No abstract

Background: Function words, and more specifically prepositions and prepositional locutions, are considered to be one of the most important difficulties for children with DLD. Aims: To examine the capacity of bilingual children with developmental language disorder (DLD) to comprehend different Spanish prepositions and prepositional locutions in a simple sentence structure, for example, El gato está sobre la mesa/El gato está bajo la mesa (The cat is on the table/The cat is under the table). Methods & Procedures: We used simple sentence structures to reduce lexical difficulties in order to focus our evaluation strictly on the grammatical morphemes under study. A total of 96 Spanish and Catalan-speaking participants, divided into four groups, were evaluated in an eye-tracking psycholinguistic experiment: 24 children with DLD (average age = 7.8 years, age range = 4.6-12.6), 24 children with the same chronological age (average age = 7.8 years, age range = 4.6-12.2), 24 children with the same linguistic level (average age = 6.8 years, age range = 4.6-9.4) and 24 adults (average age = 22.5 years, age range = 18-30). Outcomes & Results: The empirical data show that, despite some differences, bilingual children with and without DLD can comprehend Spanish prepositions and prepositional locutions under the current experimental conditions. Conclusions & Implications: Our results suggest that the capacity of bilingual children with DLD to comprehend Spanish prepositions and prepositional locutions in real time and within simple sentence structures is preserved.

Purpose: Previous studies have raised the possibility of preserved language comprehension in children with developmental language disorder (DLD) in online tasks and within simple sentence structures. Consequently, we evaluated the capacity of children with DLD to comprehend verbal number agreement in simple sentence structures (i.e., verb–object–subject and verb–subject). Method: Using an eye-tracking methodology, we conducted two psycholinguistic experiments with 96 Spanish- and Catalan-speaking participants. The sample was distributed into four groups: 24 children with DLD (age range: 4;6–12;6 [years;months]; average age = 7;8 [years;months]), 24 children with the same chronological age (4;6–12;2, 7;8), 24 children with the same linguistic level (4;6–9;4, 6;8), and 24 university students as language experts (18–30, 22;5). Results: The experimental data indicate that children with DLD can comprehend verbal number agreement at least under the present experimental conditions. Conclusion: The empirical outcomes suggest that number morphology comprehension by children with DLD might be more typical than what it is generally considered to be.

The comprehension of Spanish verbal future and past tense of children with developmental language disorder (DLD) was evaluated in an eye-tracking experiment with 96 Spanish- and Catalan-speaking participants distributed in 4 groups: 24 children with DLD (Mage 7.8 years), 24 children with the same chronological age (Mage 7.8), 24 children with the same linguistic level (Mage 6.8 years), and 24 adults (Mage 22.5 years). Empirical data revealed that children with DLD can comprehend verbal tense, at least in the present experimental conditions. Based on the empirical results and despite some minor differences between the DLD group and the chronological control group, we suggest that tense morphology comprehension in DLD might be more typical than what is generally considered. Additionally, we propose that verbal comprehension difficulties in children with DLD might be less related to the lack of understanding of specific morphological markers, and more to an accumulation of difficulty which leads to a linguistic processing slowdown.