Caregiver recasts versus special illustrated storybooks to help children with developmental language disorder
Recasting and book reading under ideal (dose-controlled) and typical (dose-variable) conditions: The role of fidelity and adherence in production and comprehension outcomes for children with DLD
This project compares caregiver-delivered recasts and specially written illustrated storybooks to help children with developmental language disorder improve their grammar understanding and use.
Quick facts
| Grant type | R01 grant |
|---|---|
| Study type | NIH-funded research |
| Funding institution | University of Delaware NIH-funded |
| Lab location | 1 site (Newark, UNITED STATES) |
| Project ID | NIH-11176331 on NIH RePORTER |
What this research studies
If your child has developmental language disorder (DLD), researchers will compare two ways caregivers can provide language support: dose-controlled, therapist-style recasts and more typical caregiver book-reading using illustrated syntax stories. Children and their caregivers will be followed to see how faithfully each approach is delivered and how that affects children’s ability to understand and produce complex grammar. The team will measure both comprehension and production outcomes under ideal (controlled dose) and typical (variable dose) conditions. Methods include caregiver instruction, repeated story exposures, and standardized language measures over time.
Who could benefit from this research
Good fit: Ideal candidates are children with diagnosed developmental language disorder who are past toddlerhood (e.g., older than about 3 years) and not yet fluent readers, along with a caregiver able to participate in home-based reading or intervention activities.
Not a fit: Children without DLD, children who are already fluent readers, or families unable to implement caregiver-guided activities are less likely to benefit from this project.
Why it matters
Potential benefit: If successful, this work could identify a more practical, widely usable way for caregivers to boost grammar skills and school readiness in children with DLD.
How similar studies have performed: Previous work has shown promise for illustrated syntax story approaches in improving passives and other complex forms, while caregiver recasts are a common therapy approach but can be hard to deliver consistently in routine care.
Where this research is happening
Newark, UNITED STATES
- University of Delaware — Newark, United States (Active)
Researchers
- Principal investigator: Van Horne, Amanda Jean Owen — University of Delaware
- Study coordinator: Van Horne, Amanda Jean Owen
About this research
- This is an active NIH-funded research project — typically early-stage science, not a clinical trial accepting patient enrollment.
- Some NIH-funded labs run parallel clinical studies or seek volunteers for related work. To check, contact the principal investigator or institution listed above.
- For full project details, budget, and progress reports, visit the official NIH RePORTER page below.