Word Learning by Preschoolers With Specific Language Impairment: Predictors and Poor Learners.
Twenty preschoolers with specific language impairment (SLI) and 20 age matches with normal language (NL) participated in a study to determine whether phonological memory or semantic knowledge predicted word-learning success. Poor learners' performance was analyzed to investigate whether phonology or...
| Publicado en: | Journal of Speech, Language & Hearing Research Vol. 47; no. 5; pp. 1117 - 1133 |
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| Formato: | Artículo |
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American Speech-Language-Hearing Association
Oct2004
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| 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=507936557&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 507936557 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: Oct2004 vid: 47 iid: 5 pid: 42 pub: American Speech-Language-Hearing Association artinfo: ui: 507936557 10.1044/1092-4388(2004/083) ppf: 1117 ppct: 16 formats: fmt: – @attributes: type: T – @attributes: type: P size: 6.2MB tig: atl: Word Learning by Preschoolers With Specific Language Impairment: Predictors and Poor Learners. aug: au: Gray, Shelley su: Children's language Child behavior Children with learning disabilities Vocabulary sug: subj: Children's language Child behavior Children with learning disabilities Vocabulary keyword: Vocabulary development ab: Twenty preschoolers with specific language impairment (SLI) and 20 age matches with normal language (NL) participated in a study to determine whether phonological memory or semantic knowledge predicted word-learning success. Poor learners' performance was analyzed to investigate whether phonology or semantics contributed more to word-learning difficulty. Results suggest that existing lexical knowledge, as measured by the Peabody Picture Vocabulary Test (PPVT-III), and fast-mapping ability hold promise for identifying poor word learners, but individual PPVT-III scores must be compared with SLI group scores. Poor word learners comprehended most new words and showed sufficient semantic knowledge of their referents to draw them but had difficulty producing the words. Findings indicated that both semantics and phonology contribute to word-learning difficulty, with word production presenting the biggest hindrance to success. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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