Can explicit grammar lessons help kids with language disorder?

NCT ID NCT04902508

Ongoing Knowledge-focused Sponsor: University of Minnesota Source: ClinicalTrials.gov ↗

First seen Jun 27, 2026 · Last updated Jun 27, 2026

Summary

This study compares two teaching methods for children aged 5-9 with developmental language disorder. One method uses only traditional implicit teaching (like imitation and practice), while the other adds explicit rule explanations. Over 111 children will receive 32 sessions targeting four grammar forms. Researchers will track how well children learn and remember the grammar up to a year later, aiming to find the best teaching sequence.

What this could mean

Our plain-language read of the trial. This is informational only — not medical advice or a prediction.

Active substance: behavioural intervention (grammar teaching methods)
What this could lead to: If successful, this could point toward more effective teaching strategies for children with developmental language disorder.
What could go wrong: This is an early-stage study with only 111 participants, so results may not apply to all children. The benefit of adding explicit instruction may be small or not lasting.

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Conditions

The condition(s) this trial relates to.

familial developmental dysphasia Language Development Disorders

As listed by the trial registrant

The condition terms exactly as the trial's registrant entered them.

DEVELOPMENTAL LANGUAGE DISORDER EXPLICIT INTERVENTION GRAMMATICAL LANGUAGE

Contacts and locations

Locations

University of Minnesota

Minneapolis, Minnesota, 55455, United States

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