A CLASSROOM STUDY ON THE IMPACT OF MULTIMODAL INTERVENTION ON THE LANGUAGE DEVELOPMENT OF CHILDREN WITH DEVELOPMENTAL LANGUAGE DISORDERS

Abstract

Abstract: Developmental Language Disorder (DLD) is one of the most common neurodevelopmental disorders in children, affecting approximately 7% to 8% of school-aged children. This study aimed to investigate the effects of multimodal intervention strategies on the language development of children with DLD in the classroom environment. A quasi-experimental design was used, with 30 school-aged children diagnosed with DLD receiving a 6-month multimodal classroom intervention. The intervention strategy integrated multiple sensory channels, including visual support, gestural cues, auditory input reinforcement, and tactile learning, combined with a computer-assisted language learning system. Standardized language assessment tools were used to measure children's receptive language, expressive language, vocabulary, and grammatical abilities before and after the intervention. Results showed that children receiving the multimodal intervention exhibited significant improvements across all language parameters, with the most significant progress in expressive language and vocabulary acquisition (Cohen's d = 0.89–1.04). The study also found that the systematic application of visual support and gestural cues effectively promoted the understanding and memorization of language structures in children with DLD. This study provides empirical support for implementing multimodal language interventions in the classroom environment, demonstrating that teaching methods integrating multisensory strategies can significantly improve language learning outcomes in children with DLD. The findings offer important implications for educational practice, recommending the widespread adoption of multimodal teaching strategies in mainstream classrooms to support the language development of children with DLD.