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#DevLangDis

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Susan Ebbels

Thrilled that the Times Educational Supplement (TES) published our article about Developmental Language Disorder (DLD) on #DLDday . DLD affects 2 children in every class of 30, yet is so often missed. Teachers can make simple adaptations that cost no time or money but really help children with DLD.

If you have any involvement with children or education, please have a read:
tes.com/magazine/teaching-lear

Tes MagazineHelping pupils with developmental language disorderWhat can teachers do to support children with DLD to better access the curriculum? Dr Susan Ebbels and Sue Marr share their tips for teachers
#DevLangDis
Caroline Bowen PhD

One main message of the 1-hour documentary, #BlameItOnGutenberg", is that humans are biologically wired for ORAL language, not written language. Written language must be learned through instruction, and when there is a genetic, neurological glitch, this language learning modality (written language: reading and writing) requires appropriate intervention, intervention that many schools fail to provide. blameitongutenberg.org/
#SLP_SLT #SLP #DevLangDis #dyslexia @slp_slt @slpfedi @devlangdis

Dr Paul Sutcliffe

New suggests that less efficient early auditory processing is a shared mechanism underlying both and ‬⁩
nature.com/articles/s41598-022

NatureAuditory brainstem response deficits in learning disorders and developmental language disorder: a systematic review and meta-analysis - Scientific ReportsAlthough learning disorders (LD) and developmental language disorder (DLD) can be linked to overlapping psychological and behavioral deficits, such as phonological, morphological, orthographic, semantic, and syntactic deficits, as well as academic (e.g., reading) difficulties, they are currently separate diagnoses in the DSM-5 with explicit phenotypic differences. At a neural level, it is yet to be determined to what extent they have overlapping or distinct signatures. The identification of such neural markers/endophenotypes could be important for the development of physiological diagnostic tools, as well as an understanding of disorders across different dimensions, as recommended by the Research Domain Criteria Initiative (RDoC). The current systematic review and meta-analysis examined whether the two disorders can be differentiated based on the auditory brainstem response (ABR). Even though both diagnoses require hearing problems to be ruled out, a number of articles have demonstrated associations of these disorders with the auditory brainstem response. We demonstrated that both LD and DLD are associated with longer latencies in ABR Waves III, V, and A, as well as reduced amplitude in Waves V and A. However, multilevel subgroup analyses revealed that LD and DLD do not significantly differ for any of these ABR waves. Results suggest that less efficient early auditory processing is a shared mechanism underlying both LD and DLD.
Dr Paul Sutcliffe

New study: Raising a child bilingually does not exacerbate linguistic and cognitive difficulties in children with . However, preliminary data suggest it does not lead to cognitive advantages in working memory either mdpi.com/2226-471X/7/4/287/htm

MDPIWorking Memory Skills in DLD: Does Bilingualism Make a Difference?Recent studies have reported that several cognitive domains benefit from bilingualism, including working memory. The aim of the present study is to specifically explore the effects of bilingual experience on different functions of working memory in children with developmental language disorder (DLD) compared to monolingual children with and without DLD. We therefore investigated n = 42 German speaking monolingual and bilingual children with and without DLD aged six to eight years. We examined two components of working memory often impaired in DLD: verbal short-term memory and the central executive. We expected bilingual children to outperform their monolingual peers. However, our results do not show any advantage of bilingualism since bilingual typically developing (TD) children did not outperform monolingual TD children and bilingual children with DLD did not outperform monolinguals with DLD; this holds for all measures under investigation. The main outcome is that no disadvantage could be found for bilingual children in cognitive functions. Raising a child bilingually does not exacerbate linguistic and cognitive difficulties in children with DLD. However, our preliminary data suggest it does not lead to cognitive advantages in working memory either.
Dr Paul Sutcliffe

New study suggests that children with lag behind in their grammatical complexity as compared to language-matched typically developing children pubs.asha.org/doi/abs/10.1044/

ASHA WireDisentangling the Grammar of 3- to 6-Year-Old Dutch Children With a Developmental Language Disorder Purpose: Children with a developmental language disorder (DLD) are often delayed in their grammatical development. This is suggested to be the most important characteristic and clinical marker of DLD. However, it is unknown if this assumption is valid for young children, in the earliest stages of grammatical development. For this reason, this study investigates the complexity, diversity, and accuracy of the grammatical repertoires of 3- to 6-year-old Dutch children with DLD, in comparison to that of typically developing (TD) children matched on grammatical level.
Dr Paul Sutcliffe

New study suggests that students with present heterogeneous profiles that are below the established level for their age.
mdpi.com/2227-9067/9/11/1694/h

MDPIReading Strategies for Children with Developmental Language DisorderDevelopmental language disorder (DLD) is considered a neurodevelopmental disorder that compromises language comprehension and/or expression and constitutes a risk factor for learning to read. The aim of the present study was to analyse the reading strategies used by students with DLD to read sentences. There is evidence in the literature that, when linguistic resources are insufficient, the keyword strategy (identifying some of the words in the sentence with their own semantic content, with barely no processing of the function words) is used to read sentences. A total of 31 primary and secondary school students diagnosed with DLD were evaluated using the PEALE battery. The results reveal that students with DLD present heterogeneous profiles that are below the established reading level for their age. In addition, children with DLD and better reading skills use the keyword strategy to read sentences. In conclusion, clinical and educational implications for reading intervention in individuals with DLD are discussed.
Dorothy Bishop

Hello.
I’m a recently retired Professor of Developmental Neuropsychology at University of Oxford, UK, with interests in developmental language disorders (#DevLangDis) and #laterality. On my blog I write about academic life, mostly letting off steam about things that irritate me, such academic evaluation. I’m very keen on #OpenScience & improving #Reproducibility & #Replicability of research.
I’m now focusing more on #ScienceFraud, with a current interest in academic papermills.

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