Sources of Misinterpretation in the Input and Their Implications for Language Intervention With English-Speaking Children.
Laurence B Leonard, Patricia Deevy, Shelley L Bredin-Oja and 1 others
PMID 37195722WHAT IT FOUND
Preschoolers with DLD may interpret subject plus nonfinite verb sequences and frequent bare verb stems as acceptable forms.
The review suggests pairing statements with questions and using many different verbs, but these are not tested fixes.
Key findings
01Children with DLD may treat subject plus nonfinite verb sequences heard in larger sentences as acceptable stand-alone utterances.
02Frequent bare verb stems in English input may become default forms and may lead to missing tense and agreement marking.
03The review reports that recasting a target morpheme with 24 unique verbs in each session supported generalization, and suggests using a wide range of different verbs in treatment.
STILL TO COME
How it was doneWhat they foundWhat it means for SLPs
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What it does not show
It is a narrative review, not a new study, so it does not directly test the proposed treatment changes. Many statements are about cited studies, not participants in this paper. The intervention suggestions are offered as possible additions to current practice, not as proven replacements. It mainly addresses English-speaking children, so it does not establish the same input effects for other languages.
Declared interests
The article reports NIH extramural funding for the authors' work. The supplied text does not report other conflicts of interest.
The easy way to misread this
Do not treat the suggested input changes as proven interventions. This paper is a narrative review of prior evidence and offers ideas to add to current practice, not a new trial showing that these ideas improve tense and agreement use.