Cover not available

In:Usage-based Perspectives on Language and Language Acquisition: In honour of Heike Behrens
Edited by Karin Madlener-Charpentier, Marjolijn H. Verspoor, Mirjam Weder and Annelies Häcki Buhofer
[Trends in Language Acquisition Research 35] 2026
► pp. 304–330

Get fulltext
PDF logo with download linkDownload Chapter PDF
EPUB logo with download linkDownload Chapter EPUB

Chapter 11
Usage and context in pediatric speech and language therapy

Helping children with oral developmental language disorder build their language system(s)

Authors
 | Université de Neuchâtel
Open Access logo
Available under the Creative Commons Attribution-NonCommercial-NoDerivatives (CC BY-NC-ND) 4.0 license.

For any use beyond this license, please contact the publisher at [email protected].

Published online: 21 May 2026
DOI logo with link
https://doi.org/10.1075/tilar.35.11sko
Abstract
Parallel to the rise of usage-based, emergentist, and constructivist theories on language acquisition over the last decades, context and usage have also come into focus in the area of speech-language therapy (SLT), where the traditional medical model of a “specialist fixing the patient’s speech and language system” is increasingly called into question. Focusing on oral language disorders in monolingual and bilingual children, in particular developmental language disorder (DLD), I will detail the role of the cognitive underpinnings and of the linguistic and socio-interactional context, both for more theoretical research on the nature of these disorders and for applied research on SLT assessment, intervention, and prevention.
Article outline
  • 1.Introduction
    • 1.1Developmental language disorder
    • 1.2Chapter outline
  • 2.Cognitive underpinnings
    • 2.1Nature of the disorder
    • 2.2Assessment
    • 2.3Intervention
    • 2.4Prevention
  • 3.Linguistic context
    • 3.1Nature of the disorder
    • 3.2Assessment
    • 3.3Intervention
    • 3.4Prevention
  • 4.Socio-interactional context
    • 4.1Nature of the disorder
    • 4.2Assessment
    • 4.3Intervention
    • 4.4Prevention
  • 5.Conclusion and perspectives
  • Notes
  • References
References (100)
References
Abbeduto, L., & Boudreau, D. (2004). Theoretical influences on research on language development and intervention in individuals with mental retardation. Mental Retardation and Developmental Disabilities Research Reviews, 10(3), 184–192. Google Scholar logo with link to Google Scholar
Aguilar, J. M., Plante, E., & Sandoval, M. (2018). Exemplar variability facilitates retention of word learning by children with specific language impairment. Language, Speech, and Hearing Services in Schools, 49(1), 72–84. Google Scholar logo with link to Google Scholar
Alam, F., Rosemberg, C. R., Garber, L., & Stein, A. (2022). Variation sets in the speech directed to toddlers in Argentinian households: SES and type of activity effects. Journal of Child Language, 49(4), 799–823. Google Scholar logo with link to Google Scholar
Behrens, H. (2021). Constructivist approaches to first language acquisition. Journal of Child Language, 48(5), 959–983. Google Scholar logo with link to Google Scholar
Behrens, H., Madlener, K., & Skoruppa, K. (2016). The role of scaffolding in children’s questions: Implications for (preschool) language assessment from a usage-based perspective. Yearbook of the German Cognitive Linguistics Association, 4, 237–259. Google Scholar logo with link to Google Scholar
Behrens, H., & Pfänder, S. (2022). Cognitive linguistics meets interactional linguistics: Language development in the arena of language use. Yearbook of the German Cognitive Linguistics Association, 10, 217–238. Google Scholar logo with link to Google Scholar
Bergeron-Gaudin, M. È. (2014). J’apprends à parler: Le développement du langage de 0 à 5 ans. Éditions du CHU Sainte-Justine.Google Scholar logo with link to Google Scholar
Berko, J. (1958). The child’s learning of English morphology. Word, 14(2–3), 150–177. Google Scholar logo with link to Google Scholar
Berney, C. (2018). Les accompagnements familiaux logopédiques: Comment rencontrer les parents? Langage & Pratiques, 60, 39–52.Google Scholar logo with link to Google Scholar
Bishop, D. V., & Snowling, M. J. (2004). Developmental dyslexia and specific language impairment: Same or different? Psychological Bulletin, 130(6), 858–886. Google Scholar logo with link to Google Scholar
Bishop, D. V., Snowling, M. J., Thompson, P. A., Greenhalgh, T., & Klee, T. M. (2017). Phase 2 of CATALISE: A multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology. Journal of Child Psychology and Psychiatry, 58(10), 1068–1080. Google Scholar logo with link to Google Scholar
Boyle, J. M., McCartney, E., O’Hare, A., & Forbes, J. (2009). Direct versus indirect and individual versus group modes of language therapy for children with primary language impairment: Principal outcomes from a randomized controlled trial and economic evaluation. International Journal of Language & Communication Disorders, 44(6), 826–846. Google Scholar logo with link to Google Scholar
Bronfenbrenner, U., & Morris, P. A. (2007). The bioecological model of human development. In D. William & R. M. Lerner (Eds), Handbook of child psychology: Theoretical models of human development (pp. 793–828). John Wiley & Sons. Google Scholar logo with link to Google Scholar
Buschmann, A., Multhauf, B., Hasselhorn, M., & Pietz, J. (2015). Long-term effects of a parent-based language intervention on language outcomes and working memory for late-talking toddlers. Journal of Early Intervention, 37(3), 175–189. Google Scholar logo with link to Google Scholar
Christopulos, T. T., & Redmond, S. M. (2023). Factors impacting implementation of universal screening of developmental language disorder in public schools. Language, Speech, and Hearing Services in Schools, 54(4), 1080–1102. Google Scholar logo with link to Google Scholar
Coad, J., Harding, S., Hambly, H., Parker, N., Morgan, L., Marshall, J., & Roulstone, S. (2020). Perspectives of preschool children in England with speech and language needs in the development of evidence-based activities. Child: Care, Health and Development, 46(3), 283–293. Google Scholar logo with link to Google Scholar
Coffey, J. R., Sneder, J. & Spelke, E. (2024). How WEIRD is that? A comparative study of language input and outcomes in Ghana [conference presentation]. VI Workshop on Infant Language Development, Lisbon, Portugal.Google Scholar logo with link to Google Scholar
Collet, M., Gagnière, B., Rousseau, C., Chapron, A., Fiquet, L., & Certain, C. (2019). Case — control study found that primary language disorders were associated with screen exposure. Acta Paediatrica, 108(6), 1103–1109. Google Scholar logo with link to Google Scholar
Comité Permanent de Liaison des Orthophonistes-Logopèdes (CPLOL) de l’union européenne (1997). Professional profile of the speech and language therapist. French version in: Astier, J.-L. & Kremer, J.-M. (2016). L’orthophonie-logopédie en Europe. In J. M. Kremer, E. Lederlé, & C. Maeder (Eds). Le guide de l’orthophoniste (Vol. 6, pp. 185–211). Lavoisier Médecine.
Conti-Ramsden, G., & Botting, N. (1999). Classification of children with specific language impairment: Longitudinal considerations. Journal of Speech, Language, and Hearing Research, 42(5), 1195–1204. Google Scholar logo with link to Google Scholar
Courage, M. L., Frizzell, L. M., Walsh, C. S., & Smith, M. (2021). Toddlers using tablets: They engage, play, and learn. Frontiers in Psychology, 12, 564479. Google Scholar logo with link to Google Scholar
Crenshaw, D. A. (2008). Therapeutic engagement of children and adolescents: Play, symbol, drawing, and storytelling strategies. Jason Aronson.Google Scholar logo with link to Google Scholar
De Houwer, A. (2009). Bilingual first language acquisition. Multilingual Matters.Google Scholar logo with link to Google Scholar
De Weck, G., & Marro, P. (2010). Les troubles du langage chez l’enfant. Masson.Google Scholar logo with link to Google Scholar
Delage, H., Stanford, E., & Durrleman, S. (2021). Working memory training enhances complex syntax in children with Developmental Language Disorder. Applied Psycholinguistics, 42(5), 1341–1375. Google Scholar logo with link to Google Scholar
Durán, L. K., Hartzheim D., Lund E. M., Simonsmeier V., & Kohlmeier T. L. (2016). Bilingual and home language interventions with young dual language learners: A research synthesis. Language, Speech, and Hearing Services in Schools, 47(4), 347–371. Google Scholar logo with link to Google Scholar
Ebbels, S. (2014). Effectiveness of intervention for grammar in school-aged children with primary language impairments: A review of the evidence. Child Language Teaching and Therapy, 30(1), 7–40. Google Scholar logo with link to Google Scholar
Ebbels, S. H., McCartney, E., Slonims, V., Dockrell, J. E., & Norbury, C. F. (2019). Evidence-based pathways to intervention for children with language disorders. International Journal of Language & Communication Disorders, 54(1), 3–19. Google Scholar logo with link to Google Scholar
Ebert, K. D., & Kohnert, K. (2011). Sustained attention in children with primary language impairment: A meta-analysis. Journal of Speech, Language, and Hearing Research, 54(5), 1372–84. Google Scholar logo with link to Google Scholar
Edwards, A. (1957). The social desirability variable in personality assessment and research. The Dryden Press.Google Scholar logo with link to Google Scholar
Eisenberg, S. L. (2013). Grammar intervention: Content and procedures for facilitating children’s language development. Topics in Language Disorders, 33(2), 165–178. Google Scholar logo with link to Google Scholar
Eisenbeiss, S. (2009). Contrast is the name of the game: Contrast-based semi-structured elicitation techniques for studies on children’s language acquisition. Essex Research Reports in Linguistics, 57(7), 1–27. [URL]Google Scholar logo with link to Google Scholar
Ellis, R. (2015). The importance of focus on form in communicative language teaching. Eurasian Journal of Applied Linguistics, 1(2), 1–12. Google Scholar logo with link to Google Scholar
Evans, J. L. (2001). An emergent account of language impairments in children with SLI: Implications for assessment and intervention. Journal of Communication disorders, 34(1–2), 39–54. Google Scholar logo with link to Google Scholar
Garbarino, J., Ratner, N. B., & MacWhinney, B. (2020). Use of computerized language analysis to assess child language. Language, Speech, and Hearing Services in Schools, 51(2), 504–506. Google Scholar logo with link to Google Scholar
Gopnik, M. (1994). Impairments of tense in a familial language disorder. Journal of Neurolinguistics, 8(2), 109–133. Google Scholar logo with link to Google Scholar
Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Paul H. Brookes.Google Scholar logo with link to Google Scholar
Hoff-Ginsberg, E. (1991). Mother-child conversation in different social classes and communicative settings. Child Development, 62(4), 782–796. Google Scholar logo with link to Google Scholar
Jones, S. D., & Westermann, G. (2022). Under-resourced or overloaded? Rethinking working memory deficits in developmental language disorder. Psychological Review. 29(6), 1358–1372. Google Scholar logo with link to Google Scholar
Kan, P., & Windsor, J. (2010). Word learning in children with primary language impairment: A meta-analysis. Journal of Speech, Language, and Hearing Research, 53(3), 739–756. Google Scholar logo with link to Google Scholar
Kauschke, C. (2022). Inputspezifizierung und Bewusstmachung als Methoden sprachtherapeutischer Intervention. In K. Madlener-Charpentier & G. Pagonis (Eds.), Aufmerksamkeitslenkung und Bewusstmachung in der Sprachvermittlung. Kognitive und didaktische Perspektiven auf Deutsch als Erst-, Zweit- und Fremdsprache (pp. 101–127). Narr Francke Attempto.Google Scholar logo with link to Google Scholar
Kern, S., & Fekete, G. (2019). De l’évaluation à l’intervention. In S. Kern (Ed.), Le développement du langage chez le jeune enfant. Théorie, clinique, pratique (pp. 233–267). De Boeck. Google Scholar logo with link to Google Scholar
Klatt, M., & Pfänder, S. (2026). Scaffolding: A contribution to the Interaction Acquisition Support System. In K. Madlener-Charpentier, M. Verspoor, M. Weder, & A. Häcki Buhofer (Eds.), Usage-based perspectives on language and language acquisition. In honour of Heike Behrens. John Benjamins (this volume).Google Scholar logo with link to Google Scholar
Kohnert, K., Ebert, K. D., & Pham, G. T. (2021). Language disorders in bilingual children and adults (3rd ed.). Plural Publishing.Google Scholar logo with link to Google Scholar
Kolak, J., Monaghan, P., & Taylor, G. (2023). Language in educational apps for pre-schoolers: A comparison of grammatical constructions and psycholinguistic features in apps, books and child directed speech. Journal of Child Language, 50(4), 895–921. Google Scholar logo with link to Google Scholar
Krzemien, M., Thibaut, J. P., & Maillart, C. (2020). How language and inhibition influence analogical reasoning in children with or without developmental language disorder? Journal of Clinical and Experimental Neuropsychology, 42(1), 76–89. Google Scholar logo with link to Google Scholar
Leonard, L. B. (2014). Specific language impairment across languages. Child Development Perspectives, 8(1), 1–5. Google Scholar logo with link to Google Scholar
Leonard, L. B., & Deevy, P. (2017). The changing view of input in the treatment of children with grammatical deficits. American Journal of Speech-Language Pathology, 26(3), 1030–1041. Google Scholar logo with link to Google Scholar
Lytle, S. R., Garcia-Sierra, A., & Kuhl, P. K (2018). Two are better than one: Infant language learning from video improves in the presence of peers. Proceedings of the National Academy of Sciences of the United States of America, 115(40), 9859–9866. Google Scholar logo with link to Google Scholar
Melby-Lervåg, M., & Hulme, C. (2013). Is working memory training effective? A meta-analytic review. Developmental Psychology, 49(2), 270–291. Google Scholar logo with link to Google Scholar
Montgomery, J. W., Gillam, R. B., & Evans, J. L. (2021). A new memory perspective on the sentence comprehension deficits of school-age children with developmental language disorder: Implications for theory, assessment, and intervention. Language, Speech, and Hearing Services in Schools, 52(2), 449–466. Google Scholar logo with link to Google Scholar
Montgomery, J. W., Gillam, R. B., & Plante, E. (2023). Enhancing syntactic knowledge in school-age children with Developmental Language Disorder: The promise of syntactic priming. American Journal of Speech-Language Pathology, 33(2), 1–18. Google Scholar logo with link to Google Scholar
Motsch, H. J., & Marks, D. K. (2015). Efficacy of the Lexicon Pirate strategy therapy for improving lexical learning in school-age children: A randomized controlled trial. Child Language Teaching and Therapy, 31(2), 237–255. Google Scholar logo with link to Google Scholar
Mustonen, R., Torppa, R., & Stolt, S. (2022). Screen time of preschool-aged children and their mothers, and children’s language development. Children, 9(10), 1577. Google Scholar logo with link to Google Scholar
Nair, V. K. K., Clark, G. T., Siyambalapitiya, S., & Reuterskiöld, C. (2023). Language intervention in bilingual children with developmental language disorder: A systematic review. International Journal of Language & Communication Disorders, 58(2), 576–600. Google Scholar logo with link to Google Scholar
Orellana, C., Wada, R., & Gillam, R. (2019). The use of dynamic assessment for the diagnosis of language disorders in bilingual children: A meta-analysis. American Journal of Speech-Language Pathology, 28(3), 1298–1317. Google Scholar logo with link to Google Scholar
Owen Van Horne, A. J., Curran, M., Cook, S. W., Cole, R., & McGregor, K. K. (2023). Teaching little kids big sentences: A randomized controlled trial showing that children with DLD respond to complex syntax intervention embedded within the context of preschool/kindergarten science instruction. International Journal of Language & Communication Disorders, 58(5), 1551–1569. Google Scholar logo with link to Google Scholar
Paradis, J. (2010). The interface between bilingual development and specific language impairment. Applied Psycholinguistics, 31(2), 227–252. Google Scholar logo with link to Google Scholar
(2023). Sources of individual differences in the dual language development of heritage bilinguals. Journal of Child Language, 50(4), 793–817. Google Scholar logo with link to Google Scholar
Pauls, L. J., & Archibald, L. M. (2016). Executive functions in children with specific language impairment: A meta-analysis. Journal of Speech, Language, and Hearing Research, 59(5), 1074–1086. Google Scholar logo with link to Google Scholar
Paze, E., Schwob, S., Volpin, L., & Skoruppa, K. (2021). La prévention des difficultés langagières des enfants préscolaires: État des lieux des stratégies d’encouragement à privilégier dans un contexte monolingue et plurilingue. Travaux Neuchâtelois de Linguistique, 74, 129–145. Google Scholar logo with link to Google Scholar
Petersen, D., & Spencer, T. D. (2014). Narrative assessment and intervention: A clinical tutorial on extending explicit language instruction and progress monitoring to all students. Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations, 21(1), 5–21. Google Scholar logo with link to Google Scholar
Plante, E., Ogilvie, T., Vance, R., Aguilar, J. M., Dailey, N. S., Meyers, C., Liesr, A. M., & Burton, R. (2014). Variability in the language input to children enhances learning in a treatment context. American Journal of Speech-Language Pathology, 23(4), 530–545. Google Scholar logo with link to Google Scholar
Plante, E., Tucci, A., Nicholas, K., Arizmendi, G. D., & Vance, R. (2018). Effective use of auditory bombardment as a therapy adjunct for children with developmental language disorders. Language, Speech, and Hearing Services in Schools, 49(2), 320–333. Google Scholar logo with link to Google Scholar
Poll, G. H. (2011). Increasing the odds: Applying emergentist theory in language intervention. Language, Speech, and Hearing Services in Schools, 42(4), 580–591. Google Scholar logo with link to Google Scholar
Praz-Pitteloud, S. (2010). L’enfant, co-expert du bilan et du traitement logopédique. Langage & Pratiques, 45, 9–17.Google Scholar logo with link to Google Scholar
Renvall, K., Nickels, L, & Davidson, B. (2013). Functionally relevant items in the treatment of aphasia (part I): Challenges for current practice. Aphasiology, 27(6), 636–650. Google Scholar logo with link to Google Scholar
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. Google Scholar logo with link to Google Scholar
Riches, N. G. (2013). Treating the passive in children with specific language impairment: A usage-based approach. Child Language Teaching and Therapy, 29(2), 155–169. Google Scholar logo with link to Google Scholar
Roberts, M. Y., & Kaiser, A. P. (2011). The effectiveness of parent-implemented language interventions: A meta-analysis. American Journal of Speech-Language Pathology, 20(3), 180–199. Google Scholar logo with link to Google Scholar
Roche, J., Jessen, M., Weidinger, N., Behrens, H., Haberzettl, S., Hasselhorn, M., Ifenthaler, D., Kapica, N., Kecker, G., Klein, W., Madlener, K., Pagonis, G., Schug, M., Skoruppa, K., Terrasi-Haufe, E., & Thissen, F. (2016). Zur Entwicklung eines interaktiven Verfahrens der Sprachstandsermittlung bei mehrsprachig aufwachsenden Kindern — von der Idee zu ersten Umsetzungsschritten. Zeitschrift für Interkulturellen Fremdsprachenunterricht, 21(2), 127–142. [URL]Google Scholar logo with link to Google Scholar
Rodekohr, R. K., & Haynes, W. O. (2001). Differentiating dialect from disorder: A comparison of two processing tasks and a standardized language test. Journal of Communication Disorders, 34(3), 255–272. Google Scholar logo with link to Google Scholar
Rodi, M. (2018). Les interactions logopédiste-enfant comme lieu d’apprentissage de capacités langagières. L’exemple des séquences potentiellement acquisitionnelles. In SHS Web of Conferences (Vol. 46, p. 10010). EDP Sciences. Google Scholar logo with link to Google Scholar
Rowland, C. F., Jones, G., Peter, M. L., Bidgood, A., Jessop, A., Durrant, S., Stinson, P., & Pine, J. M. (2026). Explaining individual differences in children’s vocabulary growth: Insights from the Language 0–5 Project. In K. Madlener-Charpentier, M. Verspoor, M. Weder, & A. Häcki Buhofer (Eds.), Usage-based perspectives on language and language acquisition. In honour of Heike Behrens. John Benjamins (this volume).Google Scholar logo with link to Google Scholar
Royal College of Speech and Language Therapists (n.d.). Bilingualism overview. Retrieved on 25 January 2024 from [URL]
Rudolph, J. M. (2017). Case history risk factors for specific language impairment: A systematic review and meta-analysis. American Journal of Speech-Language Pathology, 26(3), 991–1010. Google Scholar logo with link to Google Scholar
Saldaña, D., & Murphy, C. A. (2019). Theory and intervention in developmental language disorder: The view of the European practitioner. In J. Law, C. McKean, C. A. Murphy, & E. Thordardottir (Eds), Managing children with developmental language disorder (pp. 56–83). Routledge. Google Scholar logo with link to Google Scholar
Scharff-Rethfeldt, W. S. (2023). Sprachförderung für ein- und mehrsprachige Kinder: Ein entwicklungsorientiertes Konzept. Ernst Reinhardt.Google Scholar logo with link to Google Scholar
Scharff-Rethfeldt, W., McNeilly, L., Laasonen, M., Meir, N., Abutbul-Oz, H., Smolander, S., Garcia Goulart, B. N., & Hunt, E. F. (2023). Assessment of developmental language disorder in multilingual children: Results from an international survey. Folia Phoniatrica et Logopaedica,76(2), 127–150. Google Scholar logo with link to Google Scholar
Schelstraete, M. A., Bragard, A., Collette, E., Nossent, C., & Van Schendel, C. (2010). Traitements du langage oral chez l’enfant. Elsevier Masson.Google Scholar logo with link to Google Scholar
Schwob, S. Tillé, Y., & Skoruppa, K. (2024). A comparison of two dynamic assessment situations for detecting developmental language disorder in monolingual and bilingual children. Clinical Linguistics & Phonetics, 6, 1–19. Google Scholar logo with link to Google Scholar
Schwob, S., Eddé, L., Jacquin, L., Leboulanger, M., Picard, M., Ramos Oliveira, P., & Skoruppa, K. (2021). Using nonword repetition to identify developmental language disorder in monolingual and bilingual children: A systematic review and meta-analysis. Journal of Speech, Language, and Hearing Research, 64(9), 3578–3593. Google Scholar logo with link to Google Scholar
Skoruppa, K. (2025). La prise en soin des enfants bilingues en orthophonie: Développement et troubles du langage oral. DeBoeck Supérieur.Google Scholar logo with link to Google Scholar
Slobin, D. (2026). The wealth of the stimulus. In K. Madlener-Charpentier, M. Verspoor, M. Weder, & A. Häcki Buhofer (Eds.), Usage-based perspectives on language and language acquisition. In honour of Heike Behrens. John Benjamins (this volume).Google Scholar logo with link to Google Scholar
Sohr-Preston, S. L., & Scaramella, L. V. (2006). Implications of timing of maternal depressive symptoms for early cognitive and language development. Clinical Child and Family Psychology Review, 9, 65–83. Google Scholar logo with link to Google Scholar
Sperry, D. E., Sperry, L. L., & Miller, P. J. (2019). Reexamining the verbal environments of children from different socioeconomic backgrounds. Child Development, 90(4), 1303–1318. Google Scholar logo with link to Google Scholar
Steele, S. C., & Mills, M. T. (2011). Vocabulary intervention for school-age children with language impairment: A review of evidence and good practice. Child Language Teaching and Therapy, 27(3), 354–370. Google Scholar logo with link to Google Scholar
Streegan, C. J. B., Lugue, J. P. A., & Morato-Espino, P. G. (2022). Effects of screen time on the development of children under 9 years old: A systematic review. Journal of Pediatric and Neonatal Individualized Medicine, 11(1), e110113. Google Scholar logo with link to Google Scholar
Strong, G. K., Torgerson, C. J., Torgerson, D., & Hulme, C. (2011). A systematic meta-analytic review of evidence for the effectiveness of the ‘Fast ForWord’ language intervention program. Journal of Child Psychology and Psychiatry, 52(3), 224–235. Google Scholar logo with link to Google Scholar
Sylvestre, A., & Gobeil, S. (2020). The therapeutic alliance: A must for clinical practice. Canadian Journal of Speech-Language Pathology & Audiology, 44(3), 125–136. [URL]Google Scholar logo with link to Google Scholar
Sylvestre, A., Bussières, È. L., & Bouchard, C. (2016). Language problems among abused and neglected children: A meta-analytic review. Child Maltreatment, 21(1), 47–58. Google Scholar logo with link to Google Scholar
Tomasello, M. (2003). Constructing a language: A usage-based theory of language acquisition. Harvard University Press. Google Scholar logo with link to Google Scholar
Van Horn, D., & Kan P. F. (2015). Fast mapping by bilingual children: Storybooks and cartoons. Child Language Teaching and Therapy, 32(1), 65–77. Google Scholar logo with link to Google Scholar
Watson, D. P., Adams, E. L., Shue, S., Coates, H., McGuire, A., Chesher, J., Jackson, J., & Omenka, O. I. (2018). Defining the external implementation context: an integrative systematic literature review. BMC health services research, 18(1), 1–14. Google Scholar logo with link to Google Scholar
Watts Pappas, N. & McLeod, S. (2009). Working with families in speech-language pathology. Plural Publishing.Google Scholar logo with link to Google Scholar
Webb, A. R., Heller, H. T., Benson, C. B., & Lahav, A. (2015). Mother’s voice and heartbeat sounds elicit auditory plasticity in the human brain before full gestation. Proceedings of the National Academy of Sciences, 112(10), 3152–3157. Google Scholar logo with link to Google Scholar
Wei, L., Miller, N., Dodd, B. & Hua, Z. (2005). Childhood bilingualism: Distinguishing difference from disorder. In M. Ball (Ed.), Clinical sociolinguistics (pp. 193–206). Blackwell. Google Scholar logo with link to Google Scholar
West, G., Melby-Lervåg, M., & Hulme, C. (2021). Is a procedural learning deficit a causal risk factor for developmental language disorder or dyslexia? A meta-analytic review. Developmental Psychology, 57(5), 749–770. Google Scholar logo with link to Google Scholar
World Health Organization (2022). ICD-11: International classification of diseases (11th revision). [URL]Google Scholar logo with link to Google Scholar
Zapparrata, N. M., Brooks, P. J., & Ober, T. (2023). Developmental Language Disorder is associated with slower processing across domains: A meta-analysis of time-based tasks. Journal of Speech, Language, and Hearing Research, 66(1), 325–346. Google Scholar logo with link to Google Scholar
Cited by (4)

Cited by four other publications

Madlener-Charpentier, Karin, Marjolijn Verspoor & Mirjam Weder
2026. Introduction. In Usage-based Perspectives on Language and Language Acquisition [Trends in Language Acquisition Research, 35], ► pp. 1 ff. DOI logo
Matthews, Danielle
2026. The pragmatic development of multi-sentential discourse. In Usage-based Perspectives on Language and Language Acquisition [Trends in Language Acquisition Research, 35], ► pp. 200 ff. DOI logo
Rowland, Caroline F., Gary Jones, Michelle S. Peter, Amy Bidgood, Andrew Jessop, Samantha Durrant, Paula Stinson & Julian M. Pine
2026. Explaining individual differences in children’s vocabulary growth. In Usage-based Perspectives on Language and Language Acquisition [Trends in Language Acquisition Research, 35], ► pp. 111 ff. DOI logo
Römer-Barron, Ute
2026. Usage-based language acquisition research: Where to next?. In Usage-based Perspectives on Language and Language Acquisition [Trends in Language Acquisition Research, 35], ► pp. 331 ff. DOI logo

This list is based on CrossRef data as of 24 july 2026. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue