This study examined the value of Sentence Repetition (SRep) tasks as an ecologically valid tool for assessing bilingual children’s morphosyntactic competence. Seventy Greek–Turkish bilinguals and Greek monolinguals (aged 8–12) completed tasks assessing expressive vocabulary, morphological awareness, and SRep. Monolinguals significantly outperformed bilinguals across all tasks, with near-ceiling scores in grammaticality in SRep tasks reflecting earlier acquisition of core Greek structures. In contrast, bilinguals’ performance was significantly lower and varied across conditions: while scores were relatively higher on simple SVO, coordination, and wh-clauses, difficulties emerged in clitic left dislocation, complement clauses, and adverbial clauses—domains of greatest typological divergence between Greek and Turkish. Importantly, SRep performance on grammaticality did not vary with age, despite strong age effects on vocabulary and morphology, suggesting that SRep tasks indexes morphosyntactic knowledge rather than general maturational growth. Regression analyses showed that monolinguals’ SRep performance was best predicted by morphological awareness, whereas bilinguals relied more heavily on expressive vocabulary, reflecting their reduced exposure to Greek and reliance on lexical resources. These findings confirm the fairness and sensitivity of SRep for bilingual assessment, while highlighting the interplay of typological differences and input in shaping bilingual children’s morphosyntactic abilities.

Objectives We had two sets of objectives. First, to assess the effects of an online music program on the expressive vocabulary of children with cochlear implants (CIs) and on maternal stress. Second, to explore associations between children’s vocabulary, maternal stress, and the quality of children’s acoustic environment, measured as daily exposure to speech in quiet. Methods Sixteen children with CIs (M = 17.63 months, SD = 6.39) and their mothers participated weekly in a 12-week online music program (CI-T), and 16 children with CIs (M = 18.46 months, SD = 6.02) and their mothers served as controls (CI-C). The program started three months after CI activation. Both groups were assessed at three (T1), six (T2), and twelve (T3) months after CI activation. We collected measures of children’s vocabulary (using the MacArthur-Bates Cognitive Development Inventories; MB-CDI), maternal stress (using the Parenting Stress Index; PSI), and children’s daily exposure to speech in quiet (from the datalogging of children’s devices). Friedman non-parametric tests examined within-group differences in children’s vocabulary and in mothers’ stress across time points. Spearman correlations (both groups combined) explored associations between changes in vocabulary, maternal stress, and the datalogging at T1, T2, and T3. Results The CI-T group showed significant vocabulary gains between T1 and T2, and between T2 and T3 [χ²(2) = 20.5, p < .001]. The CI-C group significantly improved only between T2 and T3 [χ²(2) = 19.60, p < .001]. Maternal stress decreased significantly in the CI-T group between T1 and T2 [χ²(2) = 8.22, p = .02], but not in the CI-C group (all ps > .05). In both groups, we found significant associations between increases in children’s expressive vocabulary and maternal stress (e.g. between children’s vocabulary increases between T1 and T2, and mothers’ scores on the ‘Parent–Child Dysfunctional Interaction’ subscale at T1; r = −.40, p = .03); between increases in children’s expressive vocabulary and daily exposure to speech in quiet (e.g. between children’s vocabulary increases between T1 and T2 and the datalogging ‘Speech’ scene at T2; r = .47, p = .03); and between maternal stress and daily exposure to speech in quiet (e.g. between mothers’ scores on the ‘Parent Distress’ subscale at T2 and the datalogging ‘Speech’ scene at T2; r = −.56, p = .01). Conclusions Online music-based interventions could benefit children with CIs and their mothers, alongside longer exposure to speech in quiet.

ABSTRACTThe comprehension–production vocabulary gap is a well‐documented hallmark of language development; however, anecdotal evidence suggests that this asymmetry may be reduced in children with Williams syndrome (WS). Here, we use empirical data to characterise the comprehension–production gap and computational modelling to investigate potential mechanisms underlying this distinctive linguistic profile, focusing on children aged 7 months to 6 years. Using parental reports (Communicative Development Inventories), we measured the receptive and expressive vocabularies of children with WS (n = 67) and compared them to typically developing children (n = 1210) and cross‐syndrome groups with Down syndrome (n = 27), and fragile X syndrome (n = 15). Results confirm that children with WS show a unique trajectory: alongside general delay, they exhibit a significantly reduced comprehension–production asymmetry not observed in other groups. To elucidate the potential origins of this phenomenon, we implemented a biologically inspired neural network—self‐organising map (SOM)—to model early word learning and evaluate visual and auditory map representations. Our findings reveal that WS‐like vocabulary patterns can emerge from selective difficulties in visual processing, leading to exemplar‐based rather than prototype‐based object representations. The model suggests that these visual processing challenges, consistent with known visuospatial difficulties in WS, may contribute to the atypical comprehension–production relationship, while broader processing constraints may underlie general delays. This study provides a mechanistic account of vocabulary development in WS, highlighting the role of visual constraints in shaping lexical outcomes. More broadly, it underscores the need to conceptualise language development as an interaction between sensory input and cognitive subsystems, explaining why the comprehension–production gap is not a uniform feature of language acquisition.

Objectives: This study aimed to evaluate the expressive vocabulary ability and sentence complexity in cochlear implanted children diagnosed with cochlear nerve aplasia (CN-A), and to analyze potential influencing factors. Methods: This cross-sectional study included 35 children diagnosed with CN-A by MRI, with a mean age of cochlear implantation of 22.1 (SD: 8.0) months. Twelve were bilaterally implanted (bilateral CI group), 13 were unilateral implanted with hearing aids on the contralateral ear (bimodal group), and the others were unilaterally implanted (unilateral CI group). After at least 36 months of device use following initial activation, the quantity of expressive vocabulary was assessed using the Early Vocabulary Inventory for Mandarin Chinese (EVI). The mean length of the three longest utterances (M3L) and the sentence complexity were assessed using the Mandarin Communicative Development Inventory for infants and toddlers. Auditory and speech perception outcomes were also evaluated, including the Categories of Auditory Performance (CAP), Speech Intelligibility Rating (SIR), and a speech recognition test. Preoperative aided hearing threshold average (aided-PTA) and the diameter of the auditory nerve to the facial nerve ratio at the cerebellopontine angle (AN/FN ratio) in MRI were retrospectively analyzed. The effect of implantation age, cochlear usage duration, preoperative PTA, AN/FN ratio, and prosthetic configuration (unilateral CI/bilateral CIs/bimodal) on expressive vocabulary and grammatical abilities was analyzed. Results: The average number of expressive vocabularies was 273.7 (SD: 220.1), the mean M3L was 4.8 (SD: 1.4), and the average sentence complexity score was 27.3 (SD: 14.1) in children with CN-A. There were significant positive correlations between expressive vocabulary and M3L (r=0.59, P=0.001), as well as sentence complexity (r=0.91, P<0.001). The quantity of expressive vocabulary, M3L, and sentence complexity were significantly positively correlated with categories of auditory performance (CAP) and speech intelligibility rating (SIR) scores (P<0.01). There were no significant correlations between implantation age, duration with CI, and expressive vocabulary size, M3L and sentence complexity (P>0.05). Multi-linear regression analysis showed that the AN/FN ratio, per-operation aided-PTA and prosthetic configuration were significant predictors for the vocabulary size (P>0.05). Bimodal children had higher expressive vocabulary size than bilateral CIs and unilateral CI children, with significant differences between bimodal and unilateral CI children (P<0.01). Conclusions: The linguistic skills in children with CN-A are severely impaired. Vocabulary ability is significantly correlated with sentence construction and grammatical ability. The relative auditory nerve diameter on MRI, per-operation hearing level and prosthetic configuration are important factors in predicting the vocabulary development of children with CN-A.

This study aims to assess speech development, including receptive and expressive language, as well as articulation, in South Korean preschoolers with unilateral congenital aural atresia (CAA) compared with their peers with normal hearing. A retrospective review of medical records was conducted for preschoolers diagnosed with unilateral CAA at a single tertiary institution between January 2020 and December 2022. Excluding 12 children without speech evaluation and 4 with bilateral hearing loss, 67 subjects were enrolled. Raw scores from the Urimal-Test of Articulation and Phonology (U-TAP), assessing articulation abilities, were converted to z-scores against the normal standard. Similarly, raw scores from the Receptive and Expressive Vocabulary Test (REVT) and the Sequenced Language Scale for Infants (SELSI), evaluating vocabulary abilities, were transformed into z-scores for comparison with U-TAP. Receptive and expressive language abilities were compared using the percentile parameter. The average age at the time of the visit was 40.32±19.89 months, with 40 males (59.7%) and 27 females (40.3%), indicating male predominance. Affected ears were more prevalent on the right side (47 patients, 70.1%) than the left side (20 patients, 29.9%). U-TAP z-scores for the majority of 67 subjects were below 0, averaging -2.23±2.37. Spearman correlation analysis revealed a nonlinear relationship between age (in months) and U-TAP z-scores (correlation coefficient: 0.089, P-value: 0.432), suggesting no significant correlation between age and articulation. A pairwise comparison of REVT/SELSI and U-TAP z-scores showed higher receptive language scores than articulation abilities (P-value <0.0001). The average REVT/SELSI z-score was -0.09±1.70, indicating that vocabulary scores were largely within the normal range. In addition, the average percentile of expressive language (40.14±37.44) was significantly lower than that of receptive language (56.25±33.40) (P-value <0.005). When comparing speech parameters in patients with unilateral CAA, it was observed that receptive language abilities were mostly within the normal range. In addition, expressive language abilities were lower than receptive language abilities. The articulation abilities of preschoolers with unilateral CAA enrolled in this study were significantly inferior to those of their normally developing age-matched peers. Hence, preschoolers with unilateral CAA require careful monitoring of language development and appropriate intervention, including bone conduction hearing aids and articulation therapy, when necessary.

ObjectiveTo identify morphosyntax and lexical ability predictors in children with repaired cleft palate (CP) with or without cleft lip (CP ± L).DesignProspective longitudinal cohort study.SettingMultisite institutional.ParticipantsEighty-eight toddlers with nonsyndromic CP ± L.ProceduresParticipants' parents completed the MacArthur-Bates Communicative Development Inventories (CDI) Words and Gestures and background information questionnaires at 16-month visits. They also recorded 2 to 4 hours of their child's vocalizations/words using Language Environmental Analysis (LENA™) recorders. Recordings were analyzed for the number and type of consonants produced. At 24-month visits, parents completed the CDI Words and Sentences.Main Outcome MeasuresMean utterance length of the child's three longest utterances (M3L) and expressive vocabulary reported on the CDI Words and Sentences.ResultsThe results showed significant associations for vocabulary and M3L at 24 months with maternal education level (MEL), total consonants, stop consonants, CDI words produced, and CDI words understood at 16 months. Additionally, vocabulary and the area deprivation index were significantly correlated. Age at palatoplasty, cleft Veau classification, Pierre Robin Sequence, preterm birth, and family history of speech-language delay/disorder were not significantly associated with M3L or vocabulary. Linear regression indicated that MEL, stop consonant production, and CDI words understood at 16 months significantly predicted expressive vocabulary and M3L at 24 months.ConclusionStop consonant production remained a significant predictor of expressive vocabulary and morphosyntax skills, after controlling for other factors. These findings suggest early intervention targeting stop production should promote expressive language skills. Children's stop consonant inventory should be closely monitored following palatoplasty.

The article presents the results of a study on the impact of vestibular stimulation on the neuroplasticity of the auditory cortex and language development in preschool children with speech delay (SD). Such issues in children aged 4–7 years are among the primary challenges in speech therapy and neuropsychology. The study involved 40 children aged 4 to 7 years with speech delay (SD), divided into an experimental group and a control group. Assessments included standard electroencephalography (EEG), the standardized Peabody Picture Vocabulary Test (PPVT), and the Expressive Vocabulary Test (EVT). Data were analyzed using the t-test and analysis of variance (ANOVA). After 12 weeks, the experimental group demonstrated statistically significant improvements in speech skills (p &lt; 0.05), including a 25% increase in receptive vocabulary, a 30% increase in spontaneous language use, and improved grammatical structures. Neurophysiological data indicated a 15% increase in auditory cortex activity, a 10% reduction in the P1 component, and a 20% increase in the amplitude of the P300 component, compared to the control group. Vestibular stimulation proved to be an effective method for enhancing auditory cortex neuroplasticity and speech development in SD children.

This study examines the critical role of interactive and linguistic features of the family environment in the language and speech developmental trajectories of children with a history of neglect. The proposed hypothesis is that the quality of interactive features will be the primary determinant of whether children follow a normative (control-like) or low developmental trajectory. Data were collected from the Early Longitudinal Language and Neglect study conducted in Quebec (Canada), involving 41 children who had experienced neglect, living in either biological or foster families. Children's language and speech development was assessed through measures of expressive and receptive vocabulary, mean length of utterance, and percentage of words correct at six time points between 36 and 66 months of age. The child's language and speech development was classified into one of two categories: normative or low. Parent-child interactive and linguistic features were analyzed using 15-min video recordings of semistructured play sessions conducted at home. Low levels of parental interactive features-such as sensitivity, reactivity, and reciprocity-were positively associated with lower language and speech trajectories in children. Among linguistic features, only the parental mean length of utterance showed a significant link to low trajectories. These patterns were observed consistently in both biological and foster families. The findings demonstrate that interactive features play a critical role in shaping the language and speech trajectories of children experiencing neglect, even more so than linguistic features. This study highlights the importance of high-quality interactions with parents in mitigating the negative effects of neglect on language and speech development. A targeted and adaptive approach, emphasizing parental strengths, has the potential to significantly improve developmental outcomes for children growing up in contexts of adversity. https://doi.org/10.23641/asha.30888404.

The article analyzes the role of expressive vocabulary in television news headlines posted on YouTube and its potential to influence the mass audience with the aim of manipulating the consciousness of information consumers. The material for the study was the headlines of the TV news programs «TSN from 1+1», «FAKTY ICTV» and «24 Channel». The following methods were used in the study: selection and systematization of material, descriptive analysis, content analysis, stylistic analysis and classification. The article determines that a headline is an integral component of a media text, contains information about the content of the message and the author's assessment, attracts the attention of potential readers and interests them, in particular due to its emotional and expressive load, and can influence the consciousness of the addressee, manipulate it, and change their attitudes and views. One of the main linguistic manifestations of manipulation in media headlines is expressive vocabulary, which serves to emphasize, highlight, and reinforce a certain object of reality and influences the cognitive and emotional perception of the message by the addressee in accordance with the intentions of the sender. In the course of the study, expressive words of manipulative content were identified in the following thematic groups: lexemes denoting the emotion of fear and derivative concepts – definitions, actions, states; lexemes that are names of military realities; lexemes that express signs and states of high intensity; lexemes that are stylistically marked (used in figurative meanings, slang and colloquial words); stylistic figures – repetitions, gradations; phraseological units. Based on the analysis, it was concluded that expressive words in video news headlines evoke emotions of fear, anxiety, and sympathy in viewers from the perception of negative news or joy from positive news, causing a corresponding emotional reaction and a desire to learn more about the news. Thus, the desire of potential viewers to consume these particular messages is manipulated. We see prospects for further research in studying the influential potential of news headlines in online publications.

Purpose: There is a little evidence about the effect of second language exposure on infant’s language development. Therefore, the purpose of the study was to investigate the relationship between bilingualism and amount of second language exposure with the size of receptive and expressive vocabularies. Methodology: The MacArthur-Bates Communicative Development Inventory was used to assess infants’ language development in a sample of 37 bilinguals and 116 monolinguals between 8 to 16 months. The parents were asked to fill the forms, considering total words that their infants receive and express. Data and analysis: These findings showed that the bilingual group differed significantly from the monolingual group in the field of receptive lexicon (β = 7.7; 95% confidence interval (CI): [4.1,11.4]; p &lt; .001). However, similar to the results of the effect of second language exposure on expressive lexicon, the comparison of bilingualism and expressive vocabulary size was not significant (β = –.01; 95% CI: [–3.5, 3.9]; p &gt; .05). Conclusion: Overall, our findings show that 8- to 16-month infants have similar expressive and larger receptive vocabularies in comparison with monolinguals. So, it is supposed that in assessing bilingual infant’s language abilities, especially in receptive vocabulary, we cannot use the monolingual norms. Originality: To our knowledge, this study is uniquely investigating the effect of bilingualism on vocabulary acquisition in bilingual Persian 8- to 16-month infants. Implications: In a practical view, our findings emphasize on using bilingual specific language tools for assessing bilingual infants and suggest considering this difference in assessment and intervention plans. Limitations: As researchers suggested, parent reports, regardless of their practical usage, may not be enough for showing infants abilities and the underestimation may have occurred, so it is suggested to expand these results by using other tools and direct assessments.

The current pilot study examined whether parent report of bilingual children's English proficiency and exposure predicted children's performance on English standardized language tests of vocabulary and morphosyntax. The goal was to validate parent report when assessing language abilities in bilingual children who speak minoritized languages. Participants included 30 typically developing bilingual children, ages 3;0-5;0 (years;months), speaking English as a native or second language and one of 10 other languages. Parents reported their children's English understanding and speaking proficiencies as well as language exposure via the Language Experience and Proficiency Questionnaire. Children completed standardized tests including the Peabody Picture Vocabulary Test-Fifth Edition (PPVT-5; receptive vocabulary), Expressive Vocabulary Test-Third Edition (EVT-3; expressive vocabulary), and Structured Photographic Expressive Language Test Preschool-Second Edition (SPELT-P2; expressive morphosyntax). Parent report of English understanding proficiency predicted PPVT-5 performance. English speaking proficiency predicted both EVT-3 and SPELT-P2 performance. English exposure predicted performance across all three standardized measures. Parent report of English proficiency and exposure converged with bilingual children's performance on English standardized tests of vocabulary and morphosyntax, suggesting that parent report is a valuable tool and should be incorporated when assessing bilingual children's language abilities. These findings also imply that parent report can offer a culturally responsive and linguistically sensitive approach to assessing language abilities in bilingual children who speak minoritized languages or dialects, especially when standardized bilingual language tests are not available or nonexistent.

In typically developing (TD) children, early gestures emerge before first words and predict spoken language. Language development in children with cochlear implants (CI) vary due to factors such as implantation age and exposure to spoken language, but variation is largely unexplained. Little is known about gestures in children with CI and how this is related to vocabulary. In this study, spontaneous use of gestures during assessment of receptive and expressive vocabulary was examined and related to vocabulary test results in ten children with CI, aged 25–39 months. The results were compared to those of individually age and sex matched TD children with normal hearing. All children were tested with the vocabulary test, the Picture Naming Game (PiNG). The test situation was video recorded to capture the children’s use of deictic, iconic, and conventional gestures. Children with CI had lower vocabulary scores and used fewer gestures than TD children. Observable but statistically non-significant relationships between gestures and vocabulary were found in children with CI, as well as between vocabulary score and implantation age. The findings indicate that gestures should be included in the assessment and intervention of young children with challenges in their development of spoken language.

ABSTRACT While self-regulation and school readiness skills relate to school success, some children and their families experience systemic inequities, such as limited access to resources and structural discrimination, that may contribute to disproportionate skill development. A growing body of literature has found that peers’ self-regulation predicts individual growth in self-regulation and other key school readiness skills across the preschool year. Using data from a longitudinal study of 767 racially/ethnically diverse preschoolers from families with low-income, this study extends previous work by examining whether children demonstrate better self-regulation, language, and literacy skills over the year when in preschool classrooms where peers are displaying more well-regulated behaviors (measured through both direct assessment and observation). Additionally, we examined interaction effects to see whether peer effects may be stronger for children who enter preschool with lower skills. Research Findings: Peer directly assessed self-regulation predicted spring individual directly assessed self-regulation and expressive vocabulary, whereas peer observed self-regulation predicted spring individual observed self-regulation. No interaction effects weredetected. Practice or Policy: This work supports the continued investigation of the role of peer self-regulation on individual children’s skill development in preschool and suggests that future efforts should focus on assessing self-regulation in multiple ways.

&lt;p&gt;&lt;strong&gt;Context and relevance.&lt;/strong&gt; The linguistic and cultural analysis of linguistic units is of considerable scientific interest in modern linguistics, as it provides a methodological basis for studying the representation of culturally determined realities in the Russian language system. The media of mass communication are the most visible, since the high speed of adaptation of linguistic means makes the mass media a particularly important source for studying the transformations of the linguistic picture of the world in a dynamically changing reality. &lt;strong&gt;Objective.&lt;/strong&gt; To carry out a linguistic and cultural analysis of lexemes found in the Russian media space and related to Alexander Ovechkin's professional activities in order to identify the mechanisms of formation of culturally significant meanings in modern Russian. &lt;strong&gt;Hypothesis.&lt;/strong&gt; Proper names have the potential to transform into precedent texts that function as carriers and translators of the linguistic and cultural code. &lt;strong&gt;Methods and materials.&lt;/strong&gt; As part of the study, a linguocultural analysis of more than 200 contexts of the use of linguistic units in the Russian media space in 2025 related to Alexander Ovechkin's professional activities was conducted using the continuous sampling method and linguistic observation. &lt;strong&gt;Results.&lt;/strong&gt; The results of the study demonstrate that the professional activity of an athlete is verbalized in the Russian language through a system of linguistic and cultural markers, including emotionally expressive vocabulary, precedent phenomena and neological formations. This process indicates the transformation of the image into a precedent text, which can act as a tool for constructing and translating collective values. &lt;strong&gt;Conclusions. &lt;/strong&gt;It is shown that the linguistic and cultural approach allows us to identify the mechanisms of verbalization of nationally specific concepts and trace the connection between linguistic forms and cultural meanings, which contributes to a deeper understanding of the features of the Russian linguistic worldview.&lt;/p&gt;

&lt;span&gt;In line with the theories of Piaget and Vygotsky, the aim of the present study is to examine the effect of the dramatic play activities program on the early literacy skills of preschool children. The study is based on an experimental research design with pretest-posttest and control group. While the dependent variable of the study is children’s early literacy skills, the independent variable is dramatic play activity. Early literacy test (EROT) was used as data collection tool. The participants of the present study consist of 32 children divided equally as the participants of the experimental and control group. The age of the children is between 63-72 months. The children in the experimental group participated in a program of dramatic play activities over a period of 10 weeks, 5 days each week, 2 hours daily for 100 hours in total. Analysis of covariance (ANCOVA), t-test, and descriptive statistics were used in the analysis of the data. In line with the data obtained in the present study, dramatic play activity program positively affects the early literacy skills of preschool children in terms of receptive language and expressive language vocabulary acquisition, naming skills, functional knowledge, and listening comprehension skills.&lt;/span&gt;

This study investigated how word characteristics (frequency, cognate status, acquisition source, translation equivalence) influence vocabulary development in Spanish-English bilingual children. We examined (a) how second language (L2) exposure relates to lexical development in first language and L2 over time and (b) which lexical characteristics influence lexical development across languages. We examined item-level vocabulary responses of Spanish-English bilingual children (n = 225, ages 5-12 years) tested on the same set of expressive vocabulary items in both languages across four annual time points. Using binomial generalized mixed-effects models, we analyzed how acquisition varied by word characteristic (frequency, cognate status, acquisition context, translation equivalence) while controlling for age and language exposure. Key findings included that (a) high-frequency words showed greater odds of acquisition in both languages, (b) cognates demonstrated facilitative effects primarily in English, (c) home-acquired words were more readily learned than school-acquired words in both languages, and (d) knowledge of translations boosted acquisition in the other language. The findings support usage-based theories of language acquisition and demonstrate the integrated nature of bilingual lexical development. These results have important implications for bilingual education, suggesting that supporting first language development facilitates rather than hinders second language acquisition. https://doi.org/10.23641/asha.30660983.

This study investigates the impact of early bilingualism on word retrieval among Saudi kindergarteners, focusing on accuracy and speed in Arabic-English bilinguals compared to Arabic monolinguals. Eighty-four children participated: 42 bilinguals and 42 monolinguals. All completed the Arabic Expressive Vocabulary Test, while bilinguals also took the English Expressive Vocabulary Test. Receptive vocabulary was assessed with the Peabody Picture Vocabulary Test and its Arabic equivalent. Parents of bilinguals completed questionnaires on language exposure and perceived retrieval abilities. Results showed bilinguals had lower accuracy and slower retrieval in Arabic than monolinguals. A notable gap emerged between receptive and expressive vocabulary, with bilinguals demonstrating stronger comprehension than production, especially in their first language. No correlation was found between greater English exposure and improved retrieval, and parents’ perceptions did not align with actual performance, underscoring the importance of exposure quality rather than quantity and highlighting the need for targeted strategies to support bilingual development.

Speech sound disorder (SSD) and developmental language disorder (DLD) are common childhood disorders of communication that can also co-occur. This study investigated the reported content, format and delivery of UK speech and language therapists' (SaLTs) practice when delivering intervention for pre-school children with co-occurring SSD/DLD features when expressive vocabulary and speech comprehensibility are prioritised areas. The findings can be used to inform the development of future interventions and enable reflection on current practice. A quantitative online survey via Qualtrics enabled the statistical analysis of intervention components from SaLTs from across the UK. The survey questions were based on prior research and the input of an expert steering group. The data were analysed through descriptive statistics. There were 108 full responses from across the UK. For both target areas, the responses highlighted a preference for functional intervention targets, holistic delivery of intervention techniques in different environments, and incorporation of techniques into a variety of activities. Most respondents (97.5%) reported that they would also target phonological awareness (PA), with syllable segmentation being the most commonly reported PA target area for inclusion. Overall, 82.4% of respondents said they would consider dosage when providing their intervention. The findings highlight similarities in UK SaLT practice when targeting aspects of both speech (comprehensibility) and language (expressive vocabulary) concurrently, and an emphasis on functional communication, in addition to being guided by developmental norms. The implications for clinical practice and the development of future interventions are discussed.

Autistic children are typically late to develop their expressive vocabulary, but little is known about their early word learning process. This study compared three network growth models on their ability to account for the trajectories of expressive vocabulary acquisition in autistic and non-autistic children. We studied expressive vocabularies using item-level data from a child vocabulary checklist (n = 721 records from young autistic children; n = 2,166 records from non-autistic toddlers). We estimated vocabulary growth trajectories for autistic and non-autistic children and assessed the goodness of fit of three models of vocabulary growth, with varying sensitivity to the structure of the environment and the learner's existing vocabulary knowledge. To do so, we first computed word-level acquisition norms that indicate the vocabulary size at which individual words tend to be learned by each group. Then we evaluated how well network growth models, based on natural language co-occurrence structure and word associations, accounted for variance in the autistic and non-autistic acquisition norms. Our word-level vocabulary size of acquisition norms closely aligned with age of acquisition data, indicating their utility when age of acquisition norms cannot be derived for neurodivergent populations. Furthermore, we extended key observations and demonstrated that the growth models explained similar amounts of variance in each group. Both groups are biased to learn words that have many connections to words that have been previously learned; however, even after accounting for this learning influence, autistic and non-autistic vocabulary growth trajectories receive an added boost in learning when words are connected to many other words in the learning environment, indicating a similar learning profile. Both groups preferentially acquire new words by leveraging the semantic structure in the learning environment, indicating an overlap in theoretical accounts of vocabulary growth.

ABSTRACT In bilinguals, vocabulary size/breadth in each language is typically smaller than that of monolinguals, due to divided input. Vocabulary depth, however, may be less affected, with some studies suggesting a bilingual advantage. As many children grow up multilingual, it is crucial to examine whether they differ from bilinguals in vocabulary. Since proficiency also varies, disentangling its effects from the number of languages spoken provides a clearer picture of vocabulary development. This study examines Greek vocabulary, focusing on breadth and depth, in three initial groups: Greek-Turkish bilinguals, Greek-Pomak-Turkish multilinguals, and Greek-speaking monolinguals aged 8.4–12.2. For analysis, bilinguals/multilinguals were regrouped by Greek proficiency. Internal factors (age, Age of Onset), external factors (home input, literacy), and proficiency were also considered. Results showed that monolinguals outperformed bilinguals and multilinguals. Expressive vocabulary (number of words children can actively produce) was predicted by age in monolinguals and by proficiency in bilinguals/multilinguals. Predictors for paradigmatic associations (semantic depth) differed: age and expressive vocabulary for monolinguals, home input for low-proficiency, and age, home input and early literacy for high-proficiency bilinguals/multilinguals. Controlling these factors, the differences between high- and low-proficiency bilinguals/multilinguals disappeared, showing that proficiency and external factors may outweigh the number of languages spoken.