Meta-analytic research indicates that speech-language therapists do not improve language comprehension for students with developmental language disorders. However, multiple studies have indicated that explicit narrative, story-retelling interventions can produce robust gains in language comprehension and expression. Put empirically-based strategies into practice this week by joining the SIS Membership at kellyvess.com Watch a free, 3-intervention secret workshop by clicking here.

References: 

Law, J., Garrett, Z., & Nye, C. (2004). The efficacy of treatment for children with developmental speech and language delay/disorder. Journal of Speech, Language, and Hearing Research, 47(4), 924–943. https://doi.org/10.1044/1092-4388(2004/069)

Pico, D. L., Hessling Prahl, A., Biel, C. H., Peterson, A. K., Biel, E. J., Woods, C., & Contesse, V. A. (2021). Interventions designed to improve narrative language in school-age children: A systematic review with Meta-analyses. Language, Speech, and Hearing Services in Schools, 52(4), 1109–1126. https://doi.org/10.1044/2021_lshss-20-00160

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., Rossetto, T., Sansavini, A., Vecchi, S., & Zoccolotti, P. (2021). Efficacy of the treatment of developmental language disorder: A systematic review. Brain Sciences, 11(3), 407. https://doi.org/10.3390/brainsci11030407