Word Learning by Preschool-Age Children With Developmental Language Disorder: Impaired Encoding and Robust Consolidation During Slow Mapping.
Purpose: Learning novel words, including the specific phonemes that make up word forms, is a struggle for many individuals with developmental language disorder (DLD). Building robust representations of words includes encoding during periods of input and consolidation between periods of input. The pr...
| Publicado en: | Journal of Speech, Language & Hearing Research Vol. 64; no. 11; pp. 4250 - 4271 |
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| Autores principales: | , , , |
| Formato: | Artículo |
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American Speech-Language-Hearing Association
Nov2021
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=153519499&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 153519499 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10924388 1SM jtl: Journal of Speech, Language & Hearing Research issn: 10924388 maglogo: N pubinfo: dt: Nov2021 vid: 64 iid: 11 pid: 42 pub: American Speech-Language-Hearing Association artinfo: ui: 153519499 10.1044/2021_JSLHR-21-00046 ppf: 4250 ppct: 21 formats: fmt: @attributes: type: P size: 1.3MB tig: atl: Word Learning by Preschool-Age Children With Developmental Language Disorder: Impaired Encoding and Robust Consolidation During Slow Mapping. aug: au: Gordon, Katherine R. Storkel, Holly L. Uglow, Stephanie Ohlmann, Nancy B. affil: Center for Childhood Deafness, Language and Learning, Boys Town National Research Hospital, Omaha, NE Department of Speech-Language-Hearing: Sciences and Disorders, The University of Kansas, Lawrence su: Vocabulary Learning Children with developmental disabilities Preschool children Phonetics Language disorders Language disorders in children Phonological encoding Word recognition Audiometry Descriptive statistics Medical coding sug: subj: Vocabulary Learning Children with developmental disabilities Preschool children Phonetics Language disorders Language disorders in children Phonological encoding Word recognition Audiometry Descriptive statistics Medical coding ab: Purpose: Learning novel words, including the specific phonemes that make up word forms, is a struggle for many individuals with developmental language disorder (DLD). Building robust representations of words includes encoding during periods of input and consolidation between periods of input. The primary purpose of the current study is to determine differences between children with DLD and with typical development (TD) in the encoding and consolidation of word forms during the slow mapping process. Method: Preschool-age children (DLD = 9, TD = 9) were trained on nine form-referent pairs across multiple consecutive training days. Children's ability to name referents at the end of training days indicated their ability to encode forms. Children's ability to name referents at the beginning of training days after a period of overnight sleep indicated their ability to consolidate forms. Word learning was assessed 1 month after training to determine long-term retention of forms. Results: Throughout training, children with DLD produced fewer forms correctly and produced forms with less phonological precision than children with TD. Thus, children with DLD demonstrated impaired encoding. However, children with and without DLD demonstrated a similar ability to consolidate forms between training days and to retain forms across a 1-month delay. Conclusions: Difficulties with word form learning are primarily driven by deficits in encoding for children with DLD. Clinicians and educators can support encoding by providing children with adequate exposures to target words via robust training that occurs across multiple sessions. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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