Developmental Language Disorder

Specific Language Impairment Literature Review
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Specific Language Impairment Literature Review
A child's learning process from early stages is crucial in forecasting the type of learner they can become in the future. However, several barriers affect a child's learning process from kindergarten to grade 12 (K-12). Learning disorders include autism spectrum disorders, intellectual disabilities, and developmental language disorders and can inhibit K-12 students' learning process leading to poor performance, social interaction, and confidence. One common and specific language impairment influencing the learning process of K-12 students is called Developmental Language Disorder (DLD). It hinders the development of language skills in children, including primary students who do not have any hearing challenges. This condition interferes with the learner's understanding, speaking, writing, reading, and listening. As a result, several researchers have been tirelessly working hard to analyze DLD and how it associates with K-12 students. McGregor et al. (2021) studied children with Developmental Language Disorder.
The study focuses on exploring the responses of kids with DLD have on rich vocabulary instruction. Furthermore, the article identifies possible factors that lead to the results. Usually, it is acknowledged that age-appropriate vocabulary knowledge levels are essential elements for successful writing, reading, and overall academic success. When giving rich vocabulary instruction, educators usually present words in varying meaningful contexts and motivate scholars to deeply process these terms and phrases through description, comparison and play. Rich instructions are essential because they enhance the learning of words for typical kindergarten and first graders, including grades 1, 2, 3, and 4. They are also critical for promoting the usage of words (Shanahan, 2019). Therefore, a kid lacking sufficient vocabulary is more likely to develop language disorders such as autism spectrum disorders, intellectual disabilities, and developmental language disorders. Learners with DLD are likely to struggle with word learning due to a lack of good aspects of executive function and short-term memory.
The article recruited several participants from area special education districts, private speech-language pathologists (SLPs), preschools, and magazines. The study comprised children yet to join first grade. The main reason for this selection was to help all the science lessons that the children will learn from the grade 1 curriculum to be familiar to all kids. The enrolled participants were to be English speakers, defined as having less than 20% exposure to other languages. The students were expected to provide simple sentences to ensure they could engage in the lesson's language. In order to verify DLD on these students, the children were to have been getting speech-language services at their learning institutions. Learners with poor non-word repetition were more likely to have signs of DLD. Afterward, the study provided a diagnostic evaluation of language variation-screening test to evaluate if the kid spoke Mainstream American English. It offers a standard approach that will help distinguish between speech and language differences versus the disorder or delay in kids (Hastings, Rogulina & Asklar, 2021). When the child cannot speak English fluently, they administered a diagnostic evaluation of language variation-Norm Referenced to measure their knowledge of wh-question, articles, and passives constructions.
The article used a curriculum that adapted the inquiry-based Full Option Science System-Next Generation edition for grade one. The science lesson covered various topics, including light, plant growth, and air. Afterward, the participants went to a five-week summer camp for three and a half hours daily, or five days each week. The initial four hours comprised language intervention. The participants received random intervention arms such as grammar, vocabulary, or phonological awareness. The study evaluates vocabulary results in two methods. Since the journal sharing and reading books used to be video-taped, it helped the conductors to assess the kid’s aims for spontaneous production with expressive context. Before the camp, the participant’s parents participated in a Behavioral Rating Inventory of Executive Function-Preschool. This survey is important in assessing K-12 students with medical, acquired developmental and neurological concerns as learning disorders (Gioia et al. n.d). It aims to rate the kid’s capability to control or prevent impulses, control emotions, commence activities, ge...