ReviewLanguage, speech, and hearing services in schools2021
A New Memory Perspective on the Sentence Comprehension Deficits of School-Age Children With Developmental Language Disorder: Implications for Theory, Assessment, and Intervention.
Review in Language, speech, and hearing services in schools, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. An erratum has been issued. Cited by 11 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
11 citing papers in PubMed, 30 citations in OpenAlex.
- Psychoemotional Profiles in Reading Comprehension Among Students with Typical Development, Learning Disabilities, and Developmental Language Disorder.Behavioral sciences (Basel, Switzerland) · 2026Article
- Remote Microphones Support Speech Recognition in Noise and Reverberation for Children With a Language Disorder.Language, speech, and hearing services in schools · 2025Article
- Enhancing Syntactic Knowledge in School-Age Children With Developmental Language Disorder: The Promise of Syntactic Priming.American journal of speech-language pathology · 2024Review
- Sentences Are Key: Helping School-Age Children and Adolescents Build Sentence Skills Needed for Real Language.American journal of speech-language pathology · 2024Article
- Less Versus More: The Effect of Recast Length in Treatment of Grammatical Errors.Language, speech, and hearing services in schools · 2024Article
- Longitudinal Grammaticality Judgments of Tense Marking in Complex Questions in Children With and Without Specific Language Impairment, Ages 5-18 Years.Journal of speech, language, and hearing research : JSLHR · 2023Article
- Modulating Phonological Working Memory With Anodal High-Definition Transcranial Direct Current Stimulation to the Anterior Portion of the Supplementary Motor Area.Journal of speech, language, and hearing research : JSLHR · 2023Article
- Functional near-infrared spectroscopy measures of neural activity in children with and without developmental language disorder during a working memory task.Brain and behavior · 2023Article
- A developmental account of the role of sequential dependencies in typical and atypical language learners.Cognitive neuropsychologyArticle
- Making Research Accessible to the Developmental Language Disorder Community: A Mixed Methods Study Using the Nominal Group Technique.International journal of language & communication disordersArticle
- Sentence Comprehension and L2 Exposure Effects in 6-Year-Old Sequentially Bilingual Children With Typical Development and Developmental Language Disorder.International journal of language & communication disordersArticle
Corrections and comments
- Erratum issued
Authors and funding
3 authors at 3 institutions in 1 country.
Funding
Abstract
Purpose The nature of the relationship between memory and sentence comprehension in school-age children with developmental language disorder (DLD) has been unclear. We present a novel perspective that highlights the relational influences of fluid intelligence, controlled attention, working memory (WM), and long-term memory (LTM) on sentence comprehension in children with and without DLD. This perspective has new and important implications for theory, assessment, and intervention. Method We review a large-scale study of children with and without DLD that focused on the connections between cognition, memory, and sentence comprehension. We also summarize a new model of these relationships. Results Our new model suggests that WM serves as a conduit through which syntactic knowledge in LTM, controlled attention, and general pattern recognition indirectly influence sentence comprehension in both children with DLD and typically developing children. For typically developing children, language-based LTM and fluid intelligence indirectly influence sentence comprehension. However, for children with DLD, controlled attention plays a larger indirect role. Conclusions WM plays a key role in children's ability to apply their syntactic knowledge when comprehending canonical and noncanonical sentences. Our new model has important implications for the assessment of sentence comprehension and for the treatment of larger sentence comprehension deficits.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.