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Sensitivity to rhythmic and prosodic cues in speech has been described as a precursor of language acquisition. Consequently, atypical rhythmic processing during infancy and early childhood has been considered a risk factor for developmental language disorders. Despite many behavioural studies, the neural processing of rhythmic speech has not yet been explored in children with developmental language disorder (DLD). Here, we utilise EEG to investigate the neural processing of rhythmic speech by 9-year-old children with and without DLD. In the current study, we investigate phase entrainment, angular velocity, power, event related potentials (ERPs), phase-amplitude coupling (PAC), and phase-phase coupling (PPC) at three frequency bands selected on the basis of the prior literature, delta, theta, and low gamma. We predicted a different phase of entrainment in the delta band in children with DLD, and also greater theta power, atypical cross-frequency coupling, and possibly atypical gamma-band responses. Contrary to prediction, children with DLD demonstrated significant and equivalent phase entrainment in the delta and theta bands to control children. However, only the control children showed significant phase entrainment in the low gamma band. The children with DLD also exhibited significantly more theta and low gamma power compared to the control children, and there was a significant gamma-band difference in angular velocity between the two groups. Finally, group resultant phase analyses showed that low-frequency phase (delta and theta) affected gamma oscillations differently by group. These EEG data show important differences between children with and without DLD in the neural mechanisms underpinning the processing of rhythmic speech. The findings are discussed in terms of auditory theories of DLD, particularly Temporal Sampling theory.
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http://dx.doi.org/10.1162/imag_a_00382 | DOI Listing |
J Speech Lang Hear Res
September 2025
Griffith Institute for Educational Research, Griffith University, Gold Coast, Queensland, Australia.
Purpose: Personal narrative production, or the ability to talk about past events that have been personally experienced, relies on a wide range of linguistic skills and is influenced by memory and socio-emotional traits. This study investigated the predictive role of memory mechanisms and socio-emotional functioning on personal narrative production in children with developmental language disorder (DLD) compared to children with typical language development (TLD).
Method: Fifty 9- to 11-year-old Croatian-speaking children with DLD and 50 gender-matched peers with TLD narrated personal narratives elicited through emotion-based prompts using the Global TALES (Talking About Lived Experiences in Stories) protocol.
Brain Lang
August 2025
Center for Childhood Deafness, Language, and Learning, Boys Town National Research Hospital, Omaha, NE, United States.
Developmental Language Disorder (DLD) is a common neurodevelopmental condition characterized by not only significant difficulty with language learning, comprehension, and expression but also with executive, procedural and/or motor functions. The understanding of the brain abnormalities in DLD remains largely unclear and functional MRI (fMRI) studies have largely focused on the language network. Using resting-state fMRI, we investigated whole-brain functional connectivity (FC) in 22 children with DLD and 23 with typical language development (TD), aged 7-to-13-years.
View Article and Find Full Text PDFAm J Speech Lang Pathol
September 2025
Department of Communicative Disorders and Sciences, University at Buffalo, NY.
Purpose: Language ability measures do not account for complex use of non-mainstream American English (NMAE) features. We examined the impact of conversational context and grade on the use of NMAE features in elementary school, both with developmental language disorder (DLD) and in typical-language peers (TL).
Method: Students in kindergarten and first and second grades who speak African American English (AAE; = 69) completed a language ability measure and story-retell and conversational tasks.
J Commun Disord
August 2025
Investigació en Desenvolupament, Educació i Llenguatge (I+DEL), Institut de Recerca i Innovació Educativa (IRIE), Universitat de les Illes Balears (UIB) Spain, Illes Balears, Palma (07122), Spain.
Purpose: Previous research suggests that children with Developmental Language Disorder (DLD) exhibit weaker executive functioning, but there is limited understanding of how inhibitory control develops in this population over time. Adopting a longitudinal perspective, this study assessed inhibitory control in children with DLD compared with their typical developing peers.
Methods: We used a Flanker task to longitudinally assess interference control, a component of inhibitory control, in a group of 12 children with DLD and 31 typical development (TD) peers across three waves.
J Speech Lang Hear Res
September 2025
Communicative Disorders and Deaf Education, Utah State University, Logan.
Purpose: The challenges of language assessment in bilinguals include a lack of assessment tools and bilingual speech-language pathology services. Additionally, the weighting of subtests in standardized tests has not been empirically explored to maximize sensitivity and specificity. Language exposure might also inform the decision to diagnose bilinguals with developmental language disorder (DLD).
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