Neural Correlates of Telicity in Spanish-Speaking Children with and without Developmental Language Disorder.

BACKGROUND: It is broadly acknowledged that children with Developmental Language Disorder (DLD) show verb-related limitations. While most previous studies have focused on tense, the mastery of lexical aspect-particularly telicity-has not been the primary focus of much research. Lexical aspect refers to whether an action has a defined endpoint (telic verbs) or not (atelic verbs). OBJECTIVE: This study investigates the effect of telicity on verb recognition in Chilean children with DLD compared to their typically developing (TD) peers using the Event-Related Potential (ERP) technique. METHOD: The research design is a mixed factorial design with between-group factors of 2 (DLD/TD) and within-group factors of 2 (telic/atelic verbs) and 2 (coherent/incoherent sentences). The participants were 36 school-aged children (18 DLD, 18 TD) aged 7 to 7 years and 11 months. The task required subjects to listen to sentences that either matched or did not match an action in a video, with sentences including telic or atelic verbs. RESULTS: The study found notable differences between groups in how they processed verbs (N400 and post-N400 components) and direct objects (N400 and P600 components). CONCLUSIONS: Children with DLD struggled to differentiate telic and atelic verbs, potentially because they employed overgeneralization strategies consistent with the Event Structural Bootstrapping model.

Lexical-semantic processing in preschoolers with Developmental Language Disorder: an eye tracking study.

This study examined lexical-semantic processing in children with Developmental Language Disorder (DLD) during visually situated comprehension of real-time spoken words. Existing evidence suggests that children with DLD may experience challenges in lexical access and retrieval, as well as greater lexical competition compared to their peers with Typical Development (TD). However, the specific nature of these difficulties remains unclear. Using eye-tracking methodology, the study investigated the real-time comprehension of semantic relationships in children with DLD and their age-matched peers. The results revealed that, for relatively frequent nouns, both groups demonstrated similar comprehension of semantic relationships. Both groups favored the semantic competitor when it appeared with an unrelated visual referent. In turn, when the semantic competitor appeared with the visual referent of the spoken word, both groups disregarded the competitor. This finding shows that, although children with DLD usually present a relatively impoverished vocabulary, frequent nouns may not pose greater difficulties for them. While the temporal course of preference for the competitor or the referent was similar between the two groups, numerical, though non-significant, differences in the extension of the clusters were observed. In summary, this research demonstrates that monolingual preschoolers with DLD exhibit similar lexical access to frequent words compared to their peers with TD. Future studies should investigate the performance of children with DLD on less frequent words to provide a comprehensive understanding of their lexical-semantic abilities.

Procedural Memory Deficits in Preschool Children with Developmental Language Disorder in a Spanish-Speaking Population.

This study aimed to compare procedural learning skills between Spanish-speaking preschool children (ages 4 years to 4 years, 11 months) with developmental language disorder (DLD) and their chronologically matched typically developing (TD) peers. Using the serial reaction time (SRT) task, participants (30 children with DLD and 30 TD children) responded to visual stimuli in a sequenced manner over four blocks, followed by a random order block. The task assessed reaction time (RT) and accuracy. The results showed a significant interaction between group and block for RT and accuracy, with children with DLD exhibiting longer RTs and accuracy deficits across blocks. In contrast, the TD group showed higher RT efficiency and accuracy in the sequential blocks and, as expected, decreased performance in the random block according to the experimental manipulation. Overall, the results of this investigation suggest that there was no implicit learning in the DLD group, as indicated by the SRT task paradigms of procedural memory. These findings align with some aspects of the procedural deficit hypothesis (PDH), which suggests that linguistic deficits in the DLD population may derive from a deficit in sequential learning from the procedural memory system domain in the Spanish context.

Article comprehension in monolingual Spanish-speaking children with developmental language disorder: A longitudinal eye tracking study.

PURPOSE: Article-noun disagreement in spoken language is a marker of children with developmental language disorder (DLD). However, the evidence is less clear regarding article comprehension. This study investigates article comprehension in monolingual Spanish-speaking children with and without DLD. METHOD: Eye tracking methodology used in a longitudinal experimental design enabled the examination of real time article comprehension. The children at the time 1 were 40 monolingual Spanish-speaking preschoolers (20 with DLD and 20 with typical language development [TLD]). A year later (time 2), 27 of these children (15 with DLD and 12 with TLD) were evaluated. Children listened to simple phrases while inspecting a four object visual context. The article in the phrase agreed in number and gender with only one of the objects. RESULT: At the time 1, children with DLD did not use articles to identify the correct image, while children with TLD anticipated the correct picture. At the time 2, both groups used the articles' morphological markers, but children with DLD showed a slower and weaker preference for the correct referent compared to their age-matched peers. CONCLUSION: These findings suggest a later emergence, but a similar developmental trajectory, of article comprehension in children with DLD compared to their peers with TLD.

Perfil de atos comunicativos de crianças com transtorno do desenvolvimento de linguagem / Profile of communicative acts of children with developmental language disorder

RESUMO Objetivo Caracterizar os atos comunicativos de crianças com transtorno do desenvolvimento da linguagem, verificando a quantidade de atos comunicativos, atos comunicativos interativos e sua relação com a idade cronológica. Métodos Foram participantes 40 crianças de ambos os gêneros com diagnóstico de transtorno do desenvolvimento da linguagem com idades entre 3 anos e 2 meses e 7 anos e 11 meses. Todos os sujeitos foram avaliados com a Prova de Pragmática ABFW - Teste de Linguagem Infantil, em sua avaliação inicial. Especificamente para este estudo, focou-se na verificação da quantidade de atos comunicativos, atos comunicativos por minuto, atos comunicativos interativos e número de iniciativas comunicativas. Resultados Os dados indicaram que crianças com transtorno do desenvolvimento da linguagem apresentam alterações importantes em relação aos atos comunicativos e interações comunicativas e há correlação dessas variáveis com a idade cronológica. Conclusão Crianças com transtorno do desenvolvimento da linguagem apresentam diminuição no número de atos comunicativos, atos comunicativos interativos e interações comunicativas, quando comparadas aos valores de referência de crianças típicas, independentemente da idade.

ABSTRACT Purpose To characterize the communicative acts of children with Developmental Language Disorder, verifying the number of communicative acts, interactive communicative acts, and their relationship with chronological age. Methods Forty children of both sexes with a diagnosis of Developmental Language Disorder aged between 3 years and seven years and 11 months were subjects. All subjects were assessed with the ABFW Pragmatics Test - Child Language Test in their initial assessment. Specifically, this study focused on verifying the number of communicative acts, communicative acts per minute, interactive communicative acts, and the number of communicative initiatives. Results The data indicate that children with Developmental Language Disorder present significant alterations concerning communicative acts and communicative interactions, and there is a correlation between these variables and chronological age. Conclusion Children with Developmental Language Disorder show a decrease in the number of communicative acts, interactive communicative acts, and communicative interactions when compared to the reference values of typical children, regardless of age.

Predictive validity of a parental questionnaire for identifying children with developmental language disorders.

Background: The underdiagnosis of developmental language disorder (DLD) in children is a serious problem in developing countries with limited resources. It has long been noted that the concerns parents have about their children's health and development are richly informative, and if this information can be used for diagnosis, it may provide a means to address the problem of underdiagnosis of DLD. This study aimed to quantify the utility of parental linguistic concern questions (PLCQ) on the identification of language disorders in monolingual Spanish-speaking children in Mexico. It also explored whether a combination of biological and environmental conditions questions (BECQ) might improve the performance of a screening test to identify DLD. Methods: A total of 680 monolingual Mexican Spanish-speaking children and their parents from urban areas in Mexico participated in the study. The distribution of responses to questions about DLD concerns was compared between 185 children diagnosed with DLD and 495 control subjects, and multiple logistic regression analysis was performed to select questions with high predictivity, based on the Akaike information criterion. The diagnostic utility of the questions was assessed by receiver operating characteristic (ROC) curves, stratum-specific likelihood ratios (SSLRs), and changes in pretest and post-test probabilities of DLD. A similar procedure was used to explore whether adding BECQ would improve the diagnostic utility of questions about DLD concerns using data of 128 children. Results: Four questions regarding parental linguistic concerns were found to be useful in identifying children with DLD. When all four concerns were present, the SSLR was 8.79, while it was only 0.27 when there were no concerns at all. The estimates of DLD probability increased from 0.12 to 0.55 at pretest and post-test. On the other hand, the BECQ did not perform as well as the PLCQ in identifying DLD, and the improvement in diagnostic performance it provided was limited to one question. Conclusion: The parental questionnaire can be used as a screening tool to help in identifying children with DLD. The data presented in this study underscore the importance of considering linguistic parental concerns as part of the screening process. This is a realistic option to provide a solution to the current problem of underdiagnosis of DLD in Mexico.

Development of Clause Complexity in Children with Specific Language Impairment/Language Development Disorder: A Longitudinal Study.

This paper addresses the grammatical challenges associated with the development of clause complexity, focusing on the performance of a group of monolingual Spanish-speaking schoolchildren with Specific Language Impairment/Developmental Language Disorder (SLI/DLD) in a longitudinal corpus of oral narrative samples. The study examines the presence of interclause relations of subordination and equivalence (hypotaxis and parataxis) in language samples of two groups: an experimental group made up of 24 schoolchildren with SLI/DLD and a control group made up of 24 schoolchildren with typical development (TD). The results show that while both groups use parataxis as the most common relation between clauses in all school grades, there is a significant decrease in paratactic relations and a significant increase in hypotactic relations from first to fourth grade of primary education. Although the development patterns are highly similar, the SLI/DLD group shows greater difficulties in mastering more complex (hypotactic) relations in fourth grade compared to the control group, indicating that it is less sophisticated in the use of these types of complex relations. These findings suggest that focused support on the most complex structures is needed towards the fourth grade of primary education, given the demands of the school academic register from 6 and 7 years of age and the potential problems that the development of clause complexity can cause in school-age children.

Revisión de la intervención mediante lectura dialógica en niños con trastornos del desarrollo del lenguaje / A review of dialogic reading intervention in children with developmental language disorder

Resumen Introducción: La lectura dialógica es una de las técnicas más empleadas y estudiadas en el marco de las actividades de lectura compartida de libros entre niños y adultos. La presente revisión siste mática tiene como objetivo principal analizar sus efectos en el lenguaje de niños hablantes tardíos o con trastorno del desarrollo del lenguaje, no asociados a otra condición. Métodos: Se llevó a cabo una revisión sistemática de la literatura siguiendo las orientaciones del PRISMA Statement, mediante la consulta con diferentes bases de datos. Resultados: Las investigaciones revisadas muestran progresos en el lenguaje de los niños en indicadores léxicos, gramaticales y pragmáticos. También se observan cambios en el lenguaje de los adultos que aplican la intervención, tanto en el uso de las estrategias propias de la técnica como en las características gramaticales y suprasegmentales de su lenguaje. Discusión: La evidencia sobre la efectividad de la lectura dialógica en niños con trastornos del desarrollo lenguaje es prometedora pero presenta limitaciones importantes relativas, funda mentalmente, al diseño, la validez social y la fiabilidad de las intervenciones. Otras cuestiones destacables hacen referencia a los libros o materiales con los que se interactúa y a las medidas empleadas para valorar su efectividad.

Abstract Introduction: Dialogic reading is one of the most used and studied techniques within the fra me of shared book reading activities between children and adults. The current review aims to analyze its effects in late talkers and children with developmental language disorder, that is, not associated to other condition. Methods: A systematic review of the literature was carried out following PRISMA Statement gui delines. Results: The investigations reviewed show advances in children's lexical, grammatical and pragma tic indicators of language functioning. Likewise, changes are observed in the language of adults who apply the intervention, both in the use of dialogic reading strategies and in the grammatical and suprasegmental features of the language addressed to children. Discussion: The evidence about the effectivity of dialogic reading in late talkers and children with developmental language disorders is promising but has important limitations that are mainly related to the design, social validity and reliability of interventions. Other remarka ble issues relate to the books or materials employed and the measures used to assess its effectiveness.

[A review of dialogic reading intervention in children with developmental language disorder]. / Revisión de la intervención mediante lectura dialógica en niños con trastornos del desarrollo del lenguaje.

INTRODUCTION: Dialogic reading is one of the most used and studied techniques within the frame of shared book reading activities between children and adults. The current review aims to analyze its effects in late talkers and children with developmental language disorder, that is, not associated to other condition. METHODS: A systematic review of the literature was carried out following PRISMA Statement guidelines. RESULTS: The investigations reviewed show advances in children's lexical, grammatical and pragmatic indicators of language functioning. Likewise, changes are observed in the language of adults who apply the intervention, both in the use of dialogic reading strategies and in the grammatical and suprasegmental features of the language addressed to children. DISCUSSION: The evidence about the effectivity of dialogic reading in late talkers and children with developmental language disorders is promising but has important limitations that are mainly related to the design, social validity and reliability of interventions. Other remarkable issues relate to the books or materials employed and the measures used to assess its effectiveness.

Introducción: La lectura dialógica es una de las técnicas más empleadas y estudiadas en el marco de las actividades de lectura compartida de libros entre niños y adultos. La presente revisión sistemática tiene como objetivo principal analizar sus efectos en el lenguaje de niños hablantes tardíos o con trastorno del desarrollo del lenguaje, no asociados a otra condición. Métodos: Se llevó a cabo una revisión sistemática de la literatura siguiendo las orientaciones del PRISMA Statement, mediante la consulta con diferentes bases de datos. Resultados: Las investigaciones revisadas muestran progresos en el lenguaje de los niños en indicadores léxicos, gramaticales y pragmáticos. También se observan cambios en el lenguaje de los adultos que aplican la intervención, tanto en el uso de las estrategias propias de la técnica como en las características gramaticales y suprasegmentales de su lenguaje. Discusión: La evidencia sobre la efectividad de la lectura dialógica en niños con trastornos del desarrollo lenguaje es prometedora pero presenta limitaciones importantes relativas, fundamentalmente, al diseño, la validez social y la fiabilidad de las intervenciones. Otras cuestiones destacables hacen referencia a los libros o materiales con los que se interactúa y a las medidas empleadas para valorar su efectividad.

A Sentence Repetition Task in Spanish language: a valid tool for early language assessment

ABSTRACT Purpose Sentence Repetition Tasks (SRT) have been widely used to assess early language abilities in different languages and populations. In addition, it has been proved that performance in SRTs serve as a clinical marker to detect language difficulties. However, most of the research has been conducted in English language and with children older than 4 years of age. Despite this scarcity, [1] developed a SRT for monolingual Spanish-speaking children between 2 and 4 years of age. Initial findings showed that it is a useful tool for discriminating children with different linguistic levels. In addition, the task showed concurrent validity with a nonword repetition task. In the current study we want to explore the predictive validity of this task. Methods We conducted a longitudinal study including 20 monolingual Spanish-Speaking children who were tested twice, at 33 months of age and six months later. In addition to the SRT, participants completed a nonword repetition task [2] and the Spanish version of the Merrill-Palmer-R Developmental Scales [3]. Results showed strong and positive relationships between the different tests when first assessed. We also found strong and predictive relationships between the SRT at time 1 and SRT and the Merrill-Palmer-R at time 2. Conclusion We conclude that the SRT developed [1] is a valid tool for examining early language abilities and its changes over time.

La bioética en la investigación de funciones ejecutivas en niños con trastorno específico del lenguaje / Bioethics in Researching Executive Functions in Children with Specific Language Impairment / A bioética na pesquisa de funções executivas em crianças com transtorno específico da linguagem

Resumen: En la actualidad, mucho se habla sobre bioética. Desafortunadamente, en lo que respecta a los lineamientos que deben regular y velar por la dignidad y los derechos de los niños, no existe una coherencia con el nivel de desarrollo técnico contemplado en las investigaciones en el área de los trastornos específicos del lenguaje y las funciones ejecutivas. Para esta investigación se realizaron tres búsquedas diferenciadas en bases de datos de Web of Science, Scopus, Scielo, Biblioteca del Congreso Nacional de Chile y fuentes grises con los descriptores "specific language impairment", "SLI", "executive functions", "memory", "attention", "inhibition", "bioética", "principios de bioética", "bioética infantil", "investigación científica" y "derechos del niño", reparando, específicamente, en la presencia o ausencia de lineamientos éticos declarados en su metodología o procedimiento de trabajo para analizar de forma crítica su progresión desde los años ochenta hasta la actualidad. En las conclusiones se ha evidenciado que los principios bioéticos generales no son demasiado pertinentes si no se acompañan por políticas nacionales e internacionales que velen por la dignidad de los niños. Por este motivo, contar con disposiciones bioéticas específicas y sistematizadas para la población pediátrica, en la que se incluyen los estudios de FE y TEL, es fundamental. Así es posible abolir todos los dilemas bioéticos que puedan surgir de los vacíos que las actuales leyes presentan. Por esta razón, es indispensable un replanteamiento de principios para este rango etario.

Abstract: Much is said about bioethics. Unfortunately, concerning the guidelines that must regulate and ensure the dignity and rights of children, there is no coherence with the technical development level of research on specific language impairment and executive functions. For this study, three differentiated searches were carried out in Web of Science, Scopus, Scielo, Library of the National Congress of Chile, and gray sources using the descriptors "specific language impairment," "SLI," "executive functions," "memory," "attention," "inhibition," "bioética," "principios de bioética," "bioética infantil," "investigación científica," and "derechos del niño." We paid particular attention to the presence or absence of ethical guidelines in the methods or working procedures to critically analyze their progression from the eighties to these days. The conclusions show that general bioethical principles are irrelevant if not accompanied by national and international policies that safeguard the dignity of children. Having specific and systematized bioethical provisions for the pediatric population, including fe and tel studies, will solve all the bioethical dilemmas that may arise from the loopholes in current laws. Therefore, rethinking the principles for this age range is crucial.

Resumo: Na atualidade, muito se fala sobre bioética. Infelizmente, no que diz respeito aos lineamentos que devem regularizar e zelar pela dignidade e pelos direitos das crianças, não há uma coerência com o nível de desenvolvimento técnico contemplado nas pesquisas na área dos transtornos específicos da linguagem e das funções executivas. Para esta pesquisa, foram realizadas três buscas diferenciadas em bases de dados de Web of Science, Scopus, SciELO, Biblioteca del Congreso Nacional de Chile e fontes da literatura cinzenta com os descritores "specific language impairment", "sli", "executive functions", "memory", "attention", "inhibition", "bioética", "principios de bioética", "bioética infantil", "investigación científica" e "derechos del niño", salientando, em específico, a presença ou a ausência de lineamentos éticos declarados em sua metodologia ou procedimento de trabalho para analisar de forma crítica sua progressão desde os anos 1980 até a atualidade. Nas conclusões, evidencia-se que os princípios bioéticos gerais não são muito pertinentes se não são acompanhados por políticas nacionais e internacionais que zelem pela dignidade das crianças. Por esse motivo, contar com disposições bioéticas específicas e sistematizadas para a população pediátrica, na qual são incluídos os estudos de fe e tel, é fundamental. Assim, é possível abolir todos os dilemas bioéticos que possam surgir das lacunas que as atuais leis apresentam. Por essa razão, é indispensável uma reconsideração de princípios para essa faixa etária.

Dyslexia and developmental language disorder: cognitive-linguistic differences in reading / Dislexia e transtorno do desenvolvimento da linguagem: diferenças cognitivo-linguísticas na leitura / Dislexia y trastorno del desarrollo del lenguaje: diferencias cognitivo-lingüísticas en lectura

Reading comprehension is a product of the performance of both decoding ability and language comprehension. The difficulty in reading comprehension may be due to a deficit in any of these skills. The study aimed to verify the underlying reading skills in two clinical groups, Developmental Dyslexia (DD) and Developmental Language Disorder (DLD), seeking their similarities and differences. The sample included children from the early years of schooling. Both groups were assessed for reading comprehension skills, word reading speed, phonological processing and comprehension, and language production. The comparison between the two groups showed that the groups were similar in phonological skills but differed in oral language comprehension and production skills. In this ability, the DD group had a higher performance compared to the DLD group. The study concluded that different forms of intervention are necessary to supply the specific weaknesses of each group.

A compreensão da leitura é produto do desempenho das habilidades de decodificação e compreensão da linguagem. A dificuldade de compreensão da leitura pode ser a consequência de um déficit em qualquer uma dessas habilidades. O objetivo do estudo foi verificar as habilidades subjacentes de leitura em dois grupos clínicos, dislexia do desenvolvimento (DD) e transtorno do desenvolvimento da linguagem (TDL), buscando suas similaridades e diferenças. A amostra foi de crianças nos anos iniciais da escolarização. Avaliaram-se os grupos em compreensão leitora, velocidade de leitura de palavras, processamento fonológico e compreensão e produção de linguagem. Os resultados das comparações entre os dois grupos mostraram que eles foram similares nas habilidades fonológicas, mas diferiram nas habilidades de compreensão e produção da linguagem oral. Nesta habilidade, o grupo DD obteve maior desempenho quando comparado ao grupo TDL. Concluiu-se que diferentes formas de intervenção são necessárias para suprir as fragilidades específicas de cada grupo.

La comprensión lectora es un producto del desempeño de la capacidad de decodificación y la comprensión del lenguaje. La dificultad en la comprensión lectora puede ser la consecuencia de un déficit en cualquiera de estas habilidades. El objetivo del estudio fue verificar las habilidades de lectura subyacentes en dos grupos clínicos, dislexia del desarrollo (DD) y trastorno del desarrollo del lenguaje (TDL), buscando sus similitudes y diferencias. La muestra fueron niños de los primeros años de escolaridad. Los grupos fueron evaluados en comprensión lectora, velocidad de lectura de palabras, procesamiento fonológico, comprensión y producción del lenguaje. Los resultados de la comparación entre los dos grupos mostraron que los grupos eran similares en habilidades fonológicas, pero diferían en las habilidades de comprensión y producción del lenguaje oral. En esta capacidad, el grupo DD tuvo un mayor rendimiento en comparación con el TDL. Se concluyó que son necesarias diferentes formas de intervención para suplir las debilidades específicas de cada grupo.

Reading and Oral Language Skills in Children With Developmental Language Disorder: Influence of Socioeconomic, Educational, and Family Variables.

The Developmental Language Disorder (DLD) is a delay in language skills that cannot be explained by sensory or cognitive difficulties. Currently, there are limited studies that analyze how socioeconomic, educational, and family variables influence reading skills of Spanish-speaking children with DLD at school. This study identifies how oral language performance and reading skills of children with DLD are linked to socioeconomic, educational, and family factors. Oral language, phonological awareness and reading abilities were assessed in a sample of 15 children diagnosed with DLD and their controls by age and gender. Children's parents answered a Likert scale questionnaire inquiring about some aspects related to the family's socioeconomic status, mothers' educational level, family support, academic average, and repetition of school years of the participants. The results indicate that children with DLD have a lower performance in phonological awareness tasks as well as in reading abilities. There is also a direct relationship between their performance in language and reading skills and variables as mother's educational level and family support. Likewise, children in the sample have a lower academic average as well as a higher school year repetition rate interfering in their academic life. Educational implications of these findings and a discussion on possible causality axes and protective factors that contributes to support this population are presented.

Treatment intensity for developmental language disorder: A systematic review.

PURPOSE: Research on treatment intensity in children with developmental language disorder (DLD) has undergone substantial development over the last decade. The aim of the present review was to analyse available publications as related to methodological quality, degree of scientific evidence, and the areas/aspects of language involved. METHOD: A systematic review of the scientific literature was conducted using the PRISMA guidelines. A total of 9 articles from 34 published investigations in the field were selected for review according to our inclusion criteria. RESULT: The articles addressed the effects of treatment intensity primarily considering expressive morphology and vocabulary. The methodological quality and levels of evidence provided by the studies were high. In general, the effect sizes of dependent variables were considered large. CONCLUSION: The number of articles investigating treatment intensity in DLD is scarce. High variability of stimuli was associated with improvements in morphology, whereas vocabulary did not demonstrate the same association. Further research on treatment intensity is needed to address transference and generalisation of the treated abilities.

Do Children With Developmental Language Disorder Activate Scene Knowledge to Guide Visual Attention? Effect of Object-Scene Inconsistencies on Gaze Allocation.

Our visual environment is highly predictable in terms of where and in which locations objects can be found. Based on visual experience, children extract rules about visual scene configurations, allowing them to generate scene knowledge. Similarly, children extract the linguistic rules from relatively predictable linguistic contexts. It has been proposed that the capacity of extracting rules from both domains might share some underlying cognitive mechanisms. In the present study, we investigated the link between language and scene knowledge development. To do so, we assessed whether preschool children (age range = 5;4-6;6) with Developmental Language Disorder (DLD), who present several difficulties in the linguistic domain, are equally attracted to object-scene inconsistencies in a visual free-viewing task in comparison with age-matched children with Typical Language Development (TLD). All children explored visual scenes containing semantic (e.g., soap on a breakfast table), syntactic (e.g., bread on the chair back), or both inconsistencies (e.g., soap on the chair back). Since scene knowledge interacts with image properties (i.e., saliency) to guide gaze allocation during visual exploration from the early stages of development, we also included the objects' saliency rank in the analysis. The results showed that children with DLD were less attracted to semantic and syntactic inconsistencies than children with TLD. In addition, saliency modulated syntactic effect only in the group of children with TLD. Our findings indicate that children with DLD do not activate scene knowledge to guide visual attention as efficiently as children with TLD, especially at the syntactic level, suggesting a link between scene knowledge and language development.

Morphosyntactic evaluation protocol (MEP): validation of content / Protocolo de avaliação morfossintática (PAM): validação de conteúdo

Abstract: Introduction: the use of language assessment instruments in the area of speech-language-therapy is essential for the diagnosis and, consequently, for therapeutic planning. In Brazil, there is a shortage of instruments constructed and validated in the morphosyntax area. Morphosyntactic Evaluation Protocol (MEP) was constructed based on the main syntactic characteristics of the period of acquisition of children's language, on the Portuguese grammatical structure and the application in a pilot study. Objective: To verify the validity of MEP content. Methods: for the validation process, the instrument was applied and analyzed through a questionnaire by three judges, a linguist and two speech-language specialists with experience in assisting children with Language Development Disorder. The Index of Judges' Reliability was used to compare the results of the protocol application and the Cronbach's Alpha tests, Spearman-Brown and Content Validity Index (CVI) in the questionnaire responses. Results: the statistical tests applied in the validation of content legitimized the reliability of the instrument with indexes considered substantial for both alpha coefficients, higher than 0.80, Spearman and the CVI test had a maximum concept of 1.0. Conclusion: there were compliance and compatibility in the answers of the experts, which indicates the reliability of the instrument. The results of the statistical tests legitimize the reliability of the instrument with indexes considered substantial for alpha and Spearman coefficient. In the future, the protocol may help characterize the syntactic profile of children with language developmental disorder.

Resumo: Introdução: a utilização de instrumentos de avaliação de linguagem na área da Fonoaudiologia é essencial para a realização do diagnóstico e, consequentemente, para o planejamento terapêutico. No Brasil há escassez de instrumentos construídos e validados na área da morfossintaxe. Protocolo de Avaliação Morfossintática (PAM) foi construído com base nas principais características sintáticas do período de aquisição da linguagem infantil, na estrutura gramatical da língua portuguesa e na aplicação em estudo piloto. Objetivo: verificar a validade de conteúdo do PAM. Método: para o processo de validação, o instrumento foi aplicado e analisado por meio de questionário por três juízes, um linguista e dois fonoaudiólogos especialistas em linguagem com experiência no atendimento de crianças com transtorno de linguagem. Foi usado o Índice de Fidedignidade entre os juízes para comparação dos resultados da aplicação do protocolo e os testes Alpha de Cronbach, Spearman-Brown e Índice de Validade de Conteúdo (IVC) nas respostas do questionário. Resultados: os testes estatísticos aplicados na validação de conteúdo legitimaram a fidedignidade do instrumento com índices considerados substanciais tanto para coeficiente alpha, maior que 0,80, Spearman e o teste IVC teve conceito máximo de 1,0. Conclusão: houve conformidade e compatibilidade nas respostas dos especialistas o que indica confiabilidade do instrumento. Os resultados dos testes estatísticos legitimam a fidedignidade com índices considerados substanciais tanto para coeficiente Alpha, como Spearman. No futuro, o protocolo poderá auxiliar na caracterização do perfil sintático de crianças com alterações no desenvolvimento de linguagem.

Candidate gene variant effects on language disorders in Robinson Crusoe Island.

Background: Robinson Crusoe Island is a geographically and socially isolated settlement located over 600 km west of the Port of Valparíso, Chile. An unusually high incidence (30%) of the Chilean equivalent of developmental language disorder (in Spanish, trastorno especifico de lenguaje (TEL)), has been reported in Islander children, with 90% of these affected children found to be direct descendants of a pair of original founder-brothers, therefore strongly suggesting a shared genetic basis. Aim: This study reports a comprehensive examination of 34 genes that have been previously directly implicated in language-related mechanisms. It utilises whole-genome sequencing to investigate potential underlying variants in seven TEL affected and 10 unaffected islanders. The aim was to identify the underlying genetic cause of the TEL phenotype under two inheritance model paradigms; Mendelian monogenic and complex susceptibility. Subjects and methods: A targeted candidate gene approach was used to look for rare, shared variants that may underlie the diagnosis of TEL in a Mendelian genetic model. This study tested whether an overall burden of rare variants is enriched in individuals affected by TEL or with Islanders related to the founder-brother lineage. It further examined if any variants segregate with affection status or with founder-brother-related status and, therefore, may increase risk of developing a language disorder as part of a complex model. Finally, gene-based tests were performed to evaluate relationships between combined variation across candidate genes and TEL affection status. Results: No single pathogenic rare variant segregated with either affection or founder-related status within the 34 candidate genes. Additionally, no evidence was found of an overall increased variant burden in TEL individuals compared to those with TLD. Gene-based analysis found no clear association between the combined effects of variants across the 34 genes and affection status or founder-brother-relatedness. Conclusion: The high prevalence of language disorders found on Robinson Crusoe Island is not caused by either a shared high-impact variant, or an increased burden of variants within candidate genes previously implicated in language disorders. We have comprehensively tested for 'low hanging fruit' in genes implicated in language disorders. Therefore, the underlying cause of TEL on Robinson Crusoe lies outside of these known language disorder genes, or within a complex susceptibility model.

Family aggregation of language impairment in an isolated Chilean population from Robinson Crusoe Island.

BACKGROUND: It has been reported that the inhabitants of the Chilean Robinson Crusoe Island have an increased frequency of specific language impairment (SLI) or developmental language disorder (DLD). AIMS: To explore the familial aggregation of DLD in this community. METHODS & PROCEDURES: We assessed the frequency of DLD amongst colonial children between the ages of 3 and 8;11 years (50 individuals from 45 nuclear families). Familial aggregation rates of language disorder were calculated by assessing all available first-degree relatives (n = 107, 77 parents, 25 siblings, five half-siblings) of the probands. OUTCOMES & RESULTS: We found that 71% of the child population performed significantly below expected in measures of phonological production or expressive and receptive morphology. The majority of these children presented with severe expressive and/or receptive language difficulties. One-quarter of language-disordered probands primarily had phonological difficulties. Family members of affected probands experienced a higher risk of language disorder than those of typically developing probands. This increased risk was apparent regardless of non-verbal IQ. CONCLUSIONS & IMPLICATIONS: The study substantiates the existence of a familial form of speech and language disorder on Robinson Crusoe Island. Furthermore, we find that the familiarity is stable regardless of non-verbal IQ, supporting the recent movement to reduce the importance of non-verbal IQ criterion in DLD diagnoses.