Prematurity is associated with a wide range of adverse outcomes, including persistent difficulties learning language. It is highly challenging to determine at an early age which preterm children are most at risk for language impairment. To break ground, this project adopts an innovative, integrative approach to (impaired) language development, relating detailed linguistic error profiles of school-aged children born preterm to early brain, cognitive and motor development. The results of this study on developmental cascades from brain to behavior will elucidate why children develop language difficulties, allowing for their early identification and the timely start of interventions.

• dr. Tessel Boerma
• Athena Haggiyannes

Specific language impairment (SLI) in children is characterized by severe and persistent difficulties in acquiring a native language, unrelated to intellectual disability, physical limitations, or psychosocial deprivation. The etiology of SLI, in particular the role of neurocognitive processes such as learning and information processing, is poorly understood. Progress in this domain is difficult because of the large etiologic and phenotypic heterogeneity of the SLI population. Here, we propose to address this challenge by examining a population with developmental language impairment resulting from a uniform etiology: the 22q11.2 deletion (22q11DS). Children with 22q11DS display delayed language development, and learning- and information processing deficits similar to SLI. The fact that all 22q11DS share the same genetic etiology provides us with a unique opportunity to identify the mechanisms underlying this language disorder.

• prof. dr. Ellen Gerrits
• prof. dr. Frank Wijnen
• dr. Tessel Boerma

• Dr. Michiel Houben; Prof.dr. Jacob Vorstman