Résumé
Rhythmic synchronization training would allow, by transfer effect, an amplification of the perception of morphosyntactic cues, which would then lead to an improvement in performance in understanding and morphosyntactic production. To verify this hypothesis, we proposed to 8 children with DLD (according to DSM-V) aged 7-10 years old a bi-weekly training over 11 weeks, as part of their usual speech therapy sessions. A training session consisted in carrying out, on a digital tablet, four auditory-motor rhythmic synchronization exercises, chosen from those included in the Mila Learn application. The children's rhythmic skills and morphosyntactic skills were measured before and after training and compared with those of 8 matched children with DLD who formed a control group. The results did not highlight a significant improvement in syntactic comprehension and production of the trained children. We note qualitatively, in two out morphosyntactic tests out of three, a better evolution of a majority of trained children compared to their matched controls. Increasing the frequency of training and the graduality in difficulty, as well as targeting exercises to basic rhythmic and language skills of each child, should allow in our opinion the creation of relevant and evidence-based rhythmic therapeutic tools in the future.