Governors State University, University Park, IL.
Rush University, Chicago, IL.
Am J Speech Lang Pathol. 2024 Mar 7;33(2):564-579. doi: 10.1044/2023_AJSLP-23-00038. Epub 2023 Aug 29.
In this article, we present key concepts pointing to the importance of targeting complex sentences for school-age children and adolescents with developmental language disorders (DLD). Drawing on current treatment research, we argue that the sentence is a crucial but often neglected piece of the puzzle when it comes to understanding relationships between DLD and academic outcomes. We provide detailed suggestions for how clinicians can focus on complex sentence structures in natural academic contexts to bridge this gap.
Background information on sentence complexity is presented, along with a rationale for targeting complex sentences with school-age children and adolescents with DLD. Intervention methods from a variety of studies targeting multiclausal sentences are discussed in relation to current accounts of language learning and language processing models. We provide a robust catalog of suggested strategies for targeting sentence complexity in a manner that is aligned with research findings to date and integrated into real academic contexts.
Complex sentence structures are a key challenge for students with DLD as they tackle discipline-specific language and academic tasks. Sentence complexity treatment programs employ one or more treatment methods including priming, modeling, recasting, contextualization, metalinguistic instruction, and sentence combining. While studies have consistently shown a measurable improvement in complex sentence production on proximal outcomes regardless of treatment approach, evidence of durable, functional changes for students with DLD remains sparse. We encourage new treatments that target comprehension and production of complex sentences in real-life academic contexts in clinical practice and research.
在本文中，我们提出了一些关键概念，指出针对有发育性语言障碍（DLD）的学龄儿童和青少年进行复杂句子靶向治疗的重要性。借鉴当前的治疗研究，我们认为，在理解 DLD 与学业成绩之间的关系时，句子是一个至关重要但经常被忽视的部分。我们详细建议临床医生如何在自然学术语境中关注复杂句子结构，以弥补这一差距。
介绍了句子复杂性的背景信息，以及针对有 DLD 的学龄儿童和青少年靶向复杂句子的基本原理。讨论了针对多从句句子的各种研究中的干预方法，以及这些方法与当前的语言学习和语言处理模型理论的关系。我们提供了一个强有力的建议策略目录，用于以与迄今为止的研究结果一致的方式靶向句子复杂性，并将其整合到真实的学术语境中。
复杂的句子结构是 DLD 学生在处理学科特定语言和学术任务时面临的一个关键挑战。句子复杂性治疗方案采用一种或多种治疗方法，包括启动、建模、改写、语境化、元语言教学和句子组合。尽管研究一致表明，无论治疗方法如何，复杂句子生成的近侧结果都有可衡量的改善，但 DLD 患者的持久、功能性变化的证据仍然很少。我们鼓励在临床实践和研究中针对真实学术语境中的复杂句子理解和产生开展新的治疗。
