Music skills of Spanish-speaking children with developmental language disorder.
Spanish-speaking kids with DLD have big rhythm gaps—pre-train music skills before using beat-based language therapy.
01Research in Context
What this study did
Martínez-Castilla et al. (2023) tested music skills in 42 Spanish-speaking kids. Half had developmental language disorder (DLD).
Kids tapped beats, copied pitch patterns, and sang short songs. All tasks were given in Spanish.
The team compared scores between the two groups to see if language problems also show up in music.
What they found
Children with DLD scored much lower on every music task. The gap was large enough to see without statistics.
Rhythm tapping showed the biggest difference. Pitch and singing were also weaker.
Results fit the idea that language and rhythm share brain wiring in Spanish speakers.
How this fits with other research
Arslan et al. (2020) found that visuospatial working memory in DLD catches up by adolescence. Pastora shows a different story: music skills stay low. Together they map which deficits fade and which linger.
Verdugo et al. (2010) proved Spanish-language tools can be reliable. Pastora uses that same spirit to measure music instead of supports, pushing Spanish assessment beyond language alone.
Mumbardó-Adam et al. (2018) validated a Spanish self-report scale for youth with mixed disabilities. Their work and Pastora’s both expand Spanish test options, but Pastora warns: if you use music-based language therapy, check rhythm skills first.
Why it matters
If you run rhythm-based language drills, screen music skills first. Kids with DLD may need extra beat training before the drill helps words. Add simple clap-along tests to your intake. Five minutes can save weeks of slow progress.
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02At a glance
03Original abstract
BACKGROUND: According to temporal sampling theory, deficits in rhythm processing contribute to both language and music difficulties in children with developmental language disorder (DLD). Evidence for this proposition is derived mainly from studies conducted in stress-timed languages, but the results may differ in languages with different rhythm features (e.g., syllable-timed languages). AIMS: This research aimed to study a previously unexamined topic, namely, the music skills of children with DLD who speak Spanish (a syllable-timed language), and to analyze the possible relationships between the language and music skills of these children. METHODS AND PROCEDURES: Two groups of 18 Spanish-speaking children with DLD and 19 typically-developing peers matched for chronological age completed a set of language tests. Their rhythm discrimination, melody discrimination and music memory skills were also assessed. OUTCOMES AND RESULTS: Children with DLD exhibited significantly lower performance than their typically-developing peers on all three music subtests. Music and language skills were significantly related in both groups. CONCLUSIONS AND IMPLICATIONS: The results suggest that similar music difficulties may be found in children with DLD whether they speak stress-timed or syllable-timed languages. The relationships found between music and language skills may pave the way for the design of possible language intervention programs based on music stimuli.
Research in developmental disabilities, 2023 · doi:10.1016/j.ridd.2023.104575