1887
  1. Home
  2. e-Journals
  3. International Journal of Chinese Linguistics
  4. Volume 12, Issue 1
  5. Article
Volume 12, Issue 1
  • ISSN 2213-8706
  • E-ISSN: 2213-8714
USD
Buy:$35.00 + Taxes

Abstract

Abstract

Children with developmental language disorder (DLD) often experience language impairments in various linguistic domains, particularly in syntax and often in phonology. These two domains, phonology (including prosody) and syntax, are believed to interact with each other in children with typical language development, facilitating language acquisition. However, it remains unclear whether and how these interactions take place within the DLD group, and whether they provide any facilitative effects. Additionally, cognitive factors such as working memory also play a role in these impairments, further complicating the overall picture. To clarify these, we conduct a review study on relevant literature, aiming to make clear the theoretical frameworks and interactive factors at the phonology (prosody)-syntax interface in the context of DLD. Our review suggests that at least a subgroup of children with DLD encounters challenges in prosodic and phonological processing, as well as the phonology (prosody)-syntax interface. Furthermore, cognitive deficits related to working memory and the perception of acoustic cues, which contribute to phonological impairments, may subsequently affect syntactic development.

© 2025 John Benjamins Publishing Company
Loading

Article metrics loading...

/content/journals/10.1075/ijchl.00036.che
2025-06-10
2025-06-14

  • From This Site

    /content/journals/10.1075/ijchl.00036.che
    dcterms_title,dcterms_subject,pub_keyword
    -contentType:Journal -contentType:Contributor -contentType:Concept -contentType:Institution
    10
    5
Loading full text...

Full text loading...

References

  1. Acha, J., Agirregoikoa, A., Barreto-Zarza, F., & Arranz-Freijo, E. B.
    (2022) Cognitive predictors of language abilities in primary school children: A cascaded developmental view. Journal of Child Language, 1–20. 10.1017/S0305000921000908
     https://doi.org/10.1017/S0305000921000908 [Google Scholar]
  2. Adani, F., Stegenwallner-Schütz, M., Haendler, Y., & Zukowski, A.
    (2016) Elicited production of relative clauses in German: Evidence from typically developing children and children with specific language impairment. First Language, 36(3), 203–227. 10.1177/0142723716648842
     https://doi.org/10.1177/0142723716648842 [Google Scholar]
  3. Aguilar-Mediavilla, E., Sanz-Torrent, M., & Serra-Raventós, M.
    (2007) Influence of phonology on morpho-syntax in Romance languages in children with Specific Language Impairment (SLI). International Journal of Language and Communication Disorders, 42(3), 325–347. 10.1080/13682820600881527
     https://doi.org/10.1080/13682820600881527 [Google Scholar]
  4. Archibald, L. M. D., & Harder Griebeling, K.
    (2016) Rethinking the connection between working memory and language impairment. International Journal of Language and Communication Disorders, 51(3), 252–264. 10.1111/1460‑6984.12202
     https://doi.org/10.1111/1460-6984.12202 [Google Scholar]
  5. Beattie, R. L., & Manis, F. R.
    (2011) The relationship between prosodic perception , phonological awareness and vocabulary in emergent literacy. 00(00), 1–19. 10.1111/j.1467‑9817.2011.01507.x
     https://doi.org/10.1111/j.1467-9817.2011.01507.x [Google Scholar]
  6. Bennett, R., Elfner, E., & McCloskey, J.
    (2016) Lightest to the right: An apparently anomalous displacement in Irish. Linguistic Inquiry, 47(2), 169–234. 10.1162/LING_a_00209
     https://doi.org/10.1162/LING_a_00209 [Google Scholar]
  7. Biran, M., Tubul-Lavy, G., & Novogrodsky, R.
    (2023) Atypical phonological processes in naming errors of children with language impairment. Clinical Linguistics & Phonetics, 37(11), 996–1012. 10.1080/02699206.2022.2126331
     https://doi.org/10.1080/02699206.2022.2126331 [Google Scholar]
  8. Bishop, D. V. M.
    (2010) Which neurodevelopmental disorders get researched and why?PLoS ONE, 5(11). 10.1371/journal.pone.0015112
     https://doi.org/10.1371/journal.pone.0015112 [Google Scholar]
  9. (2017) Why is it so hard to reach agreement on terminology? The case of developmental language disorder (DLD). International Journal of Language & Communication Disorders, 52(6), 671–680. 10.1111/1460‑6984.12335
     https://doi.org/10.1111/1460-6984.12335 [Google Scholar]
  10. Bishop, D. V. M., Hardiman, M. J., & Barry, J. G.
    (2012) Auditory Deficit as a Consequence Rather than Endophenotype of Specific Language Impairment: Electrophysiological Evidence. PLoS ONE, 7(5), e35851. 10.1371/journal.pone.0035851
     https://doi.org/10.1371/journal.pone.0035851 [Google Scholar]
  11. Bishop, D. V. M., Snowling, M. J., Thompson, P. A., Greenhalgh, T., Adams, C., Archibald, L., Baird, G., Bauer, A., Bellair, J., Boyle, C., Brownlie, E., Carter, G., Clark, B., Clegg, J., Cohen, N., Conti-Ramsden, G., Dockrell, J., Dunn, J., Ebbels, S., … Whitehouse, A.
    (2016) CATALISE: A multinational and multidisciplinary Delphi consensus study. Identifying language impairments in children. PLoS ONE, 11(7), 1–26. 10.1371/journal.pone.0158753
     https://doi.org/10.1371/journal.pone.0158753 [Google Scholar]
  12. (2017) Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology. Journal of Child Psychology and Psychiatry and Allied Disciplines, 58(10), 1068–1080. 10.1111/jcpp.12721
     https://doi.org/10.1111/jcpp.12721 [Google Scholar]
  13. Buil-Legaz, L., Aguilar-Mediavilla, E., & Adrover-Roig, D.
    (2016) Longitudinal trajectories of the representation and access to phonological information in bilingual children with specific language impairment. International Journal of Speech-Language Pathology, 18(5), 473–482. 10.3109/17549507.2015.1126638
     https://doi.org/10.3109/17549507.2015.1126638 [Google Scholar]
  14. Caccia, M., & Lorusso, M. L.
    (2019) When prosody meets syntax: The processing of the syntax-prosody interface in children with developmental dyslexia and developmental language disorder. Lingua, 2241, 16–33. 10.1016/j.lingua.2019.03.008
     https://doi.org/10.1016/j.lingua.2019.03.008 [Google Scholar]
  15. (2021) The processing of rhythmic structures in music and prosody by children with developmental dyslexia and developmental language disorder. Developmental Science, 24(1), 1–19. 10.1111/desc.12981
     https://doi.org/10.1111/desc.12981 [Google Scholar]
  16. Calder, S. D., Claessen, M., Leitão, S., & Ebbels, S.
    (2021) A profile of expressive inflectional morphology in early school-age children with developmental language disorder. Clinical Linguistics & Phonetics, 36(4–5), 341–358. 10.1080/02699206.2021.1931454
     https://doi.org/10.1080/02699206.2021.1931454 [Google Scholar]
  17. Calet, N., Martín-Peregrina, M. Á., Jiménez-Fernández, G., & Martínez-Castilla, P.
    (2021) Prosodic skills of Spanish-speaking children with developmental language disorder. International Journal of Language and Communication Disorders, 56(4), 784–796. 10.1111/1460‑6984.12627
     https://doi.org/10.1111/1460-6984.12627 [Google Scholar]
  18. Chiat, S.
    (2001) Mapping theories of developmental language impairment: Premises, predictions and evidence. Language and Cognitive Processes, 16(2–3), 113–142. 10.1080/01690960042000012
     https://doi.org/10.1080/01690960042000012 [Google Scholar]
  19. Chinn, L. K., Zhukova, M. A., Kroeger, R. J., Ledesma, L. M., Cavitt, J. E., & Grigorenko, E. L.
    (2022) Auditory brainstem response deficits in learning disorders and developmental language disorder: a systematic review and meta-analysis. Scientific Reports, 12(1), 20124. 10.1038/s41598‑022‑20438‑7
     https://doi.org/10.1038/s41598-022-20438-7 [Google Scholar]
  20. Chomsky, N.
    (2014) The Minimalist Program. The MIT Press. 10.7551/mitpress/9780262527347.001.0001
     https://doi.org/10.7551/mitpress/9780262527347.001.0001 [Google Scholar]
  21. Claessen, M., Leitão, S., Kane, R., & Williams, C.
    (2013) Phonological processing skills in specific language impairment. International Journal of Speech-Language Pathology, 15(5), 471–483. 10.3109/17549507.2012.753110
     https://doi.org/10.3109/17549507.2012.753110 [Google Scholar]
  22. Clemens, L.
    (2019) Prosodic Noun Incorporation: The Relationship between Prosody and Argument Structure in Niuean. Syntax, 22(4), 337–377. 10.1111/synt.12170
     https://doi.org/10.1111/synt.12170 [Google Scholar]
  23. Cooperson, S. J., Bedore, L. M., & Peña, E. D.
    (2013) The relationship of phonological skills to language skills in Spanish — English-speaking bilingual children. 271(May), 371–389. 10.3109/02699206.2013.782568
     https://doi.org/10.3109/02699206.2013.782568 [Google Scholar]
  24. Corriveau, K., Pasquini, E., & Goswami, U.
    (2007) Basic Auditory Processing Skills and Specific Language Impairment: A New Look at an Old Hypothesis. Journal of Speech, Language, and Hearing Research, 50(3), 647–666. 10.1044/1092‑4388(2007/046)
     https://doi.org/10.1044/1092-4388(2007/046) [Google Scholar]
  25. Corver, N., Southwood, F., & Van Hout, R.
    (2012) Specific language impairment as a syntax-phonology (PF) interface problem: evidence from Afrikaans. Stellenbosch Papers in Linguistics, 41(0), 71. 10.5774/41‑0‑134
     https://doi.org/10.5774/41-0-134 [Google Scholar]
  26. Cumming, R., Wilson, A., & Goswami, U.
    (2015) Basic auditory processing and sensitivity to prosodic structure in children with specific language impairments: a new look at a perceptual hypothesis. Frontiers in Psychology, 6(July), 1–16. 10.3389/fpsyg.2015.00972
     https://doi.org/10.3389/fpsyg.2015.00972 [Google Scholar]
  27. de Carvalho, A., Dautriche, I., & Christophe, A.
    (2016) Preschoolers use phrasal prosody online to constrain syntactic analysis. Developmental Science, 19(2), 235–250. 10.1111/desc.12300
     https://doi.org/10.1111/desc.12300 [Google Scholar]
  28. de Carvalho, A., Dautriche, I., Lin, I., & Christophe, A.
    (2017) Phrasal prosody constrains syntactic analysis in toddlers. Cognition, 1631, 67–79. 10.1016/j.cognition.2017.02.018
     https://doi.org/10.1016/j.cognition.2017.02.018 [Google Scholar]
  29. Degano, G., Donhauser, P. W., Gwilliams, L., Merlo, P., & Golestani, N.
    (2024) Speech prosody enhances the neural processing of syntax. Communications Biology, 7(1), 748. 10.1038/s42003‑024‑06444‑7
     https://doi.org/10.1038/s42003-024-06444-7 [Google Scholar]
  30. Delage, H., & Frauenfelder, U. H.
    (2020) Relationship between working memory and complex syntax in children with Developmental Language Disorder. Journal of Child Language, 47(3), 600–632. 10.1017/S0305000919000722
     https://doi.org/10.1017/S0305000919000722 [Google Scholar]
  31. Delage, H., Stanford, E., & Durrleman, S.
    (2021) Working memory training enhances complex syntax in children with Developmental Language Disorder. InApplied Psycholinguistics (Vol.42, Issue5). 10.1017/S0142716421000369
     https://doi.org/10.1017/S0142716421000369 [Google Scholar]
  32. Eckstein, K., & Friederici, A. D.
    (2005) Late interaction of syntactic and prosodic processes in sentence comprehension as revealed by ERPs. Cognitive Brain Research, 25(1), 130–143. 10.1016/j.cogbrainres.2005.05.003
     https://doi.org/10.1016/j.cogbrainres.2005.05.003 [Google Scholar]
  33. (2006) It’s early: Event-related potential evidence for initial interaction of syntax and prosody in speech comprehension. Journal of Cognitive Neuroscience, 18(10), 1696–1711. 10.1162/jocn.2006.18.10.1696
     https://doi.org/10.1162/jocn.2006.18.10.1696 [Google Scholar]
  34. Féry, C.
    (2016) Intonation and Prosodic Structure. Cambridge University Press. 10.1017/9781139022064
     https://doi.org/10.1017/9781139022064 [Google Scholar]
  35. Fisher, J., Plante, E., Vance, R., Gerken, L. A., & Glattke, T. J.
    (2007) Do children and adults with language impairment recognize prosodic cues?Journal of Speech, Language, and Hearing Research, 50(3), 746–758. 10.1044/1092‑4388(2007/052)
     https://doi.org/10.1044/1092-4388(2007/052) [Google Scholar]
  36. Fletcher, P., Leonard, L. B., Stokes, S. F., & Wong, A. M. Y.
    (2005) The expression of aspect in Cantonese-speaking children with specific language impairment. Journal of Speech, Language, and Hearing Research, 48(3), 621–634. 10.1044/1092‑4388(2005/043)
     https://doi.org/10.1044/1092-4388(2005/043) [Google Scholar]
  37. Fraser, J., Goswami, U., & Conti-Ramsden, G.
    (2010) Dyslexia and specific language impairment: The role of phonology and auditory processing. Scientific Studies of Reading, 14(1), 8–29. 10.1080/10888430903242068
     https://doi.org/10.1080/10888430903242068 [Google Scholar]
  38. Frazier, L., Carlson, K., & Clifton, C.
    (2006) Prosodic phrasing is central to language comprehension. Trends in Cognitive Sciences, 10(6), 244–249. 10.1016/j.tics.2006.04.002
     https://doi.org/10.1016/j.tics.2006.04.002 [Google Scholar]
  39. Friederici, A. D., von Cramon, D. Y., & Kotz, S. A.
    (2007) Role of the Corpus Callosum in Speech Comprehension: Interfacing Syntax and Prosody. Neuron, 53(1), 135–145. 10.1016/j.neuron.2006.11.020
     https://doi.org/10.1016/j.neuron.2006.11.020 [Google Scholar]
  40. Friedmann, N., & Novogrodsky, R.
    (2004) The acquisition of relative clause comprehension in Hebrew: A study of SLI and normal development. Journal of Child Language, 31(3), 661–681. 10.1017/S0305000904006269
     https://doi.org/10.1017/S0305000904006269 [Google Scholar]
  41. (2011) Which questions are most difficult to understand? The comprehension of Wh questions in three subtypes of SLI. Lingua, 121(3), 367–382. 10.1016/j.lingua.2010.10.004
     https://doi.org/10.1016/j.lingua.2010.10.004 [Google Scholar]
  42. Frizelle, P., & Fletcher, P.
    (2015) The role of memory in processing relative clauses in children with specific language impairment. American Journal of Speech-Language Pathology, 24(1), 47–59. 10.1044/2014_AJSLP‑13‑0153
     https://doi.org/10.1044/2014_AJSLP-13-0153 [Google Scholar]
  43. Gathercole, S. E., & Baddeley, A. D.
    (1990) Phonological memory deficits in language disordered children: Is there a causal connection?Journal of Memory and Language, 29(3), 336–360. 10.1016/0749‑596X(90)90004‑J
     https://doi.org/10.1016/0749-596X(90)90004-J [Google Scholar]
  44. Goswami, U., Gerson, D., & Astruc, L.
    (2010) Amplitude envelope perception, phonology and prosodic sensitivity in children with developmental dyslexia. Reading and Writing, 23(8), 995–1019. 10.1007/s11145‑009‑9186‑6
     https://doi.org/10.1007/s11145-009-9186-6 [Google Scholar]
  45. Güven, S., & Leonard, L. B.
    (2020) Production of noun suffixes by Turkish-speaking children with developmental language disorder and their typically developing peers. International Journal of Language & Communication Disorders, 55(3), 387–400. 10.1111/1460‑6984.12525
     https://doi.org/10.1111/1460-6984.12525 [Google Scholar]
  46. Haake, C., Kob, M., Willmes, K., & Domahs, F.
    (2013) Word stress processing in specific language impairment: Auditory or representational deficits?Clinical Linguistics & Phonetics, 27(8), 594–615. 10.3109/02699206.2013.798034
     https://doi.org/10.3109/02699206.2013.798034 [Google Scholar]
  47. Halliday, L. F., Tuomainen, O., & Rosen, S.
    (2017) Auditory processing deficits are sometimes necessary and sometimes sufficient for language difficulties in children: Evidence from mild to moderate sensorineural hearing loss. Cognition, 1661, 139–151. 10.1016/j.cognition.2017.04.014
     https://doi.org/10.1016/j.cognition.2017.04.014 [Google Scholar]
  48. Hawthorne, K., & Gerken, L.
    (2014) From pauses to clauses: Prosody facilitates learning of syntactic constituency. Cognition, 133(2), 420–428. 10.1016/j.cognition.2014.07.013
     https://doi.org/10.1016/j.cognition.2014.07.013 [Google Scholar]
  49. He, X., & Yu, H.
    (2013) 汉语特殊型语言障碍儿童关系从句理解研究 [The grammar impairment of Mandarin Chinese SLI children: Evidence from relative clause comprehension]. 现代外语(季刊)[Modern Foreign Languages (Quarterly)], 36(4), 340–346+437.
     [Google Scholar]
  50. Joanisse, M. F., & Seidenberg, M. S.
    (2003) Phonology and syntax in specific language impairment: Evidence from a connectionist model. Brain and Language, 86(1), 40–56. 10.1016/S0093‑934X(02)00533‑3
     https://doi.org/10.1016/S0093-934X(02)00533-3 [Google Scholar]
  51. Jordán, N., Cuetos, F., & Suárez-Coalla, P.
    (2019) Prosody in the reading of children with specific language impairment / La prosodia en la lectura de niños con trastorno específico del lenguaje. Infancia y Aprendizaje, 42(1), 87–127. 10.1080/02103702.2018.1550161
     https://doi.org/10.1080/02103702.2018.1550161 [Google Scholar]
  52. Kerkhofs, R., Vonk, W., Schriefers, H., & Chwilla, D. J.
    (2007) Discourse, syntax, and prosody: The brain reveals an immediate interaction. Journal of Cognitive Neuroscience, 19(9), 1421–1434. 10.1162/jocn.2007.19.9.1421
     https://doi.org/10.1162/jocn.2007.19.9.1421 [Google Scholar]
  53. Kjelgaard, M. M., & Speer, S. R.
    (1999) Prosodic Facilitation and Interference in the Resolution of Temporary Syntactic Closure Ambiguity. Journal of Memory and Language, 40(2), 153–194. 10.1006/jmla.1998.2620
     https://doi.org/10.1006/jmla.1998.2620 [Google Scholar]
  54. Kreitewolf, J., Friederici, A. D., & von Kriegstein, K.
    (2014) Hemispheric lateralization of linguistic prosody recognition in comparison to speech and speaker recognition. NeuroImage, 102(P2), 332–344. 10.1016/j.neuroimage.2014.07.038
     https://doi.org/10.1016/j.neuroimage.2014.07.038 [Google Scholar]
  55. Krok, W. C., & Leonard, L. B.
    (2015) Past Tense Production in Children With and Without Specific Language Impairment Across Germanic Languages: A Meta-Analysis. Journal of Speech, Language, and Hearing Research, 58(4), 1326–1340. 10.1044/2015_JSLHR‑L‑14‑0348
     https://doi.org/10.1044/2015_JSLHR-L-14-0348 [Google Scholar]
  56. Kwok, E. Y. L., Joanisse, M. F., Archibald, L. M. D., & Cardy, J. O.
    (2018) Immature auditory evoked potentials in children with moderate–severe developmental language disorder. Journal of Speech, Language, and Hearing Research, 61(7), 1718–1730. 10.1044/2018_JSLHR‑L‑17‑0420
     https://doi.org/10.1044/2018_JSLHR-L-17-0420 [Google Scholar]
  57. LaCroix, A. N., Blumenstein, N., Tully, M., Baxter, L. C., & Rogalsky, C.
    (2020) Effects of prosody on the cognitive and neural resources supporting sentence comprehension: A behavioral and lesion-symptom mapping study. Brain and Language, 203(June 2019), 104756. 10.1016/j.bandl.2020.104756
     https://doi.org/10.1016/j.bandl.2020.104756 [Google Scholar]
  58. Ladányi, E., Persici, V., Fiveash, A., Tillmann, B., & Gordon, R. L.
    (2020) Is atypical rhythm a risk factor for developmental speech and language disorders?Wiley Interdisciplinary Reviews. Cognitive Science, 11(5), e1528. 10.1002/wcs.1528
     https://doi.org/10.1002/wcs.1528 [Google Scholar]
  59. Lehiste, I.
    (1970) Suprasegmentals. The MIT Press.
     [Google Scholar]
  60. Leonard, L. B.
    (1989) Language learnability and specific language impairment in children. Applied Psycholinguistics, 10(2), 179–202. 10.1017/S0142716400008511
     https://doi.org/10.1017/S0142716400008511 [Google Scholar]
  61. (2014) Children with Specific Language Impairment. The MIT Press. 10.7551/mitpress/9152.001.0001
     https://doi.org/10.7551/mitpress/9152.001.0001 [Google Scholar]
  62. Leonard, L. B., Davis, J., & Deevy, P.
    (2007) Phonotactic probability and past tense use by children with specific language impairment and their typically developing peers. Clinical Linguistics and Phonetics, 21(10), 747–758. 10.1080/02699200701495473
     https://doi.org/10.1080/02699200701495473 [Google Scholar]
  63. Maillart, C., & Parisse, C.
    (2006) Phonological deficits in French speaking children with SLI. International Journal of Language and Communication Disorders, 41(3), 253–274. 10.1080/13682820500221667
     https://doi.org/10.1080/13682820500221667 [Google Scholar]
  64. Männel, C., Schipke, C. S., & Friederici, A. D.
    (2013) The role of pause as a prosodic boundary marker: Language ERP studies in German 3- and 6-year-olds. Developmental Cognitive Neuroscience, 51, 86–94. 10.1016/j.dcn.2013.01.003
     https://doi.org/10.1016/j.dcn.2013.01.003 [Google Scholar]
  65. Marshall, C. R., Harcourtbrown, S., Ramus, F., & van der Lely, H. K. J.
    (2009) The link between prosody and language skills in children with specific language impairment SLI andor dyslexia. International Journal of Language and Communication Disorders, 44(4), 466–488. 10.1080/13682820802591643
     https://doi.org/10.1080/13682820802591643 [Google Scholar]
  66. Marshall, C. R., & van der Lely, H. K. J.
    (2006) A challenge to current models of past tense inflection: The impact of phonotactics. Cognition, 100(2), 302–320. 10.1016/j.cognition.2005.06.001
     https://doi.org/10.1016/j.cognition.2005.06.001 [Google Scholar]
  67. McArthur, G. M., & Bishop, D. V. M.
    (2004) Frequency Discrimination Deficits in People With Specific Language Impairment. Journal of Speech, Language, and Hearing Research, 47(3), 527–541. 10.1044/1092‑4388(2004/041)
     https://doi.org/10.1044/1092-4388(2004/041) [Google Scholar]
  68. McCann, J., Peppé, S., Gibbon, F. E., O’Hare, A., & Rutherford, M.
    (2007) Prosody and its relationship to language in school-aged children with high-functioning autism. International Journal of Language and Communication Disorders, 42(6), 682–702. 10.1080/13682820601170102
     https://doi.org/10.1080/13682820601170102 [Google Scholar]
  69. McGregor, K. K.
    (2020) How We Fail Children With Developmental Language Disorder. Language, Speech, and Hearing Services in Schools, 51(4), 981–992. 10.1044/2020_LSHSS‑20‑00003
     https://doi.org/10.1044/2020_LSHSS-20-00003 [Google Scholar]
  70. McGregor, K. K., & Leonard, L. B.
    (1994) Subject pronoun and article omissions in the speech of children with specific language impairment: A phonological interpretation. Journal of Speech and Hearing Research, 37(1), 171–181. 10.1044/jshr.3701.171
     https://doi.org/10.1044/jshr.3701.171 [Google Scholar]
  71. Mengler, E. D., Hogben, J. H., Michie, P., & Bishop, D. V. M.
    (2005) Poor frequency discrimination is related to oral language disorder in children: A psychoacoustic study. Dyslexia, 11(3), 155–173. 10.1002/dys.302
     https://doi.org/10.1002/dys.302 [Google Scholar]
  72. Mok, P. P. K., Fung, H. S. H., & Li, V. G.
    (2019) Assessing the link between perception and production in cantonese tone acquisition. Journal of Speech, Language, and Hearing Research, 62(5), 1243–1257. 10.1044/2018_JSLHR‑S‑17‑0430
     https://doi.org/10.1044/2018_JSLHR-S-17-0430 [Google Scholar]
  73. Montgomery, J. W., & Evans, J. L.
    (2009) Complex sentence comprehension and working memory in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 52(2), 269–288. 10.1044/1092‑4388(2008/07‑0116)
     https://doi.org/10.1044/1092-4388(2008/07-0116) [Google Scholar]
  74. Montgomery, J. W., Gillam, R. B., Evans, J. L., Schwartz, S., & Fargo, J. D.
    (2019) A Comparison of the Storage-Only Deficit and Joint Mechanism Deficit Hypotheses of the Verbal Working Memory Storage Capacity Limitation of Children With Developmental Language Disorder. Journal of Speech, Language, and Hearing Research, 62(10), 3808–3825. 10.1044/2019_JSLHR‑L‑19‑0071
     https://doi.org/10.1044/2019_JSLHR-L-19-0071 [Google Scholar]
  75. Morgan, J. L., & Demuth, K.
    (1996) Signal to Syntax: An Overview. InJ. L. Morgan & K. Demuth (Eds.), Signal to syntax: Bootstrapping from speech to grammar in early acquisition (pp.1–22). Lawrence Erlbaum Associates.
     [Google Scholar]
  76. Murao, A., Ito, T., Fukuda, S. E., & Fukuda, S.
    (2017) Grammatical case-marking in Japanese children with SLI. Clinical Linguistics and Phonetics, 31(7–9), 711–723. 10.1080/02699206.2017.1310929
     https://doi.org/10.1080/02699206.2017.1310929 [Google Scholar]
  77. Norbury, C. F., Gooch, D., Wray, C., Baird, G., Charman, T., Simonoff, E., Vamvakas, G., & Pickles, A.
    (2016) The impact of nonverbal ability on prevalence and clinical presentation of language disorder: evidence from a population study. Journal of Child Psychology and Psychiatry and Allied Disciplines, 57(11), 1247–1257. 10.1111/jcpp.12573
     https://doi.org/10.1111/jcpp.12573 [Google Scholar]
  78. Obergfell, A. L., Schabmann, A., & Schmidt, B. M.
    (2022) The relationship between basic auditory processing, prosodic sensitivity and reading in German adults. Journal of Research in Reading, 45(1), 119–136. 10.1111/1467‑9817.12387
     https://doi.org/10.1111/1467-9817.12387 [Google Scholar]
  79. Patel, R., & Grigos, M. I.
    (2006) Acoustic characterization of the question-statement contrast in 4, 7 and 11 year-old children. Speech Communication, 48(10), 1308–1318. 10.1016/j.specom.2006.06.007
     https://doi.org/10.1016/j.specom.2006.06.007 [Google Scholar]
  80. Plante, E., Holland, S. K., & Schmithorst, V. J.
    (2006) Prosodic processing by children: An fMRI study. Brain and Language, 97(3), 332–342. 10.1016/j.bandl.2005.12.004
     https://doi.org/10.1016/j.bandl.2005.12.004 [Google Scholar]
  81. Price, P. J., Ostendorf, M., Shattuck-Hufnagel, S., & Fong, C.
    (1991) The use of prosody in syntactic disambiguation. The Journal of the Acoustical Society of America, 90(6), 2956–2970. 10.1121/1.401770
     https://doi.org/10.1121/1.401770 [Google Scholar]
  82. Ramus, F., Marshall, C. R., Rosen, S., & van der Lely, H. K. J.
    (2013) Phonological deficits in specific language impairment and developmental dyslexia: Towards a multidimensional model. Brain, 136(2), 630–645. 10.1093/brain/aws356
     https://doi.org/10.1093/brain/aws356 [Google Scholar]
  83. Ramus, F., Rosen, S., Dakin, S. C., Day, B. L., Castellote, J. M., White, S., & Frith, U.
    (2003) Theories of developmental dyslexia: Insights from a multiple case study of dyslexic adults. Brain, 126(4), 841–865. 10.1093/brain/awg076
     https://doi.org/10.1093/brain/awg076 [Google Scholar]
  84. Richards, N.
    (2010) Uttering Trees. The MIT Press. 10.7551/mitpress/9780262013765.001.0001
     https://doi.org/10.7551/mitpress/9780262013765.001.0001 [Google Scholar]
  85. Richards, S., & Goswami, U.
    (2015) Auditory Processing in Specific Language Impairment (SLI): Relations With the Perception of Lexical and Phrasal Stress. Journal of Speech, Language, and Hearing Research, 58(4), 1292–1305. 10.1044/2015_JSLHR‑L‑13‑0306
     https://doi.org/10.1044/2015_JSLHR-L-13-0306 [Google Scholar]
  86. (2019) Impaired Recognition of Metrical and Syntactic Boundaries in Children with Developmental Language Disorders. Brain Sciences, 9(2), 33. 10.3390/brainsci9020033
     https://doi.org/10.3390/brainsci9020033 [Google Scholar]
  87. Roncaglia-Denissen, M. P., Schmidt-Kassow, M., & Kotz, S. A.
    (2013) Speech Rhythm Facilitates Syntactic Ambiguity Resolution: ERP Evidence. PLoS ONE, 8(2), 1–9. 10.1371/journal.pone.0056000
     https://doi.org/10.1371/journal.pone.0056000 [Google Scholar]
  88. Sabbagh, J.
    (2014) Word order and prosodic-structure constraints in tagalog. Syntax, 17(1), 40–89. 10.1111/synt.12012
     https://doi.org/10.1111/synt.12012 [Google Scholar]
  89. Sabisch, B., Hahne, C. A., Glass, E., von Suchodoletz, W., & Friederici, A. D.
    (2009) Children with specific language impairment: The role of prosodic processes in explaining difficulties in processing syntactic information. Brain Research, 12611, 37–44. 10.1016/j.brainres.2009.01.012
     https://doi.org/10.1016/j.brainres.2009.01.012 [Google Scholar]
  90. Sammler, D., Kotz, S. A., Eckstein, K., Ott, D. V. M., & Friederici, A. D.
    (2010) Prosody meets syntax: The role of the corpus callosum. Brain, 133(9), 2643–2655. 10.1093/brain/awq231
     https://doi.org/10.1093/brain/awq231 [Google Scholar]
  91. Schmidt-Kassow, M., & Kotz, S. A.
    (2009) Event-related Brain Potentials Suggest a Late Interaction of Meter and Syntax in the P600. Journal of Cognitive Neuroscience, 21(9), 1693–1708. 10.1162/jocn.2008.21153
     https://doi.org/10.1162/jocn.2008.21153 [Google Scholar]
  92. Schwartz, R. G.
    (2017) Specific Language Impairment. InR. G. Schwartz (Ed.), Handbook of Child Language Disorders: 2nd Edition. Psychology Press. 10.4324/9781315283531‑1
     https://doi.org/10.4324/9781315283531-1 [Google Scholar]
  93. Selkirk, E.
    (2011) The Syntax-Phonology Interface. InJ. Goldsmith, J. Riggle, & A. C. L. Yu (Eds.), The Handbook of Phonological Theory (pp.435–484). Wiley. 10.1002/9781444343069.ch14
     https://doi.org/10.1002/9781444343069.ch14 [Google Scholar]
  94. Sheng, L., Yu, J., Su, P. L., Wang, D., Lu, T.-H., Shen, L., Hao, Y., & Lam, B. P. W.
    (2023) Developmental language disorder in Chinese children: A systematic review of research from 1997 to 2022. Brain and Language, 241(May), 105268. 10.1016/j.bandl.2023.105268
     https://doi.org/10.1016/j.bandl.2023.105268 [Google Scholar]
  95. Snedeker, J., & Yuan, S.
    (2008) Effects of prosodic and lexical constraints on parsing in young children (and adults). Journal of Memory and Language, 58(2), 574–608. 10.1016/j.jml.2007.08.001
     https://doi.org/10.1016/j.jml.2007.08.001 [Google Scholar]
  96. Steinhauer, K., Alter, K., & Friederici, A. D.
    (1999) Brain potentials indicate immediate use of prosodic cues in natural speech processing. Nature Neuroscience, 2(2), 191–196. 10.1038/5757
     https://doi.org/10.1038/5757 [Google Scholar]
  97. Sundström, S., Lyxell, B., & Samuelsson, C.
    (2018) Prosodic aspects of repetition in Swedish-speaking children with developmental language disorder. International Journal of Speech-Language Pathology, 0(0), 1–12. 10.1080/17549507.2018.1508500
     https://doi.org/10.1080/17549507.2018.1508500 [Google Scholar]
  98. Tomas, E., Demuth, K., & Petocz, P.
    (2017) The Role of Frequency in Learning Morphophonological Alternations: Implications for Children With Specific Language Impairment. Journal of Speech, Language, and Hearing Research, 60(5), 1316–1329. 10.1044/2016_JSLHR‑L‑16‑0138
     https://doi.org/10.1044/2016_JSLHR-L-16-0138 [Google Scholar]
  99. Tomas, E., Demuth, K., Smith-Lock, K. M., & Petocz, P.
    (2015) Phonological and morphophonological effects on grammatical development in children with specific language impairment. International Journal of Language and Communication Disorders, 50(4), 516–528. 10.1111/1460‑6984.12152
     https://doi.org/10.1111/1460-6984.12152 [Google Scholar]
  100. Tomas, E., & Vissers, C.
    (2019) Behind the Scenes of Developmental Language Disorder: Time to Call Neuropsychology Back on Stage. Frontiers in Human Neuroscience, 12(January), 517. 10.3389/fnhum.2018.00517
     https://doi.org/10.3389/fnhum.2018.00517 [Google Scholar]
  101. Tomblin, J. B., Records, N. L., Buckwalter, P., Zhang, X., Smith, E., & O’Brien, M.
    (1997) Prevalence of Specific Language Impairment in Kindergarten Children. Journal of Speech, Language, and Hearing Research, 40(6), 1245–1260. 10.1044/jslhr.4006.1245
     https://doi.org/10.1044/jslhr.4006.1245 [Google Scholar]
  102. van der Lely, H. K. J.
    (2005) Domain-specific cognitive systems: insight from Grammatical-SLI. Trends in Cognitive Sciences, 9(2), 53–59. 10.1016/j.tics.2004.12.002
     https://doi.org/10.1016/j.tics.2004.12.002 [Google Scholar]
  103. van der Lely, H. K. J., Jones, M., & Marshall, C. R.
    (2011) Who did Buzz see someone? Grammaticality judgement of wh-questions in typically developing children and children with Grammatical-SLI. Lingua, 121(3), 408–422. 10.1016/j.lingua.2010.10.007
     https://doi.org/10.1016/j.lingua.2010.10.007 [Google Scholar]
  104. van der Lely, H., & Marshall, C.
    (2011) Grammatical-Specific Language Impairment: A Window Onto Domain Specificity. InJ. Gouendouzi, F. Loncke, & M. J. Williams (Eds.), The handbook of psycholinguistics and cognitive processes: Perspectives in communication disorders (pp.401–418). Psychology Press. 10.4324/9780203848005.ch20
     https://doi.org/10.4324/9780203848005.ch20 [Google Scholar]
  105. van der Meulen, S., Janssen, P., & Os, E. Den
    (1997) Prosodic abilities in children with specific language impairment. Journal of Communication Disorders, 30(3), 155–170. 10.1016/S0021‑9924(96)00059‑7
     https://doi.org/10.1016/S0021-9924(96)00059-7 [Google Scholar]
  106. Vandewalle, E., Boets, B., Ghesquière, P., & Zink, I.
    (2012) Development of phonological processing skills in children with specific language impairment with and without literacy delay: A 3-year longitudinal study. Journal of Speech, Language, and Hearing Research, 55(4), 1053–1067. 10.1044/1092‑4388(2011/10‑0308)
     https://doi.org/10.1044/1092-4388(2011/10-0308) [Google Scholar]
  107. Wade-Woolley, L., Wood, C., Chan, J., & Weidman, S.
    (2022) Prosodic Competence as the Missing Component of Reading Processes Across Languages: Theory, Evidence and Future Research. Scientific Studies of Reading, 26(2), 165–181. 10.1080/10888438.2021.1995390
     https://doi.org/10.1080/10888438.2021.1995390 [Google Scholar]
  108. Wagner, M., & Watson, D. G.
    (2010) Experimental and theoretical advances in prosody: A review. Language and Cognitive Processes, 25(7), 905–945. 10.1080/01690961003589492
     https://doi.org/10.1080/01690961003589492 [Google Scholar]
  109. Wagner, R. K., & Torgesen, J. K.
    (1987) The Nature of Phonological Processing and Its Causal Role in the Acquisition of Reading Skills. Psychological Bulletin, 101(2), 192–212. 10.1037/0033‑2909.101.2.192
     https://doi.org/10.1037/0033-2909.101.2.192 [Google Scholar]
  110. Weinert, S.
    (1992) Deficits in acquiring language structure: The importance of using prosodic cues. Applied Cognitive Psychology, 6(6), 545–571. 10.1002/acp.2350060607
     https://doi.org/10.1002/acp.2350060607 [Google Scholar]
  111. Wells, B., & Peppé, S.
    (2003) Intonation abilities of children with speech and language impairments. Journal of Speech, Language, and Hearing Research, 46(1), 5–20. 10.1044/1092‑4388(2003/001)
     https://doi.org/10.1044/1092-4388(2003/001) [Google Scholar]
  112. Wiedmann, N., & Winkler, S.
    (2015) The Influence of Prosody on Children’s Processing of Ambiguous Sentences. InAmbiguity (Issue1, pp.185–197). DE GRUYTER. 10.1515/9783110403589‑009
     https://doi.org/10.1515/9783110403589-009 [Google Scholar]
  113. Wong, A. M. Y., Ciocca, V., & Yung, S.
    (2009) The Perception of Lexical Tone Contrasts in Cantonese Children With and Without Specific Language Impairment (SLI). Journal of Speech, Language, and Hearing Research, 52(6), 1493–1509. 10.1044/1092‑4388(2009/08‑0170)
     https://doi.org/10.1044/1092-4388(2009/08-0170) [Google Scholar]
  114. Yu, H., Wang, H., & He, X.
    (2021) The comprehension of relative clauses in Mandarin Children with suspected specific language impairment. Journal of Child Language, 1–26. 10.1017/S0305000921000660
     https://doi.org/10.1017/S0305000921000660 [Google Scholar]
/content/journals/10.1075/ijchl.00036.che
Loading
  • Article Type: Research Article
Keyword(s): cognitive deficits; developmental language disorder; interface; phonology; prosody; syntax

Most Cited

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error