[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-studies-list:{\"conditionNormalized\":\"developmental-language-disorder\",\"overallStatus\":[\"RECRUITING\",\"AVAILABLE\",\"NOT_YET_RECRUITING\"],\"orderBy\":\"LastUpdateSubmitDate:desc\",\"size\":25,\"offset\":0}":3,"health-study-condition:developmental-language-disorder":28},{"pageToken":4,"total":5,"offset":6,"count":5,"results":7},null,22,0,[8,51,73,97,117,142,171,191,212,234,263,287,316,340,368,393,423,452,476,502,523,544],{"id":9,"slug":10,"hasResults":11,"nctId":12,"briefTitle":13,"officialTitle":14,"acronym":4,"eligibilityCriteria":15,"healthyVolunteers":16,"sex":17,"minAge":18,"maxAge":19,"enrollmentInfo":20,"targetDuration":4,"studyType":23,"phases":24,"briefSummary":26,"conditions":27,"keywords":31,"overallStatus":38,"whyStopped":4,"lastUpdateSubmitDate":39,"lastUpdatePostDateStruct":40,"startDateStruct":43,"completionDateStruct":45,"leadSponsor":47,"locationsCount":50},"100528138","using-neuroimaging-and-behavioral-assessments-to-understand-late-talking-100528138",false,"NCT06156865","Using Neuroimaging and Behavioral Assessments to Understand Late Talking","Neuroimaging Reveals Treatment-related Changes in DLD: A Randomized Controlled Trial (Supplement)","Inclusion Criteria:\n\n* child and parent are monolingual\u002Fnative (primarily) English speakers\n* child is enrolled at one of the participating facilities\n* child is recruited via word of mouth, including social media\n* child is between 18 and 30 months of age\n* child does not have any contraindications to magnetic resonance imaging (i.e., intracranial metal implants, claustrophobia)\n* child does not have any uncorrected vision challenges\n\nExclusion Criteria:\n\n* Child does not meet criteria for LT or typical development\n* Standard magnetic resonance imaging exclusion criteria\n* Gestational age less than 37 weeks or greater than 42 weeks\n* Special education placement of child based on ability or behavior",true,"ALL","18 Months","30 Months",{"count":21,"type":22},45,"ESTIMATED","INTERVENTIONAL",[25],"NA","Late talkers (LT), representing 10-20% of children under 3, demonstrate hallmark syntax and vocabulary deficits similar to preschoolers with developmental language disorder. While effective and early interventions can mitigate the impact of late talking, not enough is known about its neural basis, yet is needed to inform the design of more individualized interventions. This proposed effort uses neuroimaging, along with behavioral methods, with the goal of better understanding the memory-language mechanisms that underlie learning and late talking, while also considering their association to treatment-related changes in LT.",[28,29,30],"Developmental Language Disorder","Language Delay","Language Development",[32,33,34,35,36,37],"children","late talking","typical development","assessment","intervention","neuroimaging","RECRUITING","2026-05-29",{"date":41,"type":42},"2026-06-02","ACTUAL",{"date":44,"type":42},"2024-01-19",{"date":46,"type":22},"2027-06-30",{"name":48,"class":49},"University of Toronto","OTHER",2,{"id":52,"slug":53,"hasResults":11,"nctId":54,"briefTitle":55,"officialTitle":55,"acronym":4,"eligibilityCriteria":56,"healthyVolunteers":11,"sex":17,"minAge":57,"maxAge":58,"enrollmentInfo":59,"targetDuration":4,"studyType":23,"phases":61,"briefSummary":62,"conditions":63,"keywords":4,"overallStatus":38,"whyStopped":4,"lastUpdateSubmitDate":64,"lastUpdatePostDateStruct":65,"startDateStruct":66,"completionDateStruct":68,"leadSponsor":70,"locationsCount":72},"100491400","optimizing-feedback-based-learning-in-children-with-developmental-language-disorder-100491400","NCT05678634","Optimizing Feedback-based Learning in Children With Developmental Language Disorder","Inclusion Criteria:\n\n* English as the primary language Nonverbal intelligence quotient (IQ) score on the Wechsler Intelligence Scale for Children-5th Edition (WISC-V) Standard Score \\>70 Identification Core score on the Test of Integrated Language \\& Literacy Skills (TILLS) equal to or less than 34\n\nExclusion Criteria:\n\n* Hearing loss or other known neurological deficits, or diagnoses (e.g., Autism, Traumatic Brain Injury)\n* Evidence of color blindness as measured by the EnChroma computer base color blindness screening test for children","8 Years","12 Years",{"count":60,"type":22},100,[25],"This project aims to optimize a critical but understudied ingredient of language intervention provided to children with developmental language disorder (DLD) - feedback. The project will bridge a gap between previous findings in our lab of inefficient feedback processing in DLD and clinical practice by identifying the conditions under which feedback-based learning can be improved in DLD. The investigators hypothesize that the effectiveness of feedback can be significantly enhanced for children with DLD when it is tailored to their unique learning strengths. The rationale for this project is based on evidence that feedback-based learning can be improved by enhancing the dominance of an intact learning system. The project will achieve its aim by manipulating (1) the timing of the feedback (immediate vs. delayed) and (2) the level of the learner's involvement in error correction dictated by feedback (active vs. passive correction). Aim 1 will determine the effect of manipulating feedback timing on learning in 140 school-age children (8-12 years) with DLD. While immediate feedback is processed by the striatum, which is also implicated in implicit learning, delaying the feedback by a few seconds shifts feedback processing to the mediate temporal lobe (MTL)-based declarative learning system. Evidence that delaying feedback improves learning in DLD would support the hypothesis of the implicit deficit theory that intervention should capitalize on declarative learning mechanisms. The project will test a novel alternative feedback-learning parity hypothesis whereby feedback-based learning is optimized when the timing of the feedback is aligned with the dominant learning system at a given time (i.e., immediate feedback during striatal-based probabilistic learning; delayed feedback during MTL-based declarative learning). Within the same group of children, Aim 2 will compare feedback-based learning in children with DLD when feedback (a) prompts active self-correction or (b) passively exposes learners to error corrections (corrective recast). Children will engage in two nonword-object paired-associate learning tasks. In one task, feedback will promote active self-correction, which is in line with declarative learning. In the other task, feedback will passively expose the learner to corrective feedback in a manner consistent with teaching approaches aiming at reducing awareness of errors. The project will determine whether children with DLD learn better when feedback prompts self-correction or when they are exposed to passive corrections. Electrophysiological measures will indicate whether passive corrections (corrective recast) are processed as negative feedback by children with DLD. For both aims, behavioral indicators of response to feedback will be complemented by electrophysiological measures of feedback processing that can determine the involvement of the striatum and MTL brain systems during the learning process. This work is scientifically and clinically significant because elucidating what manipulations optimize feedback-based learning will enhance our understanding of the impaired learning mechanism in DLD and will provide clinical guidance on what type of feedback to use during an intervention.",[28],"2026-05-27",{"date":39,"type":42},{"date":67,"type":42},"2023-07-20",{"date":69,"type":22},"2027-10-01",{"name":71,"class":49},"MGH Institute of Health Professions",1,{"id":74,"slug":75,"hasResults":11,"nctId":76,"briefTitle":77,"officialTitle":78,"acronym":79,"eligibilityCriteria":80,"healthyVolunteers":16,"sex":17,"minAge":81,"maxAge":82,"enrollmentInfo":83,"targetDuration":4,"studyType":23,"phases":85,"briefSummary":86,"conditions":87,"keywords":4,"overallStatus":38,"whyStopped":4,"lastUpdateSubmitDate":89,"lastUpdatePostDateStruct":90,"startDateStruct":91,"completionDateStruct":93,"leadSponsor":95,"locationsCount":50},"100508520","category-learning-retention-in-adults-with-and-without-developmental-language-disorder-100508520","NCT05901493","Category Learning Retention in Adults With and Without Developmental Language Disorder","Improving the Retention of Speech-Perceptual Learning in Adults With and Without Language Disorder","Time2Learn","Inclusion Criteria:\n\n* native speakers of American English\n* Grew up in a household in which only American English was spoken\n* 18-55 years of age\n* Typical vision \\& hearing\n* (Aim 2) access to headphones\u002Fdevices capable of accessing experiment script via internet\n* Must meet criteria for Group membership as either TD or DLD\n\nExclusion Criteria:\n\n* History of neurological disorders\n* History of psychiatric disorders\n* History of socio-emotional disorders\n* On prescription medication(s) that alter sleep","18 Years","55 Years",{"count":84,"type":22},540,[25],"Approximately 7% of the population experiences developmental language disorder (DLD), a language disorder with unclear causes. DLD affects communication beyond adolescence and poses challenges for education and career advancement due to difficulties in learning and memory. Recent research suggests that adults with DLD struggle with overnight memory consolidation, indicating a need for effective learning and memory support. This project aims to determine the optimal training schedule for perceptual memory retention in adults with and without DLD. The study involves recruiting 240 adults (120 with DLD, 120 without) for speech-perceptual training with different training schedules. The researchers predict that the manipulation of training schedules will interact with circadian preference and overnight consolidation, leading to the discovery of the best practice schedule for speech sound retention. Additionally, 300 more adults (150 with DLD, 150 without) will be recruited to investigate how optimal training schedules interact with reflexive and reflective learning strategies. The time course of learning and retention will be tracked during reflexive and reflective categorization training in six different training schedules.",[28,88],"Adults Without Language Disorder","2026-05-26",{"date":39,"type":42},{"date":92,"type":42},"2022-10-23",{"date":94,"type":22},"2027-07-31",{"name":96,"class":49},"University of Delaware",{"id":98,"slug":99,"hasResults":11,"nctId":100,"briefTitle":101,"officialTitle":101,"acronym":4,"eligibilityCriteria":102,"healthyVolunteers":16,"sex":17,"minAge":103,"maxAge":104,"enrollmentInfo":105,"targetDuration":4,"studyType":23,"phases":106,"briefSummary":107,"conditions":108,"keywords":4,"overallStatus":38,"whyStopped":4,"lastUpdateSubmitDate":109,"lastUpdatePostDateStruct":110,"startDateStruct":111,"completionDateStruct":113,"leadSponsor":114,"locationsCount":116},"100459878","neuroimaging-reveals-treatment-related-changes-in-dld-100459878","NCT05268341","Neuroimaging Reveals Treatment-related Changes in DLD","Inclusion Criteria:\n\n* ages 48-71 months\n* average nonverbal intelligence quotient (IQ)\n* enrolled in participating center\n* typically developing (receptive and expressive language, social, articulation, other)\n* DLD for expressive grammar\n* typical oral motor function\n* typical social\u002Fpragmatics skills\n* average hearing thresholds\n* monolingual and native Standard English speakers\n* does not have any uncorrected vision challenges\n\nExclusion Criteria:\n\n* receiving co-occurring speech-language or other intervention for communication\n* not MRI safe\n* special education placement of child based on ability or behavior","48 Months","71 Months",{"count":60,"type":22},[25],"Children with developmental language disorders (DLD, aka specific language impairment), a prevalent pediatric disorder, experience hallmark grammar deficits with life-long impacts on educational and occupational outcomes. While effective and early interventions can mitigate the impact of DLD, not enough is known about the neural basis of DLD in young children, yet is needed to inform the design of more individualized interventions. This project uses neuroimaging, along with behavioral methods, with the goal of better understanding the memory-language mechanisms that underlie grammar learning and impairment, while also considering their association to treatment-related changes in preschoolers with DLD.",[28],"2026-05-20",{"date":89,"type":42},{"date":112,"type":42},"2022-05-24",{"date":46,"type":22},{"name":115,"class":49},"University of Cincinnati",6,{"id":118,"slug":119,"hasResults":11,"nctId":120,"briefTitle":121,"officialTitle":122,"acronym":123,"eligibilityCriteria":124,"healthyVolunteers":11,"sex":17,"minAge":125,"maxAge":4,"enrollmentInfo":126,"targetDuration":4,"studyType":23,"phases":128,"briefSummary":129,"conditions":130,"keywords":4,"overallStatus":38,"whyStopped":4,"lastUpdateSubmitDate":131,"lastUpdatePostDateStruct":132,"startDateStruct":134,"completionDateStruct":136,"leadSponsor":138,"locationsCount":141},"100566817","molecular-basis-of-language-development-and-associated-disorders-100566817","NCT06660108","MOLECULAR BASIS OF LANGUAGE DEVELOPMENT AND ASSOCIATED DISORDERS","BASES MOLECULAIRES DU DEVELOPPEMENT DU LANGAGE ORAL ET DES TROUBLES SPECIFIQUES ASSOCIES","TSLO","Patients\n\nInclusion Criteria:\n\n* Eligible families included at least one child over five years old with a formal diagnosis of severe and isolated DLD according to Phase 2 CATALISE criteria . Patients have undergone age-appropriate speech, language and reading evaluations by a speech-language physician and cognitive evaluations by a neuropsychologist, as well as evaluation by a pediatric neurologist to identify co-occurring developmental disorders (ADHD, ASD…) and a medical geneticist for known genetic disorders and genetic testing recommendations. All children included received appropriate speech therapy for at least one year, with a progress report indicating the persistence of language difficulties.\n\nExclusion Criteria:\n\n* Cognitive impairment with non-verbal intellectual quotient (IQ) below 2 SD assessed with the Wechsler Preschool and Primary Scale of Intelligence (WPPSI), or the Wechsler Intelligence Scale for Children (WISC-IV or V) according to the age-appropriateness, ASD, moderate to severe hearing loss, orofacial structural abnormalities, known neurological or genetic disorders at the initial assessment. None of the patients met the diagnostic criteria for CAS according to the ASHA (American Speech-Language-Hearing Association, 2007. Childhood apraxia of speech www.asha.org\u002Fpolicy).","5 Years",{"count":127,"type":22},50,[25],"Developmental Language Disorder (DLD) refers to children who present with language difficulties that are not due to a known biomedical condition or associated with autism spectrum disorder (ASD) or intellectual disability. The prevalence of DLD is \\~7%-8% or 2% if severe forms are considered.\n\nHowever, the clinical heterogeneity of language disorders, the presence of co-morbidities and the inconsistent terminology used for many years have hindered research and clinical practice. Distinguishing sub-groups of children with language problems is crucial when tackling the underlying genetic causes of this disease. Recently, several studies using high-throughput sequencing have better define the genetic basis of CAS but such studies focusing on DLD are limited. The investigation of more homogeneous cohorts of individuals that clearly distinguish DLD cases, from ID and not including children with CAS should improve our understanding of the genetic basis of this disorder.\n\nIn this study, we aim to built and investigate a well-characterized cohort of DLD patients using pangenomic approaches to better define the molecular basis of this disorder. All individuals will be analyzed using chromosomal microarray analysis and whole genome sequencing. Multiple observations and preliminary results suggest strong links with the genetic basis of other neurodevelopmental disorders.\n\nThe goal is to identify CNV or SNV as causative allele or risk factor and already known to be involved in other neurodevelopmental disorders as well as potential new variants.",[28],"2026-04-15",{"date":133,"type":42},"2026-04-20",{"date":135,"type":42},"2025-03-25",{"date":137,"type":22},"2028-03-25",{"name":139,"class":140},"Institut National de la Santé Et de la Recherche Médicale, France","OTHER_GOV",3,{"id":143,"slug":144,"hasResults":11,"nctId":145,"briefTitle":146,"officialTitle":147,"acronym":148,"eligibilityCriteria":149,"healthyVolunteers":11,"sex":17,"minAge":150,"maxAge":151,"enrollmentInfo":152,"targetDuration":4,"studyType":23,"phases":154,"briefSummary":155,"conditions":156,"keywords":157,"overallStatus":38,"whyStopped":4,"lastUpdateSubmitDate":162,"lastUpdatePostDateStruct":163,"startDateStruct":165,"completionDateStruct":167,"leadSponsor":169,"locationsCount":72},"100632895","training-caregivers-to-teach-vocabulary-to-children-with-language-impairment-100632895","NCT07519629","Training Caregivers to Teach Vocabulary to Children With Language Impairment","Caregiver Spanish Intervention Training for Children With Developmental Language Disorder","DLD","Inclusion Criteria:\n\nChildren:\n\n* age (4-6) and not have completed kindergarten prior to pretesting\n* pass a hearing screening to rule out hearing loss as a cause for language impairment\n* speak Spanish at least 50% of their day reported in BIOS\n* have a confirmed diagnosis of DLD via the BESA\n* not have a diagnosis of intellectual disability via Matrices subtest or social communication disorder via Social Communication Questionnaire\n* be able to speak with at least 3-word utterances\n\nCaregivers:\n\n* have access to a smart phone\n* spend time with the child participant daily\n* speak fluent Spanish\n\nExclusion Criteria:\n\n\\-","4 Years","6 Years",{"count":153,"type":22},64,[25],"The purpose of this study is to determine whether Spanish-speaking caregivers can learn to teach science vocabulary to their children with the use and educational app and a short training video with target words. The children will take language, speech, and hearing tests, as well as science and vocabulary pretests with a speech-language pathologist. You will be asked to answer some questions about your language use in the house and other places. If you and your child qualify for the study, the researcher will randomly place you a group to 1) use the app, or 2) use books. Since you are chosen at random, there is no way of knowing which group you and your child will be in before you start. Participants will take part in an 11-week study (3 weeks of testing at the beginning, middle, and end of study, and 8 weeks of intervention). The testing will be conducted in a place that is comfortable for your child (home, school, university clinic). The intervention can be done at home (researchers will not be present for this part of the study, but we will be available to support you or answer questions). We want you to play (group 1) or read (group 2) with your child two times a week (\\~30 minutes) and send the audio recording of your interaction to our researchers.",[28],[158,159,160,161],"caregiver intervention","bilingual","implementation science","vocabulary","2026-04-06",{"date":164,"type":42},"2026-04-09",{"date":166,"type":42},"2026-02-23",{"date":168,"type":22},"2027-12-31",{"name":170,"class":49},"Northern Arizona University",{"id":172,"slug":173,"hasResults":11,"nctId":174,"briefTitle":175,"officialTitle":175,"acronym":4,"eligibilityCriteria":176,"healthyVolunteers":16,"sex":17,"minAge":125,"maxAge":177,"enrollmentInfo":178,"targetDuration":4,"studyType":23,"phases":180,"briefSummary":181,"conditions":182,"keywords":4,"overallStatus":38,"whyStopped":4,"lastUpdateSubmitDate":183,"lastUpdatePostDateStruct":184,"startDateStruct":185,"completionDateStruct":187,"leadSponsor":189,"locationsCount":72},"100632220","sentence-prediction-in-developmental-language-disorder-100632220","NCT07510854","Sentence Prediction in Developmental Language Disorder","Inclusion Criteria:\n\n* Pass a hearing screening at 25dB at 0.5, 1, 2, and 4 kHz\n* Have normal or corrected-to-normal vision\n* Have no history of neurological disorders\n* For DLD group, Test of Narrative Language 2 (TNL-2) score less than 92\n* For TD group, TNL-2 score greater than 92, a cut-off that provides excellent sensitivity\u002Fspecificity (.92\u002F.92).\n\nExclusion Criteria:\n\n* Scores in the Autism range on the Childhood Autism Rating Scale 2 (CARS-2)\n* Scores below 75 on the Visual Spatial Index of the Wechsler Preschool and Primary Scale of Intelligence 4 (WPPSI-IV)","7 Years",{"count":179,"type":22},80,[25],"Millions of children - 7-12% of the school-age population - have developmental language disorder (DLD), a disorder that affects language learning, comprehension, and use. These children have difficulty with sentence production and comprehension at every stage of their development. These difficulties have major implications for the educational attainment of children with DLD compared to children with typical development (TD). Children with TD and adults make rapid predictions of upcoming words following verbs (e.g., predicting the patient in The dog eats the bone or the agent in The bone is eaten by the dog). Extensive work in children and adults indicates that prediction facilitates sentence comprehension by inducing a state of preparedness and contributes to language development by tuning the language system to the input. Children with DLD have a poorer ability to make sentence predictions, which may compound and result in sentence-comprehension deficits. Prior work on prediction deficits in DLD has focused on broad sentence characteristics like typicality or broad participant characteristics like vocabulary test scores. However, studies with typical individuals have identified more specific sentence- and participant-level contributors to sentence prediction. These factors have not been systematically explored in children with DLD. The investigators explore three separate hypotheses concerning factors that affect prediction in DLD. First, sentence- and participant-level properties affect prediction in children with DLD. Second, children with DLD lack robust representations of the underlying linguistic knowledge needed to predict, particularly abstract semantic features. Third, children with DLD have differences in event processing that relate to sentence prediction skill. The investigators investigate these hypotheses in 5-7-year-old school-age children with DLD across three Aims. Aim 1: Measure the effect of sentence- and participant-level properties on sentence prediction. The investigators will measure two participant-level cognitive factors (processing speed, verbal working memory) and their effect on prediction of agents and patients in sentences varying across two properties (syntactic complexity, semantic competition). Aim 2: Measure linguistic knowledge that underlies sentence prediction. The investigators will measure knowledge of agent-verb and verb-patient cooccurrences (e.g., dog-bite, eat-apple) and knowledge of verb-specific semantic features (e.g., throw-\\\u003Cround object\\>). Aim 3: Measure event-processing skills that underlie sentence prediction. The investigators will measure how children with DLD categorize and attend to agents\u002Fpatients in visual scenes. Impact: This project has the promise to be highly impactful. First, it bridges disparate literatures on language processing in adults, children with TD, and children with DLD, providing clarity about predictive processing in DLD. Second, it may influence intervention approaches by identifying areas of strength and need in children with DLD. Third, it sets the stage for larger-scale longitudinal work examining effects of early prediction ability, language knowledge, and event processing on later sentence comprehension.",[28],"2026-03-31",{"date":162,"type":42},{"date":186,"type":42},"2026-02-16",{"date":188,"type":22},"2028-07",{"name":190,"class":49},"Father Flanagan's Boys' Home",{"id":192,"slug":193,"hasResults":11,"nctId":194,"briefTitle":195,"officialTitle":196,"acronym":4,"eligibilityCriteria":197,"healthyVolunteers":16,"sex":17,"minAge":57,"maxAge":198,"enrollmentInfo":199,"targetDuration":4,"studyType":23,"phases":201,"briefSummary":202,"conditions":203,"keywords":4,"overallStatus":38,"whyStopped":4,"lastUpdateSubmitDate":204,"lastUpdatePostDateStruct":205,"startDateStruct":207,"completionDateStruct":209,"leadSponsor":211,"locationsCount":72},"100583776","training-inner-speech-in-children-with-developmental-language-disorder-100583776","NCT06880731","Training Inner Speech in Children With Developmental Language Disorder","Training Verbal Mediation to Support Executive Function in Children With Developmental Language Disorder","Inclusion criteria (children with developmental language disorder; DLD):\n\n* Age 8;0-9;11 years English as the primary language\n* Pass hearing screen bilaterally (20 dB HL, at 1K, 2K, \\& 4K)\n* TILLS Identification Core Score \\\u003C 34\n\nInclusion criteria (children with typical development; TD):\n\n* Age 8;0-9;11 years English as the primary language\n* Pass hearing screen bilaterally (20 dB HL, at 1K, 2K, \\& 4K)\n* TILLS Identification Core Score \\> or = 34\n\nExclusion criteria (DLD \\& TD groups):\n\n* KBIT-2 Fluid Subtest Standard Score \\\u003C 70\n* ADHD, Autism, TBI, or other neurological deficits or disorders","10 Years",{"count":200,"type":22},75,[25],"The complex and unclear relationship between language and executive function (EF) creates barriers to developing effective interventions for children with developmental language disorder (DLD) whose language difficulties often co-occur with impaired EF. Children and adults with typical language development (TD) facilitate their EF by using self-directed language, or verbal mediation, to guide conscious reflection and override habitual behaviors. Conversely, children with DLD do not use verbal mediation to support EF efficiently or effectively. Promising evidence suggests that language-based training can shape verbal mediation and improve EF task performance in children with TD, which makes it pertinent to determine whether verbal mediation training benefits children with DLD. Specifically, modeling interventions have been shown to promote learning of language forms without taxing the cognitive resources required for learning such as attention or working memory, which are known to be impaired among children with DLD. The long-term goal of the proposed work is to optimize intervention outcomes for children with DLD by elucidating the complex relationship between language and executive functions. The objective of this project is to determine the impact of modeling verbal mediation on shifting task performance in school-aged children with DLD. Shifting, also known as cognitive flexibility, is the ability to alternate between operations or mental sets. It is an important EF because it is the pivot point between multiple goal-directed tasks when language use is critical for guiding action. Children aged 8-10 years will complete three versions of a shifting task over three phases: pre-intervention, intervention, and post-intervention. During the intervention phase, half of the participants with DLD will be exposed to a task model with verbal mediation (training), while the other half will be exposed to a silent task model (control). The investigators will determine the effect of modeling verbal mediation on the subsequent use of verbal mediation (Aim 1) and behavioral and electrophysiological measures of shifting ability (Aim 2). Indirect measures of shifting (i.e., accuracy and reaction time) will be supplemented with an electrophysiological marker of shifting that reflects real-time cue processing. This combination of methods provides insight to changes in processing following intervention that may precede and predict subsequent changes in behaviors. Our central hypothesis is that modeling verbal mediation will facilitate more effective use of verbal mediation and improve shift cue processing in children with DLD. The project will provide a theoretical framework for the role of language in shaping goal-directed behavior and the first examination of electrophysiological change in shifting following a verbal mediation intervention. Results will have a significant impact on clinical practice by advancing knowledge about a promising language-based intervention to support EF and other goal-directed tasks.",[28],"2025-12-12",{"date":206,"type":42},"2025-12-15",{"date":208,"type":42},"2025-11-21",{"date":210,"type":22},"2028-03",{"name":71,"class":49},{"id":213,"slug":214,"hasResults":11,"nctId":215,"briefTitle":216,"officialTitle":217,"acronym":4,"eligibilityCriteria":218,"healthyVolunteers":16,"sex":17,"minAge":150,"maxAge":57,"enrollmentInfo":219,"targetDuration":4,"studyType":23,"phases":221,"briefSummary":222,"conditions":223,"keywords":4,"overallStatus":38,"whyStopped":4,"lastUpdateSubmitDate":226,"lastUpdatePostDateStruct":227,"startDateStruct":229,"completionDateStruct":231,"leadSponsor":233,"locationsCount":50},"100405374","a-developmental-framework-for-linking-phonological-and-morpho-syntactic-sequential-pattern-rules-in-dld-production-100405374","NCT04558541","A Developmental Framework For Linking Phonological And Morpho-syntactic Sequential Pattern Rules In DLD: Production","A Developmental Framework For Linking Phonological And Morpho-syntactic Sequential Pattern Rules In Developmental Language Disorder: Production","Inclusion Criteria:\n\nBecause clinical precision is required, 4- to 8-year-olds will complete a large test battery.\n\n* All children (TD, DLD, DLD + SSD, SSD) will score above 75 on the Nonverbal Scale of the Kaufman Assessment Battery for Children (KABC-II), which is above the Diagnostic and Statistical Manual cut-off for intellectual disability, even considering the standard error of measurement.\n* Hearing will be within normal limits\n* Oral structures will be within normal limits (Robbins \\& Klee, 1987).\n* The Childhood Autism Rating Scale (Schopler et al., 2010) and parent report, will be used to rule out autism.\n\nChildren with DLD will meet standard criteria.\n\n* Children with DLD will score below the cutoff of 87 on the Structured Photographic Expressive Language Test-P2 (SPELT-P2; Dawson et al., 2005) that has demonstrated high diagnostic accuracy for DLD.\n* Children with DLD will perform below 80% in their spontaneous production of finite verb morphemes.\n* Performance on a nonword repetition task will also support DLD status. Scores below 70% for total phonemes correct across all nonword lengths are greater than 1 SD below the mean for typical children.\n* Speech production skills will be measured via the Goldman-Fristoe Test of Articulation-3 (GFTA-3; Goldman \\& Fristoe, 2015) and the inconsistency subtest of the Diagnostic Evaluation of Articulation and Phonology (DEAP, Dodd, et al., 2006). Many 4- to 6-year-old children with DLD are expected to perform below expected levels on the GFTA-3; for this study half of the children with DLD will show performance below expected levels and half above a standard score of 85. Children with SSD will show impaired performance on the GFTA-3, but typical performance on grammatically weighted language measures (SPELT-P2 and finite verb morphemes). The DEAP serves as a standardized measure of segmental inconsistency and will provide a post hoc analysis that may be related to sequence pattern variability.\n\nPerformance on the following measures will serve as covariates and will not be exclusionary for DLD or SSD:\n\n* Peabody Picture Vocabulary Test, 4th ed (Dunn \\& Dunn, 1997)\n* Expressive Vocabulary Test, 2nd ed (Williams, 1997)\n* Verbal and nonverbal memory span.\n* Because of the emphasis on English phonological and morpho-syntactic patterns, all participants will be monolingual English learners or report dominant exposure to English from infancy. Exposure to other languages will be documented.\n\nExclusion Criteria for all participants:\n\n* Hearing impairment\n* Intellectual impairment\n* Autism\n* Significant motor impairment.\n\nTypical participants will be excluded if they show:\n\n-Histories of developmental, speech, language, or hearing disorders.",{"count":220,"type":22},400,[25],"The broad aim of this clinical study is to assess the hypothesis that morphological and phonological deficits are linked by a broader deficit in sequential pattern learning. This hypothesis applies to learning in general, but is especially critical as an avenue for developing earlier assessments and more powerful interventions for children with developmental language disorder (DLD; also known as specific language impairment). Other populations, such as at-risk toddlers, may also benefit from this new approach.",[28,224,225],"Speech Sound Disorder","Specific Language Impairment","2025-10-24",{"date":228,"type":42},"2025-10-27",{"date":230,"type":42},"2022-08-07",{"date":232,"type":22},"2026-12-31",{"name":190,"class":49},{"id":235,"slug":236,"hasResults":11,"nctId":237,"briefTitle":238,"officialTitle":239,"acronym":4,"eligibilityCriteria":240,"healthyVolunteers":11,"sex":17,"minAge":103,"maxAge":104,"enrollmentInfo":241,"targetDuration":4,"studyType":23,"phases":243,"briefSummary":244,"conditions":245,"keywords":247,"overallStatus":38,"whyStopped":4,"lastUpdateSubmitDate":254,"lastUpdatePostDateStruct":255,"startDateStruct":257,"completionDateStruct":259,"leadSponsor":261,"locationsCount":50},"100537283","promoting-caregiver-implementation-of-an-effective-early-learning-intervention-100537283","NCT06275815","Promoting Caregiver Implementation of an Effective Early Learning Intervention","Promoting Caregiver Implementation of an Effective Early Learning Intervention: Sit Together and Read (STAR)","Inclusion Criteria:\n\n* receiving or on waitlist for speech services\n* primary complaint of impaired language skills\n* receptive, expressive, or mixed language disorder\n* primarily communicates in English\n\nExclusion Criteria:\n\n1. No known additional diagnoses causal of developmental language disorder including\n\n   1. autism spectrum disorder\n   2. hearing loss\n   3. severe intellectual disability\n2. Is not attending or has completed Kindergarten",{"count":242,"type":22},320,[25],"The goal of this study is to examine the impact of a caregiver-implemented shared reading program, Sit Together and Read (STAR), on children ages 4 to 5 with developmental language disorder. The main questions it aims to answer are:\n\n* how much STAR impacts children's literacy skills in the short-term and long-term--up to two-years after completing STAR.\n* how do caregiver supports in the form of small monetary rewards or encouraging texts help caregivers to implement STAR at its intended frequency of sessions per week.\n\nCaregiver participants will be assigned to either a control group or one of three STAR groups. Children's skills related to literacy and learning will be assessed before the intervention starts, at the end of the intervention, and every six months post-intervention for two years.\n\nResearchers will determine the short term and long term impacts of STAR compared to the control group. Researchers will compare the three STAR conditions to see if the rewards or encouragement helped parents to follow through with completing more STAR sessions.",[28,246],"Reading; Difficult",[248,249,250,251,252,253],"Randomized Control Trial","Print Knowledge","Reading Outcomes","literacy","behavior-change strategies","early literacy","2025-09-24",{"date":256,"type":42},"2025-09-30",{"date":258,"type":42},"2024-04-10",{"date":260,"type":22},"2028-07-31",{"name":262,"class":49},"Ohio State University",{"id":264,"slug":265,"hasResults":11,"nctId":266,"briefTitle":267,"officialTitle":267,"acronym":4,"eligibilityCriteria":268,"healthyVolunteers":16,"sex":17,"minAge":177,"maxAge":269,"enrollmentInfo":270,"targetDuration":4,"studyType":23,"phases":271,"briefSummary":272,"conditions":273,"keywords":274,"overallStatus":38,"whyStopped":4,"lastUpdateSubmitDate":279,"lastUpdatePostDateStruct":280,"startDateStruct":282,"completionDateStruct":284,"leadSponsor":285,"locationsCount":72},"100515183","contextual-word-learning-in-children-with-developmental-language-disorder-100515183","NCT05988190","Contextual Word Learning in Children With Developmental Language Disorder","Inclusion Criteria:\n\n* Aim 1: Standard Score \\> 90 on Clinical Evaluation of Language Fundamentals - Core Test Language Battery administered in 2nd grade\n* Aim 2: Standard Score \\\u003C= 85 on Clinical Evaluation of Language Fundamentals - Core Test Language Battery administered in 2nd grade\n\nExclusion Criteria:\n\n* hearing impairment\n* uncorrected visual impairment","11 Years",{"count":60,"type":22},[25],"Many children have developmental language disorder, which makes it difficulty to learn language, including vocabulary, and results in ongoing academic and social difficulties. Despite the fact that most words are learned in context without direct teaching, we know very little about how children with developmental language disorder learn words in context. This project will combine, for the first time, two strategies which improve contextual word learning in children with typical development, and test their effect in both typically developing children, and those with developmental language disorder. The results will provide timely information that will contribute to evidence based practice for contextual word learning in children with developmental language disorder.",[28],[28,275,276,277,278],"Vocabulary","Semantic Diversity","Word Learning","Metalinguistics","2025-08-11",{"date":281,"type":42},"2025-08-14",{"date":283,"type":42},"2024-04-17",{"date":131,"type":22},{"name":286,"class":49},"Binghamton University",{"id":288,"slug":289,"hasResults":11,"nctId":290,"briefTitle":291,"officialTitle":292,"acronym":293,"eligibilityCriteria":294,"healthyVolunteers":16,"sex":17,"minAge":295,"maxAge":296,"enrollmentInfo":297,"targetDuration":4,"studyType":23,"phases":299,"briefSummary":300,"conditions":301,"keywords":302,"overallStatus":38,"whyStopped":4,"lastUpdateSubmitDate":307,"lastUpdatePostDateStruct":308,"startDateStruct":310,"completionDateStruct":312,"leadSponsor":314,"locationsCount":72},"100600865","early-achievements---shaping-early-language-and-literacy-skills-100600865","NCT07103044","Early Achievements - Shaping Early Language and Literacy Skills","Developing Early Achievements for Pre-K Children With Developmental Language Disorders: A Comprehensive Contextualized Embodied Approach","EA-SHELLS","Inclusion Criteria for Teachers\n\n* Having students in the identified age range\n* Having at least one child in their classroom who receives language-focused related services, has an existing diagnosis of language delay or disorder, or meets study criteria for DLD on the research measures\n* Planning to teach for the duration of the training period.\n\nInclusion Criteria for Students in the DLD group:\n\n* use phrases containing a noun and a verb in most spontaneous utterances (per teacher report)\n* are exposed to English \\>50% of their time at home (per parent report). receive language-focused related services, have a prior diagnosis of language delay or disorder, or meet study criteria for language delay on the CELF P-3 and\u002For CUBED NLM.\n* CELF P-3: score more than 1 standard deviation below the mean on at least one subtest\n* NLM criteria: receives two Listening Retell score raw score of \\\u003C5 on Fall measures or \\\u003C7 on Winter measures\n* between approximately 45-65 months of age\n\nInclusionary criteria for students in the TD group:\n\n* cannot have an identified DLD or developmental disability and does not meet above criteria for language delay\u002Fdisorder\n* between approximately 45-65 months of age.\n* are exposed to English \\>50% of their time at home (per parent report)\n\nExclusion Criteria:\n\nExclusionary criteria for both the DLD group and TD group:\n\n* having a visual or hearing impairment after correction (per parent report)\n* having a motor impairment that renders them unable to reach and grasp objects or sit independently\n* score more than1.5 standard deviation below the mean on the Mullen Scales of Early Learning Visual Reception subscale\n* This criterion will be evaluated on a case-by-case basis at the PI's discretion as children's performance may be affected by any of a number of factors and a single response variation may result in a child missing the cut-off while clearly succeeding cognitively in the classroom.","45 Months","65 Months",{"count":298,"type":22},360,[25],"Language skills are important for long-term reading comprehension success. Yet there are limited instructional approaches available for prekindergarten (pre-K) teachers to use in their inclusive classrooms to boost literacy-related language skills in children with and without language delays or disorders.\n\nIn the first part of this study, the investigators will develop a teacher training program focused on building pre-K children's language-based literacy skills. Teachers will be trained and will use the strategies that they learn during literacy-related activities in their inclusive pre-K classrooms. Their students' language-related literacy skills will be measured before and after their training. Based on teacher feedback and child assessment information, the training program will be revised. In the final part of the study, a preliminary randomized control trial (RCT) will be done using the revised training approach. The results of the RCT will help the investigators know if the teacher training program helps to improve the effectiveness of teachers' instruction and their students' development of language-related literacy skills.\n\nThe primary goal of this research study is to determine whether study-trained pre-K teachers in inclusive early childhood education classrooms use more effective teaching strategies than teachers who do not receive the training. A secondary goal of this research study is to determine if this teacher training program strengthens language-related literacy skills for students with and without language disorders or delays. The research team hypothesizes that teachers who participate in the training program will use effective teaching strategies more often than teachers who do not receive the training. Additionally, the investigators predict that teachers who receive the training will feel more confident teaching early language-based literacy skills to their students (with and without language delays\u002Fdisorders) than teachers who do not receive the training. Researchers also predict that students taught by teachers who receive the training will perform better on language tests when compared to their peers in classrooms where the teacher training program was not used.",[28],[303,304,305,306],"Literacy","Reading","Language","Education","2025-07-28",{"date":309,"type":42},"2025-08-05",{"date":311,"type":42},"2021-08-26",{"date":313,"type":22},"2026-10-31",{"name":315,"class":49},"Hugo W. Moser Research Institute at Kennedy Krieger, Inc.",{"id":317,"slug":318,"hasResults":11,"nctId":319,"briefTitle":320,"officialTitle":320,"acronym":4,"eligibilityCriteria":321,"healthyVolunteers":16,"sex":17,"minAge":103,"maxAge":104,"enrollmentInfo":322,"targetDuration":4,"studyType":23,"phases":324,"briefSummary":325,"conditions":326,"keywords":327,"overallStatus":38,"whyStopped":4,"lastUpdateSubmitDate":331,"lastUpdatePostDateStruct":332,"startDateStruct":334,"completionDateStruct":336,"leadSponsor":338,"locationsCount":72},"100592560","retrieval-based-word-learning-in-developmental-language-disorder-adaptive-retrieval-schedule-100592560","NCT06995014","Retrieval-based Word Learning in Developmental Language Disorder: Adaptive Retrieval Schedule","Inclusion Criteria:\n\n* a significant deficit in language ability (language test score below cutoff for best sensitivity\u002Fspecificity) or documented age-appropriate language ability.\n* normal hearing.\n* no evidence of neurological damage or disease.\n* scores on tests of nonverbal intelligence above the intellectual disability range\n* not within Autistic range on Autism screening test\n* native English speaker (can be bilingual)\n\nExclusion Criteria:\n\n* failed hearing screening\n* known neurological damage or disease\n* scores on tests of nonverbal intelligence below the intellectual disability range (standard score less than 75)\n* autism spectrum disorder\n* non-native English speaker",{"count":323,"type":22},32,[25],"Children with developmental language disorder (DLD; also referred to as specific language impairment) experience a significant deficit in language ability that is longstanding and harmful to the children's academic, social, and eventual economic wellbeing. Word learning is one of the principal weaknesses in these children. This project focuses on the word learning abilities of four- and five-year-old children with DLD. The goal of the project is to determine whether special benefits accrue when these children must frequently recall newly introduced words during the course of learning. In the current study, the investigators compare a \"standard\" repeated spaced retrieval schedule, with fixed spacing between hearing a word and attempting to retrieve it, to an \"adaptive\" repeated spaced retrieval schedule in which opportunities to retrieve a given word are tailored to the individual child's current knowledge state. The goal of the study is to determine whether the adaptive schedule can increase children's absolute levels of learning while maintaining the advantages of repeated spaced retrieval.",[28,225,30],[328,329,330],"Word learning","Word retrieval","Preschool-aged children","2025-05-28",{"date":333,"type":42},"2025-06-03",{"date":335,"type":42},"2024-08-15",{"date":337,"type":22},"2025-12-31",{"name":339,"class":49},"Purdue University",{"id":341,"slug":342,"hasResults":11,"nctId":343,"briefTitle":344,"officialTitle":345,"acronym":4,"eligibilityCriteria":346,"healthyVolunteers":16,"sex":17,"minAge":125,"maxAge":347,"enrollmentInfo":348,"targetDuration":4,"studyType":23,"phases":350,"briefSummary":351,"conditions":352,"keywords":353,"overallStatus":38,"whyStopped":4,"lastUpdateSubmitDate":359,"lastUpdatePostDateStruct":360,"startDateStruct":362,"completionDateStruct":364,"leadSponsor":366,"locationsCount":72},"100542286","exercise-training-in-children-with-communication-impairments-100542286","NCT06340893","Exercise Training in Children With Communication Impairments","Exercise as Treatment in Children With Communication Impairments","Inclusion Criteria:\n\nChildren with a diagnosis of developmental language disorder (DLD) or typically developing controls will be included.\n\nAll children will meet following inclusion criteria:\n\n* (1) between 5 and 9 years old at enrollment\n* (2) from homes where the primary language spoken is English\n* (3) normal hearing based on parent report and audiometric screening\n* (4) typical nonverbal cognition as determined by a T-score within 1.5 standard deviations of the mean on nonverbal subtests of the Reynolds Intellectual Assessment Scales\n\nExclusion Criteria:\n\nExclusionary Criteria are:\n\n* (1) diagnosis of disorder that significantly affects social interactions (e.g., autism), as per referral diagnosis or which is identified during initial screening or assessment phase\n* (2) vision impairments that prevent participation in our experimental protocol\n* (3) inability for any reason to participate in assessment and\u002For treatment protocols","9 Years",{"count":349,"type":22},40,[25],"This clinical trial study has two goals. The first goal is to establish fitness levels, participation in physical activities, and fine\u002Fgross motor abilities for children with development language disorder (DLD). DLD occurs in 1\u002F13 children and children with DLD often have poorer fine\u002Fgross motor skills than those with typical development. The second goal is to determine whether physical exercise helps children with DLD and typical development to learn better and improve fitness and fine\u002Fgross motor abilities more than participating in restful play activities.\n\nAll children (DLD and typically developing) will undergo communication, fine\u002Fgross motor and fitness testing. Children will be randomly assigned to participate in an exercise program (n =20) or to a restful play program (n = 20). Both programs will take place 3x\u002Fweek for 6 weeks and children will only participate in one of the two programs.\n\nChildren in the exercise program will do activities to train cardiovascular fitness, agility, balance, strength, and endurance while children in the restful play condition will do things like play with legos and color.\n\nResearchers will compare changes in learning tasks and fitness levels for children (DLD and typically developing) who participated in the exercise program vs. restful play program.",[28],[354,355,356,357,358],"developmental language disorder","exercise","learning","word learning","fitness","2025-05-16",{"date":361,"type":42},"2025-05-21",{"date":363,"type":42},"2024-07-02",{"date":365,"type":22},"2026-05-15",{"name":367,"class":49},"Marquette University",{"id":369,"slug":370,"hasResults":11,"nctId":371,"briefTitle":372,"officialTitle":373,"acronym":4,"eligibilityCriteria":374,"healthyVolunteers":16,"sex":17,"minAge":125,"maxAge":198,"enrollmentInfo":375,"targetDuration":4,"studyType":23,"phases":377,"briefSummary":378,"conditions":379,"keywords":381,"overallStatus":38,"whyStopped":4,"lastUpdateSubmitDate":385,"lastUpdatePostDateStruct":386,"startDateStruct":388,"completionDateStruct":390,"leadSponsor":392,"locationsCount":72},"100590496","the-short-term-verbal-memory-endophenotype-for-developmental-language-disorder-language-disorder-100590496","NCT06968169","The Short-term Verbal Memory Endophenotype for Developmental Language Disorder Language Disorder","The Short-term Verbal Memory Endophenotype for Developmental Language Disorder","Inclusion Criteria:\n\n* Has DLD or typical language development\n\nExclusion Criteria\n\n* Has not been exposed to English since birth\n* Has other neurodevelopmental or sensory condition that could explain the language problem (e.g., intellectual disability, autism, hearing loss).",{"count":376,"type":22},120,[25],"The goal of this clinical trial is to determine how memory and attention affect the ability of children with developmental language disorder (DLD) to learn and use new vocabulary.",[28,380],"Healthy Subjects",[382,357,383,384],"nonword repetition","memory","attention","2025-05-05",{"date":387,"type":42},"2025-05-13",{"date":389,"type":42},"2025-02-09",{"date":391,"type":22},"2030-06",{"name":190,"class":49},{"id":394,"slug":395,"hasResults":11,"nctId":396,"briefTitle":397,"officialTitle":397,"acronym":398,"eligibilityCriteria":399,"healthyVolunteers":16,"sex":17,"minAge":58,"maxAge":400,"enrollmentInfo":401,"targetDuration":4,"studyType":23,"phases":403,"briefSummary":404,"conditions":405,"keywords":409,"overallStatus":38,"whyStopped":4,"lastUpdateSubmitDate":385,"lastUpdatePostDateStruct":415,"startDateStruct":417,"completionDateStruct":419,"leadSponsor":421,"locationsCount":50},"100570947","intervention-effectiveness-study-of-better-at-learning-beatle--digital-neuropsychological-rehabilitation-program-100570947","NCT06713863","Intervention Effectiveness Study of BEtter AT LEarning (BEATLE)- Digital Neuropsychological Rehabilitation Program","BEATLE","For inclusion, the International Classification of Diseases 10th edition (ICD-10; WHO, 2018) diagnostic criteria accompanied with Finnish Current Care Guidelines will be used as follows:\n\nDevelopmental Language Disorder Verbal reasoning skills (Verbal Reasoning Index = VCI) 1.5 standard deviations lower than average (\\\u003C 78 Index points) Intact non-verbal reasoning skills (Perceptual Reasoning Index = PRI) \\> 84 index points) Normal or fixed to normal hearing and vision Adequate skills in Finnish: Finnish either as a native language, major household language or adequate reported performance in Finnish school system.\n\nDyslexia Measured reading accuracy and comprehension two standard deviations (-2 standard deviations) lower than anticipated when the chronological age and IQ have been taken into account Normal of fixed to normal hearing and vision Adequate skills in Finnish: Finnish either as a native language, major household language or adequate reported performance in Finnish school system.\n\nMixed Developmental Disorder Wide developmental and learning difficulties (69 \\\u003C PRI \\\u003C 84, 69 \\\u003C VCI \\\u003C 84) Normal or fixed to normal hearing and vision Adequate skills in Finnish: Finnish either as a native language, major household language or adequate reported performance in Finnish school system.\n\nExclusion Criteria:\n\nAll exclusion criteria will be addressed individually. If a respondent fulfills one or more of the exclusion criteria, the respondent will be dropped out. Exclusion criteria are formed as follows:\n\nSuspicion of mild intellectual disability Both verbal and non-verbal reasoning skills more than two standard deviations lower than average (VCI \\& PRI \\\u003C 70) Weak (-2 Standard Deviations) performance on both subtests representing fluid intelligence (Wechsler's Intelligence Scale for Children IV (WISC-IV): Matrix reasoning and Picture concepts)\n\nDiagnosis of Autism Spectrum Disorder\n\nUntreated Attention-Deficit Hyperactivity Disorder\n\nUnable to adequately use a a computer and\u002For a smartphone","16 Years",{"count":402,"type":22},312,[25],"The purpose of this study is to evaluate the effectiveness of BEATLE with clinical samples of patients diagnosed with Developmental Language Disorder (DLD), Dyslexia, and Mixed Specific Developmental Disorder. A randomized controlled trial with a waitlist design will be employed. The objective is to assess potential changes in perceived self-efficacy, self-compassion, executive functioning, and attitudes toward learning as reported by the participants, their guardians (parents), and teachers. Additionally, this study aims to examine the correlation between the usage of the Digital Care Pathway (DCP) and its effectiveness.",[406,28,407,408],"Dyslexia, Developmental","Specific Learning Disorder","Borderline Intellectual Functioning",[410,411,412,413,414],"eHealth","Adolescence","Intervention","Effectiveness","RCT",{"date":416,"type":42},"2025-05-08",{"date":418,"type":22},"2025-05-01",{"date":420,"type":22},"2028-04",{"name":422,"class":49},"Helsinki University Central Hospital",{"id":424,"slug":425,"hasResults":11,"nctId":426,"briefTitle":427,"officialTitle":428,"acronym":4,"eligibilityCriteria":429,"healthyVolunteers":11,"sex":17,"minAge":125,"maxAge":57,"enrollmentInfo":430,"targetDuration":4,"studyType":23,"phases":431,"briefSummary":432,"conditions":433,"keywords":434,"overallStatus":38,"whyStopped":4,"lastUpdateSubmitDate":443,"lastUpdatePostDateStruct":444,"startDateStruct":446,"completionDateStruct":448,"leadSponsor":450,"locationsCount":72},"100589421","syntactic-intervention-for-cantonese-speaking-children-with-dld-100589421","NCT06954194","Syntactic Intervention for Cantonese-speaking Children With DLD","The Efficacy of Explicit vs. Implicit Intervention Procedures for Cantonese Children With Developmental Language Disorder: A Randomized Controlled Trial","Inclusion Criteria:\n\n* being Cantonese dominant who learned Cantonese as their first language and attending Cantonese-medium primary schools.\n* having normal IQ and no hearing impairment.\n* scoring at least -1.25 SD below the mean in any two subtests of the Hong Kong Cantonese Oral Language Assessment Scale (a standardized language assessment tool for Hong Kong Cantonese-speaking children).\n\nExclusion Criteria:\n\n* Autism Spectrum Disorder.",{"count":323,"type":22},[25],"The goal of this clinical trial is to compare the efficacy of explicit vs. implicit intervention on subject relative clause production in Cantonese-speaking children with Developmental Language Disorder (DLD). It will also learn about individual difference predictors of intervention outcomes. The main questions it aims to answer are:\n\n1. Will the explicit intervention (Shape Coding+syntactic priming) on relative clause production lead to better outcomes than implicit intervention (syntactic priming only)?\n2. Can pre-intervention procedural learning, working memory (WM) capacities, and grammar impairment severity predict the intervention outcomes across children with DLD?\n3. Will 10 intervention sessions (500 doses of the target structure) lead to learning progress in children with DLD, even with implicit intervention, and will the progress plateau at some point of the intervention?\n\nResearchers will compare the explicit intervention to the implicit intervention to see if the explicit intervention leads to better interventional outcomes.\n\nParticipants will:\n\n* Undergo diagnostic assessments of DLD to confirm their DLD status.\n* Complete pre-intervention assessments to assess their procedural learning and working memory capacities.\n* Undergo the intervention phase, which consists of a pretest, 10 intervention sessions, three posttests (after the 1st, 5th and 10th intervention), and a retention test (1 month after the last intervention).",[28],[435,436,437,438,439,440,441,442],"Randomized Controlled Trial","Explicit intervention","Implicit intervention","Procedural circuit Deficit Hypothesis","Individual difference","Relative clause","Syntactic priming","Shape coding","2025-04-30",{"date":445,"type":42},"2025-05-04",{"date":447,"type":42},"2024-02-10",{"date":449,"type":22},"2026-05",{"name":451,"class":49},"The Hong Kong Polytechnic University",{"id":453,"slug":454,"hasResults":11,"nctId":455,"briefTitle":456,"officialTitle":457,"acronym":4,"eligibilityCriteria":458,"healthyVolunteers":16,"sex":17,"minAge":150,"maxAge":347,"enrollmentInfo":459,"targetDuration":4,"studyType":23,"phases":461,"briefSummary":462,"conditions":463,"keywords":465,"overallStatus":38,"whyStopped":4,"lastUpdateSubmitDate":443,"lastUpdatePostDateStruct":469,"startDateStruct":470,"completionDateStruct":472,"leadSponsor":474,"locationsCount":72},"100588120","dynamic-assessment-of-the-risk-for-language-and-reading-disorders-in-monolingual-and-multilingual-children-100588120","NCT06937255","Dynamic Assessment of the Risk for Language and Reading Disorders in Monolingual and Multilingual Children","Validation of Computerized Dynamic Assessment Tasks to Identify the Risk of Developmental Language Disorders (DLD) and Specific Reading Disorder (SRD) in Monolingual and Multilingual Children","Inclusion Criteria:\n\n* age 4-6 years (Kindergarten) or 7-9 years (Primary school);\n* Attendance at an Italian-language school in Italy or Switzerland\u002FGermany.\n\nAdditional inclusion criteria for the multilingual group only:\n\n* (i) At least one parent speaks at least one language other than Italian in the family;\n* (ii) Continuous exposure to the Italian language for at least two years.\n\nExclusion Criteria:\n\n* Intellectual disability, major psychopathological disorders, exposure to Italian language for less than two years.",{"count":460,"type":22},150,[25],"The project represents the completion of a part of the recently concluded European project MultiMind, in which a computer platform called MuLiMi was developed and validated. The platform hosts screening tests for the identification of the risk of Language and Learning Disorders in preschool and primary school children, respectively. The aim is to validate the Dynamic Assessment (DA) tests (a first test assessing the capacity to learn new words for preschool children and a second one assessing the capacity to learn a new spelling code for school-age children) in a population of monolingual and bilingual children attending preschool and primary school. The main goal of the study is to complete the validation of the two Dynamic Assessment tests implemented in the MuLiMi platform developed for the MultiMind project.",[464,28],"Developmental Dyslexia",[464,28,466,467,468,32],"Dynamic Assessment","computerized assessment","multilingual population",{"date":445,"type":42},{"date":471,"type":42},"2023-04-03",{"date":473,"type":22},"2025-12",{"name":475,"class":49},"IRCCS Eugenio Medea",{"id":477,"slug":478,"hasResults":11,"nctId":479,"briefTitle":480,"officialTitle":480,"acronym":4,"eligibilityCriteria":481,"healthyVolunteers":16,"sex":17,"minAge":482,"maxAge":483,"enrollmentInfo":484,"targetDuration":485,"studyType":486,"phases":4,"briefSummary":487,"conditions":488,"keywords":489,"overallStatus":38,"whyStopped":4,"lastUpdateSubmitDate":135,"lastUpdatePostDateStruct":494,"startDateStruct":496,"completionDateStruct":498,"leadSponsor":500,"locationsCount":72},"100585154","language-outcomes-mechanisms-and-trajectories-in-adults-with-and-without-developmental-language-disorder-100585154","NCT06898671","Language Outcomes, Mechanisms, and Trajectories in Adults With and Without Developmental Language Disorder","Inclusion Criteria:\n\n* Adults with Developmental Language Disorder (DLD) and those with typical language (TL) between the ages of 28 and 40 years who participated in the Iowa Longitudinal Study(NIH-DC-19-90 \\& P50 DC002746; IRB# 200106051, \"Collaboration on Specific Language Impairment\".)\n* Aged 30-35\n* Normal or corrected to normal vision\n* Normal hearing\n\nExclusion Criteria:\n\n* history of brain injury\n* history of neural developmental disabilities\n* not monolingual","30 Years","35 Years",{"count":220,"type":22},"2 Days","OBSERVATIONAL","The investigators' overall objective is to characterize the long-term outcomes of Developmental Language Disorder (DLD) in adulthood and to identify specific cognitive mechanisms mediating these outcomes. To address their objectives, the investigators utilize a large, pre-existing dataset and participant pool from one of the most comprehensive examinations of DLD to date: the Iowa Longitudinal Study. The investigators will re-recruit subjects with DLD and with typical language from this historic cohort, who are now adults (30-35 years old). In Aim 1, the investigators will use measures from kindergarten through 10th grade and collect new outcome measures in adulthood to characterize the long-term outcomes of DLD. The investigators predict that adults with DLD will diverge from adults with TL in language skills that are more complex and higher-level language skills that are important for communication in the workplace. Further, the investigators predict a fanning effect: some children with DLD will \"catch up\" to their TL peers in adulthood, some will show evidence of a decline, and others will show stable trajectories. In Aim 2, the investigators measure real-time competition across written and spoken language using eye-tracking. According to speed of processing accounts adults with DLD may be slower than their TL peers to activate competitors and targets. According to working memory accounts adults with DLD will show sustained competitor activation. Further, the investigators predict that measures related to the dynamics of competition (speed of activation and timing of competitor suppression) will account for variation in language outcomes in adults.",[28],[490,491,492,493],"Language Profiles","Language Processing","Adult Language Disorders","Typical Adult Language",{"date":495,"type":42},"2025-03-27",{"date":497,"type":42},"2023-04-17",{"date":499,"type":22},"2027-07",{"name":501,"class":49},"University of Iowa",{"id":503,"slug":504,"hasResults":11,"nctId":505,"briefTitle":506,"officialTitle":507,"acronym":4,"eligibilityCriteria":508,"healthyVolunteers":16,"sex":17,"minAge":150,"maxAge":151,"enrollmentInfo":509,"targetDuration":4,"studyType":23,"phases":510,"briefSummary":511,"conditions":512,"keywords":4,"overallStatus":38,"whyStopped":4,"lastUpdateSubmitDate":514,"lastUpdatePostDateStruct":515,"startDateStruct":517,"completionDateStruct":519,"leadSponsor":521,"locationsCount":72},"100582662","emergent-bilinguals-child-language-proficiency-and-language-of-treatment-100582662","NCT06866223","Emergent Bilinguals: Child Language Proficiency and Language of Treatment","Emergent Bilinguals: the Relationship Between Child Language Proficiency and Language of Treatment on the Outcomes Children with Developmental Language Disorder","Inclusion Criteria:\n\n1. parent concerns and\u002For a history of receiving services in the public schools\n2. age-specific cutoffs for the morphosyntax subtests for their best language (English or Spanish) on the Bilingual English Spanish Assessment. The cut-off score for best language for 4-year-olds is 84, for 5-year-olds is 85, and for 6-year-olds is 81.\n\n   Using the best-language approach, these scores have a sensitivity over 90% and specificity over 80% for children between 4;0 and 6;11 years of age , which is considered acceptable for studies of diagnostic accuracy.\n3. nonverbal IQ, as measured by the Kaufman Brief Intelligence Test-2, matrices subtest, will be at or above a standard score of 70.\n4. pass a hearing screening test\n5. participants must be emergent bilingual, that is children must be producing at least simple sentences in spontaneous speech in either Spanish or English and be exposed to both langauges\n6. participants must be able to benefit from treatment for both conditional adverbial clauses and complement clauses, as evidenced by accuracy below 40% on 10-item elicited production probes in both languages\n\nExclusion Criteria:\n\n1\\) children with significant sensory-motor concerns or psychiatric disorders per parent report will not be enrolled.",{"count":349,"type":22},[25],"Of the 12 million children in the USA growing up bilingual, about 1 million experience Developmental Language Disorder (DLD), a disorder in language learning and use. Currently there is no guidance for speech language pathologists (SLPs) as to the language of intervention for emergent Spanish-English bilingual children with DLD. This project will examine the relationship between language proficiency and the language of intervention, considering monolingual intervention (Spanish or English) and interleaved Spanish-English intervention with the goal of improving language outcomes and thereby strengthening long-term academic achievement",[28,513],"Language Impairment","2025-03-04",{"date":516,"type":42},"2025-03-10",{"date":518,"type":42},"2024-11-11",{"date":520,"type":22},"2028-07-01",{"name":522,"class":49},"University of Houston",{"id":524,"slug":525,"hasResults":11,"nctId":526,"briefTitle":527,"officialTitle":528,"acronym":4,"eligibilityCriteria":529,"healthyVolunteers":16,"sex":17,"minAge":530,"maxAge":57,"enrollmentInfo":531,"targetDuration":4,"studyType":486,"phases":4,"briefSummary":532,"conditions":533,"keywords":4,"overallStatus":38,"whyStopped":4,"lastUpdateSubmitDate":537,"lastUpdatePostDateStruct":538,"startDateStruct":540,"completionDateStruct":542,"leadSponsor":543,"locationsCount":72},"100498206","early-neurophysiological-markers-of-language-impairments-100498206","NCT05767242","Early Neurophysiological Markers of Language Impairments","Early Neurophysiological Markers of Language Impairments: a Longitudinal Study on Infants At Familial Risk","Inclusion Criteria:\n\n* Healthy infants aged \\\u003C24 months\n* Infants with and without familial risk for language impairments (infants are assigned to the group with familial risk if at least one first-degree relative had a certified (clinical) diagnosis of language impairment or learning disability\n* Both parents are native-Italian speakers\n\nExclusion Criteria:\n\n* Gestational age \\\u003C 37 weeks and\u002For birth weight \\\u003C 2500 grams\n* APGAR scores at birth at 1' and 5' \\\u003C 7\n* Bayley Cognitive Score \\\u003C 7\n* Presence of certified diagnosis of intellectual deficiency, attention-deficit disorder, sensorial and neurological disorders, or autism within first-degree relative","6 Months",{"count":60,"type":22},"The present project aims at identifying very early electrophysiological risk markers for language impairments. The long-term goals of the study include the characterization of learning developmental trajectories in children at high risk for language impairments. In this project, all the infants of the Medea BabyLab cohort are followed-up until school age. Since these infants have complete information on early electrophysiological markers, the final goal of the project is the characterization of their learning developmental trajectories and the construction of a multi-factor prognostic model that includes the neurophysiological processes underlying basic-level skills as potential biomarkers for predicting later reading and spelling skills.",[534,535,28,536],"Development, Infant","Development, Language","Learning Disabilities","2025-02-03",{"date":539,"type":42},"2025-02-05",{"date":541,"type":42},"2022-02-21",{"date":232,"type":22},{"name":475,"class":49},{"id":545,"slug":546,"hasResults":11,"nctId":547,"briefTitle":548,"officialTitle":548,"acronym":4,"eligibilityCriteria":549,"healthyVolunteers":16,"sex":17,"minAge":150,"maxAge":151,"enrollmentInfo":550,"targetDuration":4,"studyType":23,"phases":551,"briefSummary":552,"conditions":553,"keywords":554,"overallStatus":38,"whyStopped":4,"lastUpdateSubmitDate":559,"lastUpdatePostDateStruct":560,"startDateStruct":562,"completionDateStruct":564,"leadSponsor":566,"locationsCount":72},"100522644","the-relationship-between-child-language-proficiency-and-language-of-treatment-on-the-outcomes-of-bilingual-children-with-developmental-language-disorder-100522644","NCT06085300","The Relationship Between Child Language Proficiency and Language of Treatment on the Outcomes of Bilingual Children with Developmental Language Disorder","Inclusion Criteria:\n\n1. parent concerns and\u002For a history of receiving services in the public schools\n2. age-specific cutoffs for the morphosyntax subtests for their best language (English or Spanish) on the Bilingual English Spanish Assessment. The cut-off score for best language for 4-year-olds is 84, for 5-year-olds is 85, and for 6-year-olds is 81. Using the best-language approach, these scores have a sensitivity over 90% and specificity over 80% for children between 4;0 and 6;11 years of age , which is considered acceptable for studies of diagnostic accuracy.\n3. nonverbal IQ, as measured by the Kaufman Brief Intelligence Test-2, matrices subtest, will be at or above a standard score of 70.\n4. pass a hearing screening test\n5. participants must be bilingual, that is children must be producing at least simple sentences in spontaneous speech in both Spanish and English, or understand English and Spanish.\n6. participants must be able to benefit from treatment for both conditional adverbial clauses and complement clauses, as evidenced by accuracy below 40% on 10-item elicited production probes in both languages\n\nExclusion Criteria:\n\n* 1\\) children with significant sensory-motor concerns or psychiatric disorders per parent report will not be enrolled.",{"count":376,"type":22},[25],"Of the 12 million children in the USA growing up bilingual, about 1 million experience Developmental Language Disorder (DLD), a disorder in language learning and use. Currently there is no guidance for speech language pathologists (SLPs) as to the language of intervention for bilingual children with DLD with differing degrees of proficiency with English or Spanish. This project will examine the relationship between relative language proficiency and the language of intervention, considering monolingual intervention in English and Spanish and bilingual intervention presented by alternating English and Spanish treatment sessions with the goal of improving language outcomes and thereby strengthening long-term academic achievement.",[28,513],[354,555,556,557,558],"bilingual children","sentence recast","Bilingual proficiency","Language transfer","2025-01-12",{"date":561,"type":42},"2025-01-14",{"date":563,"type":42},"2023-08-08",{"date":565,"type":22},"2028-05-01",{"name":522,"class":49}]