The results showed that the subjectively rated effort was mostly affected by the noise level and less by syntactic complexity. A digit span and a reading span test were used to assess individual differences in the participants’ working memory capacity (WMC). The sentences were either syntactically simple (subject-first sentence structure) or complex (object-first sentence structure) and were presented in two levels of background noise both corresponding to high intelligibility. In the present study, pupil dilations, and subjective effort ratings were recorded in 20 normal-hearing participants while performing a sentence comprehension task. Acoustical distortions typically make speech comprehension more effortful, but effort also depends on linguistic aspects of the speech signal, such as its syntactic complexity. Speech comprehension in adverse listening conditions can be effortful even when speech is fully intelligible. 3Danish Research Centre for Magnetic Resonance, Centre for Functional and Diagnostic Imaging and Research, Copenhagen University Hospital Hvidovre, Hvidovre, Denmark.
2Eriksholm Research Centre, Snekkersten, Denmark. 1Hearing Systems, Hearing Systems Group, Department of Electrical Engineering, Technical University of Denmark, Kongens Lyngby, Denmark. Photo Credits: Baby1 by Unknown Author is licensed under CC BY / Baby2 by Unknown Author is licensed under CC BY-NC / Little Boy is from Wendt 1,2*, Torsten Dau 1 and Jens Hjortkjær 1,3 Thank you for your interest in the sentence-focused framework and your commitment to enhancing communication development for young children with language disorders. We also want to hear from you! We are interested in your use and adaptation of the sentence-focused framework and we also want to know when you need more information or better explanations. Please subscribe below for alerts on new blog posts and other updates to the site. You can learn more about the APL here and about investigators contributing to this work by visiting the About Us pages on this website. Pamela Hadley, Director of the Applied Psycholinguistics Lab (APL) at the University of Illinois. This website is a central location for sharing discoveries and clinical resources related to the sentence-focused framework. Working together, we can enhance young children’s communication development. We want clinicians to feel confident as they assess and treat grammar and we want to share tips with parents, caregivers, and teachers to support young children’s sentence development. We know grammar is hard to teach because young children learn grammar without formal teaching by listening to others talk. The sentence-focused framework emphasizes the importance of diverse sentences in learning grammar. We created this website to support you–clinicians, parents, caregivers, and teachers–as you help young children produce more diverse sentences. We developed the sentence-focused framework to build a bridge between early vocabulary and grammar interventions for toddlers and preschoolers with language disorders. Young children with language disorders have difficulty learning words and grammar. 
Welcome to the Sentence-Focused Framework Website!
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