Bridging the Gap Between Language and Literacy: Evidence from Interventions in Young Greek-Speaking Children with Developmental Language Disorder.

Angeliki Mouzaki, Vasiliki Desylla, Asimina M Ralli, Maria Vlassopoulos

Abstract read

In one paragraph

Article in Behavioral sciences (Basel, Switzerland), 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

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0citing papers in PubMed

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1 · What the graph read from it

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.

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2 · The registry

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0 citing papers in PubMed.

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4 · The record

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5 · Who and what money

Authors and funding

4 authors.

Angeliki MouzakiPrimary Education Department, School of Education, University of Crete, Gallos Campus, 741 00 Rethymno, Crete, Greece.ORCID 0000-0001-6760-9206

Vasiliki DesyllaPrimary Education Department, School of Education, University of Crete, Gallos Campus, 741 00 Rethymno, Crete, Greece.

Asimina M RalliDepartment of Psychology, School of Philosophy, National and Kapodistrian University of Athens University Campus, 157 84 Ilisia, Greece.ORCID 0000-0001-5052-0459

Maria VlassopoulosDepartment of Medicine, School of Health Sciences, National and Kapodistrian University of Athens, Goudi, 115 27 Athens, Greece.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Developmental language disorder (DLD) is a neurodevelopmental condition characterized by persistent difficulties in language acquisition, affecting both comprehension and production, and typically emerging in early childhood through deficits in morphosyntax, vocabulary and phonology. Although distinct from Specific Learning Disabilities, particularly in reading, the two conditions often co-occur, sharing underlying mechanisms and leading to overlapping challenges such as impaired phonological processing, limited vocabulary, weak narrative skills, and reading comprehension difficulties. This study examined the effects of two intervention programs-semantic versus phonological-on oral language skills in 107 Greek children with DLD aged 4;1-5;10. Participants were randomly assigned to a phonological (

Indexed as

developmental language disorderlanguage interventionphonological awarenessvocabulary development

Identifiers

PMID42193688

DOI10.3390/bs16050809

PMCPMC13203354

What OpenQuestion holds

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LicenceCC BY

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Registered trials

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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.