Description

Often, when we're working with kids with DLD, we assume that we need to be working on simple sentences or very basic vocabulary, but should we be aiming for more? Can we support children with DLD to learn to use grammar and vocabulary in ways that are functional for their life, such as their everyday communication or their school curriculum? 

The paper is:
Teaching little kids big sentences: A randomized controlled trial showing that children with DLD respond to complex syntax intervention embedded within the context of preschool/kindergarten science instruction

Amanda J. Owen Van Horne, Maura Curran, Susan Wagner Cook, Renée Cole, Karla K. McGregor

First published: 
02 May 2023

Useful resources:

• We Have to Talk About Something: Why NOT Talk About the Curriculum? A Guide to Embedding Language Interventions in Curricular Content
  
• Two papers on tricking yourself into using complement clauses:

Preparing Student Clinicians to Provide Recast Therapy on Complement Clauses: A Training Program
Can vocabulary lessons increase the amount of complex syntax produced by head start teachers? A pilot study

• Recast Therapy for Treating Syntax in Bilingual Children With Developmental Language Disorder: A Feasibility and Early Efficacy Study Examining the Role of Language of Intervention on Outcomes
  Anny Castilla-Earls and Amanda Owen Van Hornes
  
• Two earlier papers on embedding instruction in science learning:

The Challenge of Rich Vocabulary Instruction for Children With Developmental Language Disorder

Use of Recast Intervention to Teach Causal Adverbials to Young Children With Developmental Language Disorder Within a Science Curriculum: A Single Case Design Study

• A free grammar guide by Amanda Owen Van Horne and Susan Ebbels:
  https://www.theinformedslp.com/review/the-grammar-guide-you-never-knew-you-always-wanted
  
•  Shape coding: https://shapecoding.com/

Please be aware that the views expressed are those of the guests and not the RCSLT.

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