Spoken Word Learning in Children With Developmental Language Disorder or Dyslexia.
Spoken Word Learning in Children With Developmental Language Disorder or Dyslexia.
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DOI：
10.1044/2021_jslhr-20-00217
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发表时间：
2021-07-16
期刊：
影响因子：
--
通讯作者：
Scoggins J
中科院分区：
文献类型：
--
作者：
Adlof SM;Baron LS;Bell BA;Scoggins J
多项涉及阅读障碍和发育性语言障碍（DLD;另见特定语言障碍）儿童的研究中记录了单词学习困难。然而，以前的研究没有直接对比这两种常见的并发症的单词学习。我们研究了二年级学生的单词学习与DLD只有和阅读障碍，只有相互比较，同龄人与两种疾病（DLD +阅读障碍），和同龄人的典型发展。我们假设，只有阅读障碍和DLD的儿童在单词学习方面会表现出差异，这是由于他们的核心语言优势和劣势的差异。儿童（N = 244）被教导八个新的伪词与不熟悉的对象配对。教学脚本包括多次暴露的语音形式，图片的对象，口头语义描述的对象，间隔检索实践的机会。词汇学习后立即进行评估，任务要求召回或识别的语音和语义信息的指令。与DLD的同龄人相比，只有阅读障碍的儿童在现有的词汇测量上表现得更好。在词汇学习实验中，只有阅读障碍组和DLD +阅读障碍组的儿童在所有词汇学习任务中的表现都明显低于正常发育儿童。DLD的儿童，只有TD组在一个单一的单词学习任务评估口头语义回忆显着不同。总体而言，结果表明，阅读障碍儿童显示广泛的单词学习困难，超出了语音领域，然而，这与他们相对较强的表现对现有的词汇知识的措施。需要更多的研究来了解单词学习能力和整体词汇知识之间的关系，以及如何缩小患有这两种疾病的儿童的词汇差距。 https://doi.org/10.23641/asha.14832717
Word learning difficulties have been documented in multiple studies involving children with dyslexia and developmental language disorder (DLD; see also specific language impairment). However, no previous studies have directly contrasted word learning in these two frequently co-occurring disorders. We examined word learning in second-grade students with DLD-only and dyslexia-only as compared to each other, peers with both disorders (DLD + dyslexia), and peers with typical development. We hypothesized that children with dyslexia-only and DLD-only would show differences in word learning due to differences in their core language strengths and weaknesses. Children (N = 244) were taught eight novel pseudowords paired with unfamiliar objects. The teaching script included multiple exposures to the phonological form, the pictured object, a verbal semantic description of the object, and spaced retrieval practice opportunities. Word learning was assessed immediately after instruction with tasks requiring recall or recognition of the phonological and semantic information. Children with dyslexia-only performed significantly better on existing vocabulary measures than their peers with DLD-only. On experimental word learning measures, children in the dyslexia-only and DLD + dyslexia groups showed significantly poorer performance than typically developing children on all word learning tasks. Children with DLD-only differed significantly from the TD group on a single word learning task assessing verbal semantic recall. Overall, results indicated that children with dyslexia display broad word learning difficulties extending beyond the phonological domain; however, this contrasted with their relatively strong performance on measures of existing vocabulary knowledge. More research is needed to understand relations between word learning abilities and overall vocabulary knowledge and how to close vocabulary gaps for children with both disorders. https://doi.org/10.23641/asha.14832717
两个认知语言变量对5岁儿童偶然单词学习的影响。
影响因子：
2
作者：
Abel, Alyson D.;Schuele, C. Melanie
通讯作者：
Schuele, C. Melanie