univ Lyon, ENS de Lyon, UCB Lyon1, CNRS, INRA, Lyon, France. Electronic address: teva.vernoux@ens-lyon.fr.
Laboratoire de Reproduction et Développement des Plantes, Université de Lyon, UCB Lyon 1, ENS de Lyon, INRA, CNRS, 46 Allée d'Italie, 69364 Lyon Cedex 07, France christophe.trehin@ens-lyon.fr olivier.hamant@ens-lyon.fr.
Department of Botany and Plant Pathology, Purdue University, West Lafayette, IN 47907, USA.
Purdue Center for Plant Biology, Purdue University, West Lafayette, IN 47907, USA.
Center of Pear Engineering Technology Research, State Key Laboratory of Crop Genetics and Germplasm Enhancement, Nanjing Agricultural University, Nanjing 210095, China.
Center of Pear Engineering Technology Research, State Key Laboratory of Crop Genetics and Germplasm Enhancement, Nanjing Agricultural University, Nanjing 210095, China.
Division of Biological Sciences, Interdisciplinary Plant Group, Bond Life Sciences Center, University of Missouri, Columbia, MO 65211, USA. Electronic address: mcsteenp@missouri.edu.
New York University, The Department of Biology, The Center for Genomics and Systems Biology, New York, NY, United States. Electronic address: kdb5@nyu.edu.
State Key Laboratory of Plant Environmental Resilience, College of Biological Sciences, China Agricultural University, Beijing 100193, China. Electronic address: guoyan@cau.edu.cn.
Laboratoire de Reproduction et Développement des Plantes, Université de Lyon, ENS de Lyon, UCBL, INRAE, CNRS, INRIA 46 Allée d'Italie, 69364, Lyon, France.
The Key Laboratory of Plant Development and Environmental Adaptation Biology, Ministry of Education, College of Life Sciences, Shandong University, Qingdao, China.
Language is a complex multidimensional cognitive system that is connected to many neurocognitive capacities. The development of language is therefore strongly intertwined with the development of these...
Children with developmental language disorder (DLD) have well-documented verb learning difficulties. In this study, we asked whether the inclusion of retrieval practice during the learning period woul...
Eleven children with DLD (...
Recall testing immediately after the learning period and 1 week later revealed greater recall for novel verbs in the RSR condition than for novel verbs in the RS condition. This was true for both grou...
Retrieval practice provides benefits to verb learning-an important finding given the challenges that verbs present to children with DLD. However, these benefits do not appear to automatically translat...
Twenty-eight Albanian-Greek bilingual children with Developmental Language Disorder and 28 children with Autism Spectrum Disorder but no language impairment, along with 28 typically-developing, age-, ...
This study compares the home language environments of children with (a suspicion of) developmental language disorder (DLD) with that of children with typical development (TD). It does so by adopting n...
Ninety-nine 2- to 4-year-old toddlers participated: 59 with (a suspicion of) DLD and 40 with TD. LENA metrics on adult word count, conversational turn count, and child vocalization count were obtained...
We found lower adult word count, conversational turn count, and child vocalization count in the DLD group, independent of multilingualism but not of parental education. In the DLD group, receptive voc...
Toddlers with (a suspicion of) DLD vocalize less at home than children with TD. They also hear fewer adult words and experience fewer conversational turns. Children with DLD's language outcomes are to...
Although there is a growing body of literature on cognitive and language processing in bilingual children with developmental language disorder (DLD), there is a major gap in the evidence for language ...
To examine evidence for language intervention and cross-language transfer effects in bilingual children with DLD. Specifically, the study aimed to review intervention evidence targeting non-linguistic...
We carried out searches in five electronic databases: CINAHL, Scopus, Psychinfo, Proquest and Sciencedirect. Data from selected papers were extracted and organized into the three following categories:...
We included 14 papers in the review. The majority indicated evidence for vocabulary intervention. There was limited evidence for intervention targeting phonology or morphosyntax. Cross-language genera...
The present review indicates that there is a significant gap in the literature regarding language intervention for several key language areas such as morphosyntax, narrative skills and literacy. There...
What is already known on the subject Previous studies have examined the effects of bi- and monolingual intervention in bilingual children with DLD. Although the results indicated superior effects for ...
Speech-language pathologists (SLPs) have multiple roles and responsibilities related to language and literacy instruction in schools. The purpose of this exploratory, qualitative study was to analyze ...
Eight school-based SLPs participated in a 1-hr virtual focus group conducted via Zoom recording technology. The researchers used a conventional content analysis approach to analyze the focus group dat...
The researchers developed two themes: (a) SLPs identified repeated exposure to books, peer interaction, and teaching vocabulary with visual supports and props as key elements of language and literacy ...
SLPs identified several instructional practices inclusive pre-K teachers could be taught to use during professional development programs to support the emergent literacy development of children with D...
Systematic reviews of bilingual children's reading development are very limited, and none of which solely focus on predictors of reading difficulties among those with developmental language disorder (...
The search parameters used in this scoping review included peer-reviewed journal articles written in English from 2000 to 2022 in order to synthesize the most recent empirical work, a focus on early c...
The present review yielded nine articles, which all examined the predictive validity of either a measure or task with the ultimate goal of improving early identification of reading difficulties. Signi...
To conclude, this review demonstrates that this is a highly under-researched topic. To have ended up including only nine articles that fit the criteria of our search reveals a large gap in the researc...
Developmental language disorder (DLD) is a relatively new, internationally promoted term to describe individuals with language impairments not secondary to a biomedical condition. This study aimed to ...
After completing an online presurvey to evaluate current comfort levels in using DLD terminology and current knowledge of DLD, currently practicing SLPs viewed a 45-min prerecorded educational video o...
After filtering to remove likely fraudulent responders, we included 77 participants in all analyses. Presurvey Likert scale responses indicated at least some comfort in using DLD terminology. Addition...
Despite some limitations, it was concluded that diffusion efforts, such as educational presentations, are likely to increase SLPs' comfort levels in using DLD terminology and SLPs' knowledge of DLD....
https://doi.org/10.23641/asha.22344349....
Children with developmental language disorder (DLD) regularly use the bare form of verbs (e.g., dance) instead of inflected forms (e.g., danced). We propose an account of this behavior in which proces...
Individuals with developmental language disorder or Williams syndrome are reported to use more gestures than individuals with typical development. However, these two groups differ considerably in visu...
We first examined whether children with both developmental language disorder and children Williams syndrome do indeed use more gestures. Our second aim was to disentangle the role of vocabulary and vi...
In a cross-sectional group design, three participant groups watched and then retold a cartoon: children with typical development (n = 25), children with developmental language disorder (n = 25) and ch...
Between-group comparisons showed that individuals with developmental language disorder or Williams syndrome did indeed use more gestures. Poisson loglinear modelling demonstrated that a relative highe...
Regardless of neurodevelopmental condition or typical development, a higher use of supplementary gestures was influenced by expressive vocabulary skills. Children with lower vocabulary skills spontane...
What is already known on the subject Children with developmental language disorder and children with Williams syndrome are more inclined to use gestures than typically developing children. Research co...
