Five Overarching Factors Central to Grammatical Learning and Treatment in Children with Developmental Language Disorder

Autor/inn/en	Leonard, Laurence B.; Kueser, Justin B.
Titel	Five Overarching Factors Central to Grammatical Learning and Treatment in Children with Developmental Language Disorder
Quelle	In: International Journal of Language & Communication Disorders, 54 (2019) 3, S.347-361 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1368-2822
DOI	10.1111/1460-6984.12456
Schlagwörter	Grammar; Language Impairments; English; Difficulty Level; Speech Therapy; Morphemes; Learning Processes; Language Acquisition; Intonation; Suprasegmentals; Children; Developmental Delays + Suchen Sie Ihr Suchwort? Grammatik; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; English language; Englisch; Schwierigkeitsgrad; Entwicklungsproximale Sprachtherapie; Logotherapie; Morphem; Learning process; Lernprozess; Sprachaneignung; Spracherwerb; Child; Kind; Kinder; Entwicklungsverzögerung
Abstract	Background: During grammatical treatment of children with developmental language disorder (DLD), it is natural for therapists to focus on the grammatical details of the target language that give the children special difficulty. However, along with the language-specific features of the target (e.g., for English, add -s to verbs in present tense, third-person singular contexts), there are overarching factors that operate to render the children's learning task more, or less, challenging, depending on the particular target. Aims: To identify five such factors that can play a role in the grammatical learning of children with DLD. We use English as our example language and provide supporting evidence from a variety of other languages. Main Contribution: We show that the relative degree of English-speaking children's difficulty with particular grammatical details can be affected by the extent to which these details involve--(1) bare stems; (2) opportunities for grammatical case confusion; (3) prosodic challenges; (4) grammatical and lexical aspect; and (5) deviations from canonical word order. Conclusions: During treatment, therapists will want to consider not only the English-specific features of grammatical targets but also how these more general factors can be taken into account to increase the children's success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01