Influence of Semantic Richness on Word Form Learning in Children With Developmental Language Disorder.
Purpose: Children with developmental language disorder (DLD) show a word form learning deficit, characterized by inaccurate and variable productions of novel words. We investigated whether, when a novel word form is introduced, incremental exposure to either a sparse visual referent or a relatively...
| Publicado en: | Journal of Speech, Language & Hearing Research Vol. 69; no. 6; pp. 2568 - 2590 |
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| Autores principales: | , , , , |
| Formato: | Artículo |
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American Speech-Language-Hearing Association
Jun2026
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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=194600812&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 194600812 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: Jun2026 vid: 69 iid: 6 pid: 42 pub: American Speech-Language-Hearing Association artinfo: ui: 194600812 10.1044/2026_JSLHR-25-00465 ppf: 2568 ppct: 22 formats: fmt: @attributes: type: P size: 2.8MB tig: atl: Influence of Semantic Richness on Word Form Learning in Children With Developmental Language Disorder. aug: au: Scoppa, McKenzie Benham, Sara Gladfelter, Allison Steeb, Amanda Goffman, Lisa affil: Callier Center for Communication Disorders, School of Behavioral and Brain Sciences, The University of Texas at Dallas, Richardson Department of Communication Sciences and Disorders, University of Vermont, Burlington School of Allied Health and Communicative Disorders, Northern Illinois University, DeKalb Southern Charm Speech Therapy, Lincolnton, NC Center for Childhood Deafness, Language, and Learning, Boys Town National Research Hospital, Omaha, NE su: Language disorders Analysis of variance Semantics Vocabulary Phonetics Articulation disorders Repeated measures design Prompts (Psychology) Grammar Data analysis Research funding Consonants Kinematics Descriptive statistics Experimental design Child development deviations Digital video Statistics Data analysis software Motion capture (Human mechanics) sug: subj: Language disorders Analysis of variance Semantics Vocabulary Phonetics Articulation disorders Repeated measures design Prompts (Psychology) Grammar Data analysis Research funding Consonants Kinematics Descriptive statistics Experimental design Child development deviations Digital video Statistics Data analysis software Motion capture (Human mechanics) ab: Purpose: Children with developmental language disorder (DLD) show a word form learning deficit, characterized by inaccurate and variable productions of novel words. We investigated whether, when a novel word form is introduced, incremental exposure to either a sparse visual referent or a relatively semantically rich story influences the phonetic accuracy and the phonological and articulatory variability of production in children with DLD and their typically developing (TD) peers. Method: Thirty-six preschoolers (18 DLD, 18 TD) aged 4;1-5;11 (years;months) were exposed to six novel words, two in each of three semantic cue conditions: no cues, sparse cues (visual referent), and rich cues (story). Children participated in three learning sessions. The first session consisted of nonword practice of word forms, and the present study only included the later consolidation sessions (Sessions 2 and 3) during which semantic content was incrementally incorporated. Phonetic accuracy, phonological variability, articulatory variability, referent identification, and confrontation naming measures were used to evaluate learning. Results: The most robust result was that children with DLD were less phonetically accurate and more phonologically variable than their TD peers, although variability decreased across sessions. For only children with DLD, phonetic accuracy decreased in the rich story condition. However, both TD and DLD groups showed increased variability in the rich story condition. In the slower mapping sessions included in this study, children with DLD and TD children showed similar performance in speech motor (i.e., lower lip/jaw motion) variability as well as in comprehension and confrontation naming of semantic referents. Conclusions: Children with DLD demonstrate deficits in their capacity to organize phonological sequences. Phonological organization shows some malleability based on the type of semantic information presented during learning, with relatively rich and elaborated input (as opposed to simple naming) disrupting the organization of phonological sequences. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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