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Trained teaching assistants delivered the intervention for 20\u00a0min per day for 10\u00a0weeks. We conducted a Randomised Controlled Trial, with a waiting list control design in which the Intervention group (<jats:italic>N<\/jats:italic>\u00a0=\u00a026) received the intervention immediately, while the delayed intervention group (<jats:italic>N<\/jats:italic>\u00a0=\u00a026) received the intervention later. Immediately following the intervention, the intervention group showed significantly larger gains in the use of regular simple past tense forms (<jats:italic>d<\/jats:italic>\u00a0=\u00a01.63 on a composite measure of simple past tense formation) as well as generalisation to verbs not explicitly taught. In addition, following the intervention children made overregularisation errors by incorrectly using regular simple past tense marking for irregular verbs; such errors support the claim that children had acquired generative knowledge underlying past tense marking. The delayed intervention control group showed identical benefits from the intervention when they received it, and the gains shown by the intervention group were maintained at follow up testing. This study shows that children with Down syndrome, who display severe language difficulties, can be taught to use simple past tense marking. The theoretical and applied implications of these findings for understanding the nature, causes and treatments of children's language difficulties are discussed.<\/jats:p>","DOI":"10.1111\/desc.13220","type":"journal-article","created":{"date-parts":[[2021,12,23]],"date-time":"2021-12-23T04:08:34Z","timestamp":1640232514000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":7,"title":["The nature and causes of children's grammatical difficulties: Evidence from an intervention to improve past tense marking in children with Down syndrome"],"prefix":"10.1111","volume":"25","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-2277-0930","authenticated-orcid":false,"given":"Rebecca","family":"Baxter","sequence":"first","affiliation":[{"name":"Division of Psychology and Language Sciences University College London  London UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Rachel","family":"Rees","sequence":"additional","affiliation":[{"name":"Division of Psychology and Language Sciences University College London  London UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Alexandra","family":"Perovic","sequence":"additional","affiliation":[{"name":"Division of Psychology and Language Sciences University College London  London UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Charles","family":"Hulme","sequence":"additional","affiliation":[{"name":"Department of Education Oxford University  Oxford UK"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2022,1,23]]},"reference":[{"key":"e_1_2_9_2_1","doi-asserted-by":"publisher","DOI":"10.1017\/S0305000900004396"},{"key":"e_1_2_9_3_1","doi-asserted-by":"publisher","DOI":"10.5455\/jmas.25230"},{"key":"e_1_2_9_4_1","volume-title":"Test for reception of grammar\u20102","author":"Bishop D. 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