NAVIGATING SPECIFIC LANGUAGE IMPAIRMENTS: INSIGHTS FROM LANGUAGE PROFESSIONALS AND NEUROSCIENCE
Main Article Content
Keywords
Neuroeducation, developmental phases, linguistic levels, techniques, specific language disorders
Abstract
Objective: This study aims to ascertain the value and potential applications of neuroscience in aiding
minors with Specific Language Impairments (SLI), focusing on linguistic levels, techniques, and
developmental milestones.
Methods: Language professionals participated in a survey comprising closed-ended and open-ended
questions regarding language development, neurobiology, and minors' learning of DSL. Participants
included psychologists, speech therapists, and hearing and speech specialists.
Results: Findings underscore the significance of early intervention, particularly at the lexical and
syntactic levels, to foster expressive abilities. Active methodologies are recommended to enhance
motivation for learning, with particular emphasis on the developmental stage between 2 and 6 years.
Conclusion: Leveraging neuroscience in early childhood education and language development
facilitates tailored interventions, accommodating individual needs and fostering successful learning
outcomes for minors with Specific Language Impairments.
References
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24. Kovács, G., Varga, L., Kitzinger, A., & Kissné Zsámboki, R. (2022). Changing Perspectives and Attitudes on Early Childhood Research and Education.
25. Lammertink, I., Boersma, P., Wijnen, F., & Rispens, J. (2020). Children with developmental language disorder have an auditory verbal statistical learning deficit: Evidence from an online measure. Language Learning, 70(1), 137-178.
26. López, L. M. L. (2023). Neuroeducation, a strategy to strengthen pedagogical and quality processes in science in district schools of locality 9, Bogotá, Colombia. Remittances Review, 8(4).
27. Martínez, C., Maurits, N., & Maassen, B. (2023). Graphogame intervention as a tool for early diagnosis of reading difficulties in Spanish-speaking children with developmental language disorder. Child Language Teaching and Therapy, 39(1), 16-38.
28. Mavrelos, M., & Daradoumis, T. (2020). Exploring multiple intelligence theory prospects as a vehicle for discovering the relationship of neuroeducation with imaginative/Waldorf pedagogy: a systematic literature review. Education Sciences, 10(11), 334.
29. Nicoll, A., Roulstone, S., Williams, B., & Maxwell, M. (2023). Understanding capacity for implementing new interventions: A qualitative study of speech and language therapy services for children with speech sound disorder. International Journal of Language & Communication Disorders.
30. Pitt, J. (2020). Communicating through musical play: combining speech and language therapy practices with those of early childhood music education–the SALTMusic approach. Music Education Research, 22(1), 68-86.
31. Rashaid, A. B., Alqhazo, M., Newbury, D. F., Kanaan, H., El-Khateeb, M., Abukashabeh, A., & Al-Tamimi, F. (2023). Evaluation of elements in hair samples of children with developmental language disorder (DLD). Nutritional Neuroscience, 26(2), 138-147.
32. Rinaldi, S., Caselli, M. C., Cofelice, V., D’Amico, S., De Cagno, A. G., Della Corte, G., Di Martino, M. V., Di Costanzo, B., Levorato, M. C., & Penge, R. (2021). Efficacy of the treatment of developmental language disorder: A systematic review. Brain Sciences, 11(3), 407.
33. Schrimpf, M., Blank, I. A., Tuckute, G., Kauf, C., Hosseini, E. A., Kanwisher, N., Tenenbaum, J. B., & Fedorenko, E. (2021). The neural architecture of language: Integrative modeling converges on predictive processing—the National Academy of Sciences proceedings, 118(45), e2105646118.
34. Singer, I., Klatte, I. S., Welbie, M., Cnossen, I. C., & Gerrits, E. (2020). A multidisciplinary Delphi consensus study of communicative participation in young children with language disorders. Journal of Speech, Language, and Hearing Research, 63(6), 1793-1806.
35. Stepanchenko, N., Partyko, N., Rybalko, P., Bobrovytska, S., Serdiuk, N., & Mudryk, O. (2021). Neuropsychological Support for Teaching Young School-Age Children Annotation. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 12(4), 250-262.
36. Tong, S. X., Vasudevamurthy, A., Lentejas, K., Zhang, P., & An, N. (2023). How Brain-Based Research Can Rewire Education for Bi/Multilingual Children with Special Educational Needs in Hong Kong, India, and the Philippines. In International Handbook on Education Development in Asia-Pacific (pp. 1-29). Springer.
37. Turker, S., Seither-Preisler, A., & Reiterer, S. M. (2021). Examining individual differences in language learning: A neurocognitive model of language aptitude. Neurobiology of Language, 2(3), 389-415.
38. Vassiliu, C., Mouzaki, A., Antoniou, F., Ralli, A. M., Diamanti, V., Papaioannou, S., & Katsos, N. (2023). Development of structural and pragmatic language skills in children with attention-deficit/hyperactivity disorder. Communication Disorders Quarterly, 44(4), 207-218.
39. Wu, L., Chen, Y., Shen, K., Guo, X., Gao, H., Li, S., Pei, J., & Long, B. (2023). Graph neural networks for natural language processing: A survey. Foundations and Trends® in Machine Learning, 16(2), 119-328.
2. Al-khresheh, M. (2020). A comparative study of language development in monolingual and bilingual children with autism spectrum disorders. International Journal of English Linguistics, 10(6), 104-117.
3. Alduais, A., Majorano, M., Andrés‐Roqueta, C., Hamaguchi, P., Persici, V., & Qasem, F. (2022). I conceptualize, define, and assess pragmatic language impairment in clinical settings: A scoping review: Infant and Child Development, 31(6), e2368.
4. Barbosa, E. Y. (2021). A neurodidactic model for teaching elementary EFL students in a college context. English Language Teaching, 14(3), 42-58.
5. Bazyma, N., Usyk, D., Omelchenko, I., Kobylchenko, V., Babych, N., & Tsymbal-Slatvinska, S. (2022). Results of Verification of the Methods of Speech Activity Formation in Children with Autistic Disorders. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 13(1), 88-111.
6. Binos, P., Theodorou, E., Elriz, T., & Konstantopoulos, K. (2021). Effectiveness of Aural-Oral Approach Based on Volubility of a Deaf Child with Late-Mapping Bilateral Cochlear Implants. Audiology Research, 11(3), 373-383.
7. Blackstone, S., Luo, F., Barker, R. M., Sevcik, R. A., Romski, M., Casella, V., & Roman-Lantzy, C. (2022). Profiles of children with cortical visual impairment who use augmentative and alternative communication: A retrospective examination. American Journal of Speech-Language Pathology, 31(6), 2707-2721.
8. Bogaerts, L., Siegelman, N., & Frost, R. (2021). Statistical learning and language impairments: Toward more precise theoretical accounts. Perspectives on Psychological Science, 16(2), 319-337.
9. Bowers, L. M., & Ramsdell, H. L. (2023). Rethinking Literacy Intervention: Addressing a Practice Gap With Best Practices From Multisensory Structured Language Approaches. Language, Speech, and Hearing Services in Schools, 1-16.
10. Christou, S., Andreu, L., Coloma, C. J., Guerra, E., Araya, C., Rodriguez-Ferreiro, J., & Sanz-Torrent, M. (2022). Insights from real-time comprehension of Spanish verbal tense in children with developmental language disorder: An eye-tracking study. Applied Psycholinguistics, 43(3), 641-662.
11. Christou, S., Coloma, C. J., Andreu, L., Guerra, E., Araya, C., Rodriguez-Ferreiro, J., & Sanz-Torrent, M. (2022). Online Comprehension of Verbal Number Morphology in Children With Developmental Language Disorder: An Eye-Tracking Study. Journal of Speech, Language, and Hearing Research, 65(11), 4181-4204.
12. 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.
13. Eghbaria-Ghanamah, H., Ghanamah, R., Shalhoub-Awwad, Y., Adi-Japha, E., & Karni, A. (2020). Recitation and listening to nursery rhymes in the familiarization with a literacy language in kindergarteners: Not kids' stuff. Developmental Psychology, 56(12), 2195.
14. Filippi, R., Ceccolini, A., Booth, E., Shen, C., Thomas, M. S., Toledano, M. B., & Dumontheil, I. (2022). Modulatory effects of SES and multilinguistic experience on cognitive development: a longitudinal data analysis of multilingual and monolingual adolescents from the SCAMP cohort. International journal of bilingual education and bilingualism, 25(9), 3489-3506.
15. Fiveash, A., Bedoin, N., Gordon, R. L., & Tillmann, B. (2021). Processing rhythm in speech and music: Shared mechanisms and implications for developmental speech and language disorders. Neuropsychology, 35(8), 771.
16. Galassi, A., Lippi, M., & Torroni, P. (2020). Attention in natural language processing. IEEE transactions on neural networks and learning systems, 32(10), 4291-4308.
17. Gertners, R. M. (2021). Understanding Dyslexia as a Neurological Learning Disability: A Plan for an Instructive Website for Parents and Early Elementary Teachers.
18. Gkintoni, E., & Dimakos, I. (2022). An overview of cognitive neuroscience in education. EDULEARN22 Proceedings, 5698-5707.
19. Gkintoni, E., Meintani, P., & Dimakos, I. (2021). Neurocognitive and Emotional Parameters in Learning and Educational Process. ICERI2021 Proceedings,
20. Goffman, L., & Gerken, L. (2023). A developmental account of the role of sequential dependencies in typical and atypical language learners. Cognitive Neuropsychology, 1-22.
21. Hale, J. T., Campanelli, L., Li, J., Bhattasali, S., Pallier, C., & Brennan, J. R. (2022). Neurocomputational models of language processing. Annual Review of Linguistics, 8, 427-446.
22. Ilardi, D., Sanz, J. H., Cassidy, A. R., Sananes, R., Rollins, C. K., Shade, C. U., Carroll, G., & Bellinger, D. C. (2020). Neurodevelopmental evaluation for school-age children with congenital heart disease: cardiac neurodevelopmental outcome collaborative recommendations. Cardiology in the Young, 30(11), 1623-1636.
23. Jackson, E., Leitão, S., Claessen, M., & Boyes, M. (2021). Word learning and verbal working memory in children with developmental language disorder. Autism & Developmental Language Impairments, 6, 23969415211004109.
24. Kovács, G., Varga, L., Kitzinger, A., & Kissné Zsámboki, R. (2022). Changing Perspectives and Attitudes on Early Childhood Research and Education.
25. Lammertink, I., Boersma, P., Wijnen, F., & Rispens, J. (2020). Children with developmental language disorder have an auditory verbal statistical learning deficit: Evidence from an online measure. Language Learning, 70(1), 137-178.
26. López, L. M. L. (2023). Neuroeducation, a strategy to strengthen pedagogical and quality processes in science in district schools of locality 9, Bogotá, Colombia. Remittances Review, 8(4).
27. Martínez, C., Maurits, N., & Maassen, B. (2023). Graphogame intervention as a tool for early diagnosis of reading difficulties in Spanish-speaking children with developmental language disorder. Child Language Teaching and Therapy, 39(1), 16-38.
28. Mavrelos, M., & Daradoumis, T. (2020). Exploring multiple intelligence theory prospects as a vehicle for discovering the relationship of neuroeducation with imaginative/Waldorf pedagogy: a systematic literature review. Education Sciences, 10(11), 334.
29. Nicoll, A., Roulstone, S., Williams, B., & Maxwell, M. (2023). Understanding capacity for implementing new interventions: A qualitative study of speech and language therapy services for children with speech sound disorder. International Journal of Language & Communication Disorders.
30. Pitt, J. (2020). Communicating through musical play: combining speech and language therapy practices with those of early childhood music education–the SALTMusic approach. Music Education Research, 22(1), 68-86.
31. Rashaid, A. B., Alqhazo, M., Newbury, D. F., Kanaan, H., El-Khateeb, M., Abukashabeh, A., & Al-Tamimi, F. (2023). Evaluation of elements in hair samples of children with developmental language disorder (DLD). Nutritional Neuroscience, 26(2), 138-147.
32. Rinaldi, S., Caselli, M. C., Cofelice, V., D’Amico, S., De Cagno, A. G., Della Corte, G., Di Martino, M. V., Di Costanzo, B., Levorato, M. C., & Penge, R. (2021). Efficacy of the treatment of developmental language disorder: A systematic review. Brain Sciences, 11(3), 407.
33. Schrimpf, M., Blank, I. A., Tuckute, G., Kauf, C., Hosseini, E. A., Kanwisher, N., Tenenbaum, J. B., & Fedorenko, E. (2021). The neural architecture of language: Integrative modeling converges on predictive processing—the National Academy of Sciences proceedings, 118(45), e2105646118.
34. Singer, I., Klatte, I. S., Welbie, M., Cnossen, I. C., & Gerrits, E. (2020). A multidisciplinary Delphi consensus study of communicative participation in young children with language disorders. Journal of Speech, Language, and Hearing Research, 63(6), 1793-1806.
35. Stepanchenko, N., Partyko, N., Rybalko, P., Bobrovytska, S., Serdiuk, N., & Mudryk, O. (2021). Neuropsychological Support for Teaching Young School-Age Children Annotation. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 12(4), 250-262.
36. Tong, S. X., Vasudevamurthy, A., Lentejas, K., Zhang, P., & An, N. (2023). How Brain-Based Research Can Rewire Education for Bi/Multilingual Children with Special Educational Needs in Hong Kong, India, and the Philippines. In International Handbook on Education Development in Asia-Pacific (pp. 1-29). Springer.
37. Turker, S., Seither-Preisler, A., & Reiterer, S. M. (2021). Examining individual differences in language learning: A neurocognitive model of language aptitude. Neurobiology of Language, 2(3), 389-415.
38. Vassiliu, C., Mouzaki, A., Antoniou, F., Ralli, A. M., Diamanti, V., Papaioannou, S., & Katsos, N. (2023). Development of structural and pragmatic language skills in children with attention-deficit/hyperactivity disorder. Communication Disorders Quarterly, 44(4), 207-218.
39. Wu, L., Chen, Y., Shen, K., Guo, X., Gao, H., Li, S., Pei, J., & Long, B. (2023). Graph neural networks for natural language processing: A survey. Foundations and Trends® in Machine Learning, 16(2), 119-328.
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Jun 22, 2024
Article Details
How to Cite
Sai Pratibha Yandamuri, Balamurali Krishna Muralee Dharan Veena, Majida Mansoor, Ahmed Samir Abdelmageed Mohamed Elfiki, Muhammad Jasim All Mahmood, Amgad Samir Abdelmageed Mohamed Elfeki, & Filza Rehman. (2024). NAVIGATING SPECIFIC LANGUAGE IMPAIRMENTS: INSIGHTS FROM LANGUAGE PROFESSIONALS AND NEUROSCIENCE. Journal of Population Therapeutics and Clinical Pharmacology, 31(6), 1565-1577. https://doi.org/10.53555/jptcp.v31i6.6724
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Author Biographies
Sai Pratibha Yandamuri
Medical Student, Department of Medicine, Tbilisi State Medical University, Georgia
Balamurali Krishna Muralee Dharan Veena
Medical Student, Department of Medicine, Tbilisi State Medical University, Georgia
Majida Mansoor
Instructor, Shifa Tameer -E - Millat University, Rawalpindi, Pakistan
Ahmed Samir Abdelmageed Mohamed Elfiki
Internal Medicine Specialist and Resident in Egyptian Board 3rd Year, Department of Internal Medicine, Graduated From Cairo University, Master degree Ain Shams University, Egypt
Muhammad Jasim All Mahmood
Student, Department of Medicine, CMH Kharian Medical College, Pakistan
Amgad Samir Abdelmageed Mohamed Elfeki
Internal Medicine Resident in Egyptian Board 3rd Year, Department of Internal Medicine,
Graduated From Cairo University, Egypt
Filza Rehman
Medical Graduate, Foundation University of Medical College, Pakistan
How to Cite
Sai Pratibha Yandamuri, Balamurali Krishna Muralee Dharan Veena, Majida Mansoor, Ahmed Samir Abdelmageed Mohamed Elfiki, Muhammad Jasim All Mahmood, Amgad Samir Abdelmageed Mohamed Elfeki, & Filza Rehman. (2024). NAVIGATING SPECIFIC LANGUAGE IMPAIRMENTS: INSIGHTS FROM LANGUAGE PROFESSIONALS AND NEUROSCIENCE. Journal of Population Therapeutics and Clinical Pharmacology, 31(6), 1565-1577. https://doi.org/10.53555/jptcp.v31i6.6724