Partial Word Knowledge Growth in Children with LLD

LLD 儿童的部分单词知识增长

基本信息

批准号：
7337972
负责人：
STACY A Wagovich
金额：
$ 6.86万
依托单位：
UNIVERSITY OF MISSOURI-COLUMBIA
依托单位国家：
美国
项目类别：
财政年份：
2006
资助国家：
美国
起止时间：
2006-01-06 至 2009-12-31
项目状态：
已结题

项目摘要

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 (Dickinson, 1984; Wagovich & Newhoff, 2004); 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 knowedge, such as part of speech, vocabulary intervention can be designed to focus on this aspect of word knowledge, in particular.

描述孩子从第一次接触新词中学到的东西是关键的一步了解整个单词学习的过程。该项目旨在评估部分单词知识（例如，句法知识，语义知识）从单一曝光中发展在阅读语言障碍儿童（LLD）时阅读新词。在通常的孩子中开发语言，可以从一次曝光中检测某些类型的部分单词知识（Dickinson，1984； Wagovich＆Newhoff，2004）；下一步的关键是检查部分类型从LLD儿童的一次暴露中获得的单词知识。此外，评估是语言和记忆能力在发展词汇知识中的作用所需患有LLD的孩子，与通常发展语言的儿童相比。拟议项目的具体目的是检测部分单词知识的类型从一次接触LLD的儿童的增长，比较部分单词知识类型为LLD及其同龄人的典型语言发展的儿童发展，并检查语言和记忆能力在部分单词知识增长中的作用。儿童的表现 LLD将与年龄相似的儿童和在阅读理解中相似的儿童进行比较能力。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，以及部分单词知识增长将被评估。这项研究将有助于理解类型局部单词知识儿童的lld在学习一词的开头展示和保留过程，相对于通常开发语言的同龄人。这项研究的长期目标计划是阐明来自LLD儿童的单词知识增长整体过程的差异最终掌握了一个单词的含义。从公共卫生的角度来看，关注单词学习的特定过程至关重要，因为它可以为LLD的学龄儿童制定干预程序。例如，如果这些发现儿童很难获得特定类型的单词newedge，例如语音的一部分，词汇干预措施可以设计为尤其是单词知识的这一方面。