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Children
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Developmental Language Disorder in Children and Adolescents
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Developmental Language Disorder in Children and Adolescents

A special issue of Children (ISSN 2227-9067). This special issue belongs to the section "Global and Public Health".

Deadline for manuscript submissions: 5 May 2024 | Viewed by 3329

Special Issue Editors

Prof. Dr. Maria Antonietta Pinto

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Guest Editor
Department of Developmental and Social Psychology, “Sapienza” University of Rome, Via dei Marsi, 78, 00185 Rome, Italy
Interests: metalinguistic awareness: theory and tests; bilingualism and second language learning: language in typical and atypical development; figurative language development: theory and testing; neurodevelopmental disorders: assessment and intervention; cognitive and learning profiles in rare genetic syndromes
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Sergio Melogno

E-Mail Website
Guest Editor
1. Faculty of Psychology, “Niccolò Cusano” University of Rome, Via Don Carlo Gnocchi, 3, 00166 Rome, Italy
2. Department of Developmental and Social Psychology, “Sapienza” University of Rome, Via dei Marsi, 78, 00185 Rome, Italy
Interests: language in typical and atypical development; figurative language development: theory and testing; neurodevelopmental disorders: assessment and intervention; cognitive, language and learning profiles in rare genetic syndromes; cognitive developmental neuroscience; child neuropsychology
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

In this special issue on “Developmental Language Disorder in Children and Adolescents” we wish to focus on the trajectories of the language profiles from infancy up to adolescence, especially the way these often transform themselves with or without intervention. We will welcome the widest range of linguistic abilities in the main language areas (phonological, morpho-syntactic, lexical-semantic; pragmatic, etc.), either separately or in their reciprocal relationships. For each of these abilities, a special focus on the meta-level, which transforms them into metalinguistic abilities will also be considered as relevant. Finally, we encourage our contributors to submit articles, either research or review articles or case studies, dealing with issues related to early identification, assessment, diagnosis as possible predictors, and interventions.

Prof. Dr. Maria Antonietta Pinto
Prof. Dr. Sergio Melogno
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Children is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • developmental language disorder
  • developmental trajectories
  • linguistic and cognitive profiles
  • early identification and diagnosis
  • predictors
  • relationship between assessment and intervention

Published Papers (3 papers)

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Research

21 pages, 1170 KiB  
Article
Indices of Narrative Language Associated with Disability
by Norah M. Almubark, Gabriela Silva-Maceda, Matthew E. Foster and Trina D. Spencer
Children 2023, 10(11), 1815; https://doi.org/10.3390/children10111815 - 15 Nov 2023
Viewed by 911
Abstract
Narratives skills are associated with long-term academic and social benefits. While students with disabilities often struggle to produce complete and complex narratives, it remains unclear which aspects of narrative language are most indicative of disability. In this study, we examined the association between [...] Read more.
Narratives skills are associated with long-term academic and social benefits. While students with disabilities often struggle to produce complete and complex narratives, it remains unclear which aspects of narrative language are most indicative of disability. In this study, we examined the association between a variety of narrative contents and form indices and disability. Methodology involved drawing 50 K-3 students with Individual Education Programs (IEP) and reported language concerns from a large diverse sample (n = 1074). Fifty typically developing (TD) students were matched to the former group using propensity score matching based on their age, gender, grade, mother’s education, and ethnicity. Narrative retells and generated language samples were collected and scored for Narrative Discourse and Sentence Complexity using a narrative scoring rubric. In addition, the number of different words (NDW), subordination index (SI), and percentage of grammatical errors (%GE) were calculated using computer software. Results of the Mixed effect model revealed that only Narrative Discourse had a significant effect on disability, with no significant effect revealed for Sentence Complexity, %GE, SI, and NDW. Additionally, Narrative Discourse emerged as the sole significant predictor of disability. At each grade, there were performance gaps between groups in the Narrative Discourse, Language Complexity, and SI. Findings suggest that difficulty in Narrative Discourse is the most consistent predictor of disability. Full article
(This article belongs to the Special Issue Developmental Language Disorder in Children and Adolescents)
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15 pages, 758 KiB  
Article
Implicit Grammatical Gender Representation in Italian Children with Autism without Intellectual/Language Disorder
by Caterina Artuso and Carmen Belacchi
Children 2023, 10(11), 1737; https://doi.org/10.3390/children10111737 - 26 Oct 2023
Viewed by 790
Abstract
Grammatical language development in individuals with autism (without intellectual/language impairment) is mostly qualitatively comparable to language development in typically developing children of the same age. The majority of tasks used to study grammatical development require explicit performance (use of verbal language). Here, we [...] Read more.
Grammatical language development in individuals with autism (without intellectual/language impairment) is mostly qualitatively comparable to language development in typically developing children of the same age. The majority of tasks used to study grammatical development require explicit performance (use of verbal language). Here, we administered an implicit categorization task (by biological sex) to understand which markers children use to implicitly infer grammatical gender representation in Italian (a gendered language where grammatical gender can be inferred via a determiner and/or word ending). Participants were asked to categorize photos of animals, relying on the names that differed in regard to the grammatical markers involved (i.e., lexical semantic, phonological, syntactic or phonological + syntactic). Children with autism displayed the same patterns observed in typically developing children: the lexical–semantic marker was categorized more accurately, followed in decreasing order by the phonological–syntactic marker and the phonological marker. The syntactic marker was the most difficult to categorize for both groups. In addition, children with autism showed an advantage in grammatical gender representation when using formal/grammatical markers than when using lexical/semantic markers. Such an implicit assessment allows for the investigation of more nuanced linguistic representations other than those expressed by traditional assessments. Full article
(This article belongs to the Special Issue Developmental Language Disorder in Children and Adolescents)
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11 pages, 320 KiB  
Article
Assessing Self-Concept in Children (Aged 5–7) with Functional Dyslalia
by Isabel Angustias Gómez Pérez, Carmen del Pilar Gallardo-Montes, Julio Ballesta-Claver and Mᵃ Fernanda Ayllón Blanco
Children 2023, 10(7), 1238; https://doi.org/10.3390/children10071238 - 18 Jul 2023
Cited by 1 | Viewed by 1015
Abstract
Language not only plays a powerful role in human life, as it is also a crucial factor in our minds. It shapes our personality, memory and even the way in which we see the world, as well as playing a fundamental role in [...] Read more.
Language not only plays a powerful role in human life, as it is also a crucial factor in our minds. It shapes our personality, memory and even the way in which we see the world, as well as playing a fundamental role in the building of self-concept and self-esteem. Having a good self-concept, that is, knowing one’s own qualities and strengths, will, in turn, promote good self-esteem. The aim of this research was to analyze self-concept in 50 children (aged 5–7) with functional dyslalia in the city of Granada (Spain). A quantitative approach was taken, with a non-experimental design; it was descriptive, cross-sectional and correlational. The Perception of Child Self-concept Scale (PCS), a Spanish scale, was used. In general, the children who were interviewed showed a medium level of self-concept. It is noteworthy that differences were found in the average scores on the scale according to the sex of the children, with girls showing a higher level of self-concept than boys. Participants scored higher on Factor 1, family attachment, followed by Factor 3, feelings, with the values of both these factors decreasing with age. On the other hand, lower average scores were found for Factor 2, environment, and Factor 4, autonomy. It was found that self-concept was higher in young children (five-year-old children) as well as in those who studied in rural areas. Finally, guidelines for improvement were provided. Self-concept is a fundamental aspect of personality, but it is not innate; it develops and evolves. Full article
(This article belongs to the Special Issue Developmental Language Disorder in Children and Adolescents)
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