An interventional study of priming in Developmental Language Disorder, sponsored by MGH Institute of Health Professions. Not yet recruiting. Open to participants aged 5 Years to 6 Years, including healthy volunteers. Per ClinicalTrials.gov, last updated 2026-10-27.
Sponsored by MGH Institute of Health Professions · Not applicable, Interventional, and Basic science
Developmental language disorder (DLD) is a condition that affects children's ability to learn and use language. These difficulties can affect communication, learning, and participation in everyday activities. Although DLD is relatively common, we still do not fully understand the brain processes that contribute to these language learning difficulties. A better understanding of these processes could help researchers identify children who may benefit from support earlier and develop new approaches to improve language learning.
One possible explanation for the language learning difficulties experienced by children with DLD is that they have difficulty identifying patterns in the speech they hear. To understand speech, children must learn to recognize where words begin and end, which sounds and words tend to occur together, and how words combine to form meaningful sentences. Children can learn many of these patterns simply by listening to language, even without being explicitly taught the rules. It is possible that difficulties in detecting and learning these patterns may contribute to the language challenges experienced by children with DLD.
This project focuses on a brain process called neural entrainment. Neural entrainment occurs when the brain's electrical activity synchronizes with patterns in the information we receive from the environment. For example, when we listen to speech, our brain activity can align with the rhythms and timing of the sounds. This synchronization may help the brain organize incoming information and identify important patterns that support learning. Previous research has linked neural entrainment to learning, and early findings suggest that children with DLD may show differences in how their brain activity synchronizes with speech. However, we do not yet know whether these differences are related to their learning difficulties or whether influencing these brain rhythms could help them learn better.
The proposed study will investigate these questions in 160 children, ages 5 to 6, with and without DLD. We will measure children's brain activity using electroencephalography (EEG), a safe, noninvasive method that records electrical activity through sensors placed on the scalp. The study will focus on a relatively slow brain rhythm known as the delta frequency band. This rhythm is of particular interest because previous research suggests that it may play a role in processing the timing and structure of speech.
The first goal is to determine whether children's brain rhythms are related to how well they learn different aspects of language. Children will participate in two learning activities. In the first activity, they will listen to a continuous stream of speech containing made-up words. The words will not be separated by pauses, so children will need to use patterns in the speech to figure out which sounds belong together and where the words begin and end. In the second activity, children will learn language through a more naturalistic task involving short stories and pictures. They will listen to sentences made up of unfamiliar words while viewing pictures that illustrate the stories. The sentences will follow a consistent structure, with an actor performing an action on another person or object. Together, these activities will allow us to investigate whether neural entrainment is associated with learning at both the word and sentence levels.
The second goal is to determine whether rhythmic sound stimulation can influence brain rhythms and learning. Before each learning activity, children will hear one of two types of sound sequences. One condition will involve rhythmic stimulation designed to match the slow timing of the delta frequency band. The other will serve as a comparison condition without the same regular rhythm. Each child will experience both conditions across two study sessions. We will compare children's learning between the two conditions to determine whether rhythmic stimulation improves their ability to identify words and learn sentence patterns. They will also examine whether any learning benefits are associated with changes in neural entrainment.
If neural entrainment is found to be consistently associated with children's ability to learn language patterns, it may eventually help researchers develop an objective measure to support the early identification of DLD. If rhythmic stimulation also improves learning, it could provide a foundation for developing new approaches to support language development. These applications will require further research, but the proposed study represents an important step toward understanding the brain mechanisms involved in learning and identifying new ways to support children who experience language difficulties.
121 studies on the registry are indexed under Language Development Disorders; 49 are open to participants now.
This study's planned enrollment of 160 is above the median of 74 across 106 interventional studies indexed under Language Development Disorders.
Browse Language Development Disorders studies →MGH Institute of Health Professions is the lead sponsor of 19 studies on the registry; 12 are open to participants now.
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Children with typical language development
Inclusion Criteria:
Exclusion Criteria:
Children with Developmental Language Disorder (DLD)
Inclusion Criteria:
Exclusion Criteria:
All participants will complete the learning paradigms under two conditions, a rhythmic priming condition and a nonrhythmic control condition.
Behavioral: priming
Before each learning activity, children will hear one of two types of sound sequences. One condition will involve rhythmic stimulation designed to match the slow timing of the delta frequency band. The other will serve as a comparison condition without the same regular rhythm. Each child will experience both conditions across two study sessions.
Inter-trial coherence (ITC) to 1.8 Hz
Inter-trial Coherence (ITC) is a measure of the strength of oscillatory phase-locking across trials. ITC values range from 1, reflecting completely phase-locked activity, to 0, indicating activity that is completely phase random with respect to the event of interest.
Time frame: At Visits 2 and 3 (up to approximately 4 weeks after Visit 1)
Word segmentation Score (triplet learning paradigm)
Reaction Time Ratio: The difference in mean reaction time between the first and final syllable, divided by mean reaction time for the first syllable.
Time frame: At Visits 2 and 3 (up to approximately 4 weeks after Visit 1)
Word Learning Index (WLI) score (triplet learning paradigm)
The ratio of Inter-Trial Coherence (ITC) of the delta range to Inter-trial Coherence (ITC) of the theta range.
Time frame: At Visits 2 and 3 (up to approximately 4 weeks after Visit 1)
Word Knowledge Accuracy (sentence learning paradigm)
Accuracy: % correct, evaluated across 18 trials.
Time frame: At Visits 2 and 3 (up to approximately 4 weeks after Visit 1)
Sentence knowledge Accuracy (sentence learning paradigm)
Accuracy: % correct, evaluated across 18 trials.
Time frame: At Visits 2 and 3 (up to approximately 4 weeks after Visit 1)
D Prime (Grammatical Discrimination)
d prime (d'), evaluated across 18 trials. d'=0 indicates no distinction between the signal and noise. Hit rate matches false alarm rate. d'\>0: the higher the value, the stronger the distinction between signal and noise. d'\<0: the more negative, indicate that false alarm rate is greater than hit rate.
Time frame: At Visits 2 and 3 (up to approximately 4 weeks after Visit 1)
Inter-trial coherence (ITC) to 5.4 Hz
In electroencephalogram (EEG) analysis inter-trial coherence measures how consistently the phase of a specific brain wave frequency aligns across trials. (possible range is 0-1; 0 is no phase alignment; 1 is perfect phase alignment). The closer the ITC value to 1, the stronger the alignment.
Time frame: At Visits 2 and 3 (up to approximately 4 weeks after Visit 1)
Language Standard Score
Clinical Evaluation of Language Fundamentals - fifth edition (CELF-5). Standard score average is 100, Standard deviation is 15. Average range is 85-115. Higher scores reflect better performance on the test.
Time frame: At Visit 1 (after enrollment)
Nonverbal IQ standard score
Nonverbal IQ Index score (standard score) on the Kaufman brief intelligence test, second edition (K-BIT 2) to determine eligibility. Average score = 100, standard deviation (SD) = 15. Average range is 85-115. Higher scores reflect better performance on the test.
Time frame: At Visit 1 (after enrollment)
Standard Score on rapid naming (Rapid Automatized Naming or RAN) test.
Standard Score on rapid naming (Rapid Automatized Naming or RAN). Standard scores will be obtained (mean = 100, SD = 15). Average range is 85-115. Higher scores reflect better performance on the test.
Time frame: At Visit 1 (after enrollment)
Standard Score on Letter Identification subtest - Woodcock Reading Mastery Test
Standard Score on Letter Identification subtest - Woodcock Reading Mastery Test, Third Edition. Standard scores will be obtained (mean = 100, SD = 15). Average range is 85-115. Higher scores reflect better performance on the test.
Time frame: At Visit 1 (after enrollment)
Standard score of phonological awareness, the Comprehensive Test of Phonological Processing, 2nd edition (CTOPP-2)
Standard score of phonological awareness, the Comprehensive Test of Phonological Processing, 2nd edition (CTOPP-2). Standard scores will be obtained (mean = 100, SD = 15). Average range is 85-115. Higher scores reflect better performance on the test.
Time frame: At Visit 1 (after enrollment)
No study locations are listed for this record.
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Language Development Disorders →
MGH Institute of Health Professions