Word Learning in Children With Vocabulary Deficits.
Word learning in 16 children with specific language impairment (SLI) was compared with that of chronological-age controls (CAC) and vocabulary-age controls (VAC), to examine the extent and nature of word-learning deficits in the children with SLI. The children were exposed to novel words in a story...
| Publicado en: | Journal of Speech, Language & Hearing Research Vol. 48; no. 2; pp. 439 - 459 |
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| Autores principales: | , |
| Formato: | Artículo |
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American Speech-Language-Hearing Association
April 2005
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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=507982257&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 507982257 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: April 2005 vid: 48 iid: 2 pid: 42 pub: American Speech-Language-Hearing Association artinfo: ui: 507982257 10.1044/1092-4388(2005/030) ppf: 439 ppct: 20 formats: fmt: – @attributes: type: T – @attributes: type: P size: 182KB tig: atl: Word Learning in Children With Vocabulary Deficits. aug: au: Nash, Marysia Donaldson, Morag L. su: Verbal learning Children's language Children with learning disabilities sug: subj: Verbal learning Children's language Children with learning disabilities ab: Word learning in 16 children with specific language impairment (SLI) was compared with that of chronological-age controls (CAC) and vocabulary-age controls (VAC), to examine the extent and nature of word-learning deficits in the children with SLI. The children were exposed to novel words in a story and an explicit teaching context. Five tasks assessed how much the children had learned about the words' phonological form and semantic properties after 6 repetitions (Time 1) and again after 12 repetitions (Time 2) of the words in each context. The SLI group performed significantly worse than the CAC group at both Time 1 and Time 2 on all measures of the words presented in both contexts. They performed similarly to the VAC group (who were on average 2½ years younger) on Time 1 and Time 2 measures from both contexts, except for the Naming task at Time 2, on which their performance was significantly lower. These findings suggest that children with vocabulary deficits have difficulties with both phonological and semantic aspects of word learning. 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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