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Exploring the interactive and linguistic dimensions of parent input and their role in the development of children's simple sentences.
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Exploring Sentence Diversity at the Boundary of Typical and Impaired Language Abilities
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In: J Speech Lang Hear Res (2020)
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Abstract:
PURPOSE: This review article summarizes programmatic research on sentence diversity in toddlers developing language typically and explores developmental patterns of sentence diversity in toddlers at risk for specific language impairment. METHOD: The first half of this review article presents a sentence-focused approach to language assessment and intervention and reviews findings from empirical studies of sentence diversity. In the second half, subject and verb diversity in three simple sentence types are explored in an archival database of toddlers with varying levels of grammatical outcomes at 36 months of age: low average, mild/moderate delay, and severe delay. RESULTS: Descriptive findings from the archival database replicated previous developmental patterns. All toddlers with low-average language abilities produced diverse simple sentences by 30 months of age and exhibited greater sentence diversity with first-person I-subjects before third-person subjects. Third-person subject diversity emerged in a developmental sequence, increasing in one-argument copula contexts and one-argument subject–verb sentences before two-argument subject–verb–object sentences. This developmental pattern held across all three outcome groups. Third-person subjects were least diverse for children with severe grammatical delays and were absent in all sentence contexts for two children with severe delays at 36 months. CONCLUSIONS: Sentence diversity increases gradually and expands in predictable patterns. Understanding these developmental patterns may help identify and treat children who display unexpected difficulty combining different subjects and verbs in flexible ways. SUPPLEMENTAL MATERIAL AND PRESENTATION VIDEO: https://doi.org/10.23641/asha.12915320
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Forum: Advances in Specific Language Impairment Research & Intervention
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URL: http://www.ncbi.nlm.nih.gov/pubmed/33064603
https://doi.org/10.1044/2020_JSLHR-20-00031
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC8062155/
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Grammatical input differences remain six-months following toy talk instruction
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Uniformity of pronoun case errors in typical development: the association between children's first person and third person case errors in a longitudinal study
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Child-adult differences in implicit and explicit second language learning
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The Sentence Diversity Checklist: Characterizing Early Syntactic Development Using Parent Report
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Parent-Examiner Differences in their use of Toy Talk and its Influence on Input Informativeness
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Toy talk: A simple strategy to promote richer grammatical input
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Understanding Contributors to Input Informativeness for Tense Marking: Overlap among English Typology, Parent-Toddler Interaction Style, and Register
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Use of family history information in school-based prevention practice
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Social biases toward children with speech and language impairments: A correlative causal model of language limitations
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