Volume 6, Issue 190 (3-2025)                   J Except Educ 1404, __(190): 96-96 | Back to browse issues page

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Behzadi F, Ghamarani A. The Effect of an Implicit Language Learning Program on the Language Skills of Students with Developmental Language Disorder: Single-Subject Design. J Except Educ 2025; 6 (190) : 1
URL: http://exceptionaleducation.ir/article-1-2842-en.html
The Effect of an Implicit Language Learning Program on the Language Skills of Students with Developmental Language Disorder: Single-Subject Design
Farzaneh Behzadi *1 , Amir Ghamarani2
1- University of Isfahan , farzaneh.behzadi1994@yahoo.com
2- University of Isfahan
Abstract:   (171 Views)

Background and Purpose: Implicit learning is considered an effective method in language education,
emphasizing natural and unconscious exposure to language. However, few domestic studies have
investigated the impact of this approach on improving language skills in children with Developmental
Language Disorder (DLD). This study aimed to evaluate the effect of an implicit language learning program
on enhancing the language skills of a child with Developmental Language Disorder.
Method: This study employed a single-subject design. One male student with DLD, introduced by a
speech-language pathologist, was selected as the participant. The intervention consisted of ten individual
training sessions using a structured exercise package based on implicit learning, culturally adapted from
the American Speech-Language-Hearing Association (ASHA) resources. The participant's language skills
were assessed across three phases (baseline, intervention, and follow-up) using the Newcomer and Hammill
Language Development Test. Data were analyzed through visual inspection in a single-case framework.
Findings: The results indicated that the implicit learning-based training package led to a significant
improvement in the participant’s overall language skill scores, which were maintained during the
follow up phase. Quantitative indices (PND = 100%, POD = 0%) confirmed the effectiveness and
stability of the intervention.
Conclusion: The findings suggest that educational programs based on implicit language learning-emphasizing
natural exposure and structured design-can be effective in enhancing the language skills of children with DLD.
However, due to the limited number of participants, further research using controlled designs and larger samples
is recommended.

 
Article number: 1
Keywords: American Speech-Language-Hearing Association Training Package, Developmental Language Disorder, Implicit Learning, Language Skills
Full-Text [PDF 305 kb]   (120 Downloads)    
Type of Study: Single-subject Study | Subject: گفتار و زبان
Received: 2024/Dec/Fri | Revised: 2026/May/Mon | Accepted: 2025/Aug/Mon | Published: 2026/Apr/Sat | ePublished: 2026/Apr/Sat
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