Short-term syntax learning and generalization effects

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Abstract
Two language therapy procedures - a structured, repetitive drill approach, and a story-based question and answer approach — were used to teach is and are to four language-impaired children aged 4;4 to 6;3, over a four-week period. Effectiveness was measured by three methods: within-therapy data, structured probe data, and at-home spontaneous probe data. While levels of correct productions were high in therapy, production on spontaneous probes remained low. Struc tured probe performance varied, but was generally substantially higher than spontaneous probe performance. Results indicate that syntax learning depends on how such learning is measured.

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