Developmental Language Disorder
LANGUAGE AND LITERACY IN YOUNG PEOPLE is investigating the theoretical underpinnings of DLD with a focus on research that adds to the evidence base for assessment and interventions/treatment for both clinicians and educators.
The term ‘Developmental Language Disorder’ (DLD) is used when children’s language development is significantly disordered, and this cannot be attributed to neurological, psychosocial, or physical delays or disorders
(Bishop, Snowling, Thompson, Greenhalgh, & CATALISE-2 Consortium, 2017; http://onlinelibrary.wiley.com/doi/10.1111/jcpp.12721/full).
DLD has replaced terms such as specific language impairment (or SLI).
For further information on DLD:
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Live links to the full theses can be accessed here:
Emily Dawes (2017) The hidden language skill: oral inferential comprehension in children with developmental language disorder
Laura Glisson (2017) A study to measure the efficacy of a manualised oral narrative intervention programme for school-age children with narrative delay
Tina Kilpatrick (2020) Mental Health Outcomes for Adolescents with a History of Developmental Language Disorder: An Exploration of Risk Factors
Emily Jackson (2021) Word learning and memory in children with Developmental Language Disorder
Samuel Calder (2021) The Efficacy of a Theoretically Motivated Past Tense Intervention for Early School-Aged Children with Developmental Language Disorder