Narrative skill and syntactic complexity in school‐age children with and without late language emergence

These data suggest that children with a history of LLE may exhibit age-appropriate performance on a standardized narrative test, but still lack the syntactic complexity of their TD peers in conversation. Assessments for school-age children with a history of language delay should include analysis of syntactic complexity in conversation to identify continuing weakness. Future research should examine use of other specific types of complex structures (e.g. infinitival and clausal complements) in this population, as well the feasibility of increasing complex sentence production through intervention. In addition, future studies should examine whether this decreased production of complex syntax in conversation is noted by naive listeners.