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Aims: This study compared two dose frequency conditions of an explicit intervention with 50 trials per session designed to improve past tense marking in early school‐aged children with developmental language disorder (DLD). The influence of allomorphs on intervention effects was also examined. Methods: Data from previously conducted intervention studies were combined and analysed. Participants included nine children (mean age = 6;5 years) who received 20–30‐min intervention sessions provided twice per week for 10 weeks (1000 trials; 400–600 min) and 20 children (mean age = 6;6) who received 20–30‐min intervention sessions provided once per week for 10 weeks (500 trials; 200–300 min). Repeated measures included criterion‐referenced probes for production of untrained past tense verbs collected throughout baseline, intervention, and maintenance phases. The rate of progress in each phase was analysed using logistic regression. The proportion of participants who produced past tense allomorphs correctly at pre‐intervention, post‐intervention, and maintenance testing points was analysed. Results: Logistic regression showed a stable baseline, highly significant progress during the intervention phase, and a marginally significant shallow decline during the maintenance phase. Those in the twice per week group showed a greater rate of progress during the intervention phase leading to significantly higher scores in the maintenance period when compared with the once per week group. The allomorphic category of past tense verbs did not appear to influence outcomes. Conclusions: Participants receiving intervention twice per week appeared to demonstrate a greater rate of progress with intervention than those receiving it once per week, although once per week was also effective. However, these results should be interpreted with caution. Limitations to study design indicate that a larger randomised controlled trial is required. All past tense allomorphs improve to a similar degree when treated with this intervention. What this paper adds: What is already known on the subject: Understanding the parameters of dosage and intensity are important for clinical practice.Research evaluating the efficacy and/or effectiveness of interventions delivered in different dose/intensity conditions is scarce.There appears to be different interpretations of what constitutes dosage and intensity in published research. What this paper adds to existing knowledge: This study retrospectively compared dosage and intensity conditions of intervention provided twice per week to intervention provided once per week. Both dose frequencies could be delivered in clinical settings.Results from this study were analysed by grouping data from multiple testing points, rather than comparing pre‐post results. This approach demonstrated the variability of individual performance that would otherwise be lost with conventional methods of analysis.This study demonstrated that all past tense allomorphs improve to a similar degree when treated with this intervention. What are the potential or actual clinical implications of this work?: Parameters of dosage and intensity are still not clearly defined well enough for translation to clinical practice. In consideration of current research, this intervention may be more effective if delivered twice per week.If clinicians are treating past tense, all allomorphs should be considered as priorities for intervention targets. [ABSTRACT FROM AUTHOR]

Background: The development of children's speech, language, and literacy skills is considered to build on a robust and intact speech-processing system, with normally functioning skills at all levels of input and output processing, as well as storage. There are a range of tasks available that assess input and output processing skills, however there are few tasks described in the literature that require a child to reflect on and analyse the internal structure of their own phonological representations. Aims: This paper will describe the development of the Silent Deletion of Phonemes (SDOP) task. This task is designed to assess a child's ability to delete and manipulate sounds silently within their own stored representations while minimizing the impact of any output difficulties. Methods & Procedures: The SDOP task was presented to 69 typically developing mainstream Year 2 children (aged 7;2–8;1 years) as part of a battery of phonological processing skills and literacy measures. Outcomes & Results: Scores for the population of typically developing Year 2 children were normally distributed and above a basal level but not approaching ceiling. Performance on the SDOP was significantly correlated with other measures of phonological processing but not a measure of non-verbal ability. It was most highly correlated with the measure of phonological awareness as expected, as both tasks measure awareness of the internal structure of words. However, the SDOP provided more information about the accuracy and specificity of a child's underlying phonological representations. The SDOP explained a significant amount of concurrent variance in both reading and spelling performance beyond the variance accounted for by the predictors that have been used by researchers to date. In combination, the SDOP and rapid-naming measure accounted for 58.8% of variance in performance on the reading measure and 54.4% of variance in spelling performance. Conclusions & Implications: The SDOP task appears to be a valid and reliable tool to assess the internal structure of a child's stored phonological representations. Profiling phonological representations allows clinicians to explore children's speech-processing skills which may be particularly useful with children with complex literacy difficulties. [ABSTRACT FROM AUTHOR]

Background: There is a great deal of evidence to support the robust relationship between phonological awareness and literacy development. Researchers are beginning to understand the relationship between the accuracy and distinctiveness of stored phonological representations and performance on phonological awareness tasks. However, many of the tasks currently used to assess the integrity of underlying representations are confounded by requiring spoken output. Aims: This paper describes the development of the Quality of Phonological Representations (QPR) task, a task that does not require speech output, and its evaluation in the context of a larger study examining predictors of literacy outcomes in Western Australia. Methods & Procedures: The QPR task was given as part of a larger task battery to a cohort of 235 mainstream children in the last term of their Preprimary year (average age = 5;5) and to 179 children at follow-up at the end of Year 2 (average age = 7;9). Outcomes & Results: Normative data for both accuracy and reaction time are presented in percentile tables (appendix B). In their Preprimary year, children were able to identify correct productions of multi-syllabic words (hits) on average 87.5% of the time, rising to an average of 93.8% in Year 2. As expected, children became quicker at making these judgements, reaction time shifting from an average of 1.1 s in Preprimary to 0.83 s in Year 2. A similar pattern was observed with the data for correct rejections. To make these judgements, the children had to identify a pseudo-word as an incorrect pronunciation by 'Katie the computer'. In the Preprimary year, children were able to reject correctly the pseudo-words on average 68.5% of the time, rising to an average of 81.7% in Year 2. As expected, children became quicker at making these judgements, reaction time shortening from an average of 1.4 s in Preprimary to 0.81 s in Year 2. The QPR task was shown to have moderate reliability and concurrent validity. Conclusions: The QPR task appears to be a useful and cost-effective addition to task batteries aiming to identify at-risk children in the early stages of schooling. The ability to profile children's phonological awareness skills and gain insight into their underlying phonological representation skills allows more informed goal setting and intervention planning. [ABSTRACT FROM AUTHOR]

Background: Children with developmental language disorder (DLD) demonstrate poor oral inferential comprehension. Research investigating the skills that underpin oral inferential comprehension in young children with DLD is necessary in order to better understand and improve inferential comprehension in this population. Aims: To profile the language and cognitive skills that contribute to oral inferential comprehension in young children with DLD. Methods & Procedures: Seventy‐six children aged 5–6 years with a diagnosis of DLD were assessed on a wide range of language and cognitive measures. Oral inferential comprehension of narrative was the primary outcome measure. Outcomes & Results: Narrative macrostructure and microstructure, literal comprehension, vocabulary, phonological loop, and theory of mind were significant predictors of inferential comprehension in bivariate analyses. However, multivariate regression analysis indicated that only narrative retell macrostructure and theory of mind contributed a significant amount of unique variance to inferential comprehension. Conclusions & Implications: This study profiled the skills contributing to oral inferential comprehension in young children with DLD, to support the clinical and theoretical understanding of the ability in this population. The findings have implications for future intervention studies. [ABSTRACT FROM AUTHOR]