Partial Word Knowledge Growth in Children with LLD

LLD 儿童的部分单词知识增长

• 批准号: 7048754
• 负责人: STACY A Wagovich
• 金额: $ 7.08万
• 依托单位: UNIVERSITY OF MISSOURI-COLUMBIA
• 依托单位国家: 美国
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-01-06 至 2008-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7048754
• 关键词: adolescence (12-20); behavioral /social science research tag; child (0-11); child psychology; clinical research; cognition; developmental psychology; human subject; language development; language disorders; learning; memory; phonology; psychological tests; reading; vocabulary

DESCRIPTION (provided by applicant): Describing what a child learns from the very first exposure to a new word is a critical step in understanding the process of word learning as a whole. This project is designed to assess the types of partial word knowledge (e.g., syntactic knowledge, semantic knowledge) that develop from a single exposure to a new word in reading by children with language-learning disabilities (LLD). In children with typically developing language, it is possible to detect some types of partial word knowledge from one exposure; a critical next step is the examination of the types of partial word knowledge that develop from a single exposure in children with LLD. In addition, an evaluation is needed of the roles of language and memory abilities in the development of vocabulary knowledge in children with LLD, compared to children with typically developing language. The specific aims of the proposed project are the detection of the types of partial word knowledge growth from one exposure for children with LLD, the comparison of the partial word knowledge types that develop for children with LLD and their peers with typical language development, and the examination of the roles of language and memory abilities in partial word knowledge growth. The performance of children with LLD will be compared to that of children similar in age and children similar in reading comprehension abilities. Using a pre/posttest design, children will read stories containing unfamiliar nouns and verbs, and partial word knowledge growth will be assessed. This study will contribute to an understanding of the types of partial word knowledge children with LLD demonstrate and retain in the beginning of the word learning process, relative to peers with typically developing language. The long-term objective of this research program is to elucidate differences in the overall processes of word knowledge growth, from LLD children's first encounter to their eventual mastery of a word's meaning. Focus on the specific processes of word learning is essential from a public health perspective, because it enables development of intervention procedures for school-age children with LLD. If, for example, these children are found to have difficulty acquiring a particular type of word knowledge, such as part of speech, vocabulary intervention can be designed to focus on this aspect of word knowledge, in particular.

描述（由申请人提供）：描述孩子从第一次接触新单词中学到的东西是理解整个单词学习过程的关键步骤。该项目旨在评估部分单词知识的类型（例如，句法知识，语义知识），这些知识从单个接触到语言学习障碍儿童（LLD）阅读的新单词发展。在具有通常发展语言的儿童中，可以从一次暴露中检测到某些类型的部分单词知识。下一步的关键是对LLD儿童的一次性暴露而发展的部分单词知识类型的检查。此外，与具有典型语言的儿童相比，需要评估语言和记忆能力在LLD儿童词汇知识中的作用。拟议项目的具体目的是检测到有LLD儿童的一种局部单词知识增长的类型，对有LLD的儿童及其同龄人及其典型语言发展的局部单词知识类型的比较，以及对部分单词知识增长中语言和记忆能力的作用的检查。 LLD儿童的表现将与年龄相似的儿童和在阅读理解能力上相似的儿童的表现进行比较。使用预测试的设计，孩子们将阅读包含陌生名词和动词的故事，并评估部分单词知识增长。这项研究将有助于了解儿童具有LLD的部分单词知识的类型，在学习过程的开头中，相对于通常发展语言的同龄人，在一词学习过程的开头中保留了。该研究计划的长期目标是阐明单词知识增长的整体过程的差异，从LLD儿童的首次相遇到他们对单词的含义的最终掌握。从公共卫生的角度来看，专注于单词学习的特定过程至关重要，因为它可以为有LLD的学龄儿童开发干预程序。例如，如果发现这些孩子难以获取特定类型的单词知识，例如语音的一部分，则可以设计词汇干预措施，尤其是专注于单词知识的这一方面。