Direct Instruction Improves Word Learning for Children With Developmental Language Disorder.
Direct Instruction Improves Word Learning for Children With Developmental Language Disorder.
复制标题
直接指导可改善患有发展性语言障碍的儿童的单词学习。
DOI：
10.1044/2022_jslhr-22-00300
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发表时间：
2022
期刊：
影响因子：
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通讯作者：
Ohlmann,Nancy
中科院分区：
文献类型：
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作者：
Pomper,Ron;McGregor,KarlaK;Arbisi-Kelm,Timothy;Eden,Nichole;Ohlmann,Nancy
本研究比较了发展性语言障碍(DLD)儿童和典型语言发育(TLD)儿童在直接指导和间接暴露对新词学习的多个方面的影响。所有儿童均为一年级，年龄6~8岁(MDN=7岁；2个月)。采用被试之间的设计，通过直接教学(每个参照物单独呈现一个明确的学习目标)或间接暴露(呈现多个参照物，目标是回答是/否问题)，随机分配儿童接触新词和他们不熟悉的参照物。结果在替代的强迫选择再认方法中，DLD儿童在将词与参照物联系起来、对词语的语义类别进行编码、对词形的详细表征进行编码方面的准确性低于TLD同龄人。词汇学习中的这些差异可以用一系列认知测量来解释，包括接受性词汇、语音记忆、视觉空间记忆和持续注意力。所有儿童在24至48小时的延迟时间内都能同样准确地记住单词形式。与间接接触相比，接受直接指导的TLD儿童在单词学习的所有方面都更准确。结论词汇干预结合直接教学可以帮助DLD儿童学习新词的某些方面，但不是全部。额外的支持是必要的，以帮助患有DLD的儿童编码丰富的语音表征。
PurposeThe current study compared the effects of direct instruction versus indirect exposure on multiple aspects of novel word learning for children with developmental language disorder (DLD) and children with typical language development (TLD).MethodParticipants included 36 children with DLD and 45 children with TLD. All children were in the first grade and 6–8 years of age (Mdn= 7 years; 2 months). Using a between-subjects design, children were randomly assigned to be exposed to novel words and their unfamiliar referents via either direct instruction (each referent presented in isolation with an explicit goal of learning) or indirect exposure (multiple referents presented with the goal of answering yes/no questions).ResultsIn alternative forced-choice measures of recognition, children with DLD were less accurate than their TLD peers in linking words to referents, encoding semantic categories for words, and encoding detailed representations of word forms. These differences in word learning were accounted for by a constellation of cognitive measures, including receptive vocabulary, phonological memory, visuospatial memory, and sustained attention. All children were similarly accurate in retaining word forms over a 24- to 48-hr delay. Children with TLD were more accurate in all aspects of word learning following direct instruction compared to indirect exposure. Benefits from direct instruction were observed for children with DLD in link and semantic, but not word form, learning.ConclusionsThese results suggest that vocabulary interventions with direct instruction can help children with DLD learn some, but not all, aspects of novel words. Additional support is necessary to help children with DLD encode rich phonological representations.