About this Research Topic
The development of oral and written language is critical to meet the demands and challenges of contemporary societies. Unfortunately, many children do not master language skills, and language impairments during childhood tend to persist across the development with lifelong implications for academic, social-emotional, and behavioral functioning. As many children diagnosed with neurodevelopmental disorders present language specificities and maybe later diagnosed with language impairments, research investigating language across these clinical conditions is critical. Examples of neurodevelopmental disorders in children include attention-deficit/hyperactivity disorder (ADHD), autism, and learning disabilities, which imply an impairment in the growth and development of the central nervous system.
This Research Topic focuses on gathering evidence about the relationship between language (oral, reading, and writing) and neurodevelopmental disorders (or traits/symptoms of these conditions). Specifically, we are interested in examining how children with neurodevelopmental disorders develop language and learn about each group's unique features across different languages and ages. The ultimate goal of this Research Topic is to gain insight into evidence-based approaches to inform educational and clinical services related to language intervention and, thus, move the field forward. This will deliver essential readings to researchers, teachers, educators, and students interested in understanding language across neurodevelopmental disorders.
We welcome original research (e.g., correlational, experimental, or/and longitudinal designs). Review articles, meta-analyses, and contributions dealing with more practical issues are also encouraged. This Research Topic aims to integrate recent advances in this field and there will be a focus on directions for future research. Topics may include (but are not limited to):
◦ Language assessment/intervention in individuals with neurodevelopmental disorders;
◦ Language skills as predictors of neurodevelopmental outcomes;
◦ Language trajectories of individuals with neurodevelopmental disorders.
We also encourage researchers with different backgrounds (e.g., psychologists, speech and language therapists, linguists, and practitioners) to contribute to this Research Topic.
This Research Topic focuses on gathering evidence about the relationship between language (oral, reading, and writing) and neurodevelopmental disorders (or traits/symptoms of these conditions). Specifically, we are interested in examining how children with neurodevelopmental disorders develop language and learn about each group's unique features across different languages and ages. The ultimate goal of this Research Topic is to gain insight into evidence-based approaches to inform educational and clinical services related to language intervention and, thus, move the field forward. This will deliver essential readings to researchers, teachers, educators, and students interested in understanding language across neurodevelopmental disorders.
We welcome original research (e.g., correlational, experimental, or/and longitudinal designs). Review articles, meta-analyses, and contributions dealing with more practical issues are also encouraged. This Research Topic aims to integrate recent advances in this field and there will be a focus on directions for future research. Topics may include (but are not limited to):
◦ Language assessment/intervention in individuals with neurodevelopmental disorders;
◦ Language skills as predictors of neurodevelopmental outcomes;
◦ Language trajectories of individuals with neurodevelopmental disorders.
We also encourage researchers with different backgrounds (e.g., psychologists, speech and language therapists, linguists, and practitioners) to contribute to this Research Topic.
Keywords: Language, development, impairments, neurodevelopment, and neurodevelopmental disorders
Important Note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.
