The phonology (prosody)-syntax interface in children with developmental language disorder

Abstract Children with developmental language disorder (DLD) often experience language impairments in various linguistic domains, particularly in syntax and often in phonology. These two domains, phonology (including prosody) and syntax, are believed to interact with each other in children with typical language development, facilitating language acquisition. However, it remains unclear whether and how these interactions take place within the DLD group, and whether they provide any facilitative effects. Additionally, cognitive factors such as working memory also play a role in these impairments, further complicating the overall picture. To clarify these, we conduct a review study on relevant literature, aiming to make clear the theoretical frameworks and interactive factors at the phonology (prosody)-syntax interface in the context of DLD. Our review suggests that at least a subgroup of children with DLD encounters challenges in prosodic and phonological processing, as well as the phonology (prosody)-syntax interface. Furthermore, cognitive deficits related to working memory and the perception of acoustic cues, which contribute to phonological impairments, may subsequently affect syntactic development.