Contextual Word Learning in Children with DLD

项目摘要 词汇成就影响重要的生活结果，如学业成功、职业选择和 潜在的盈利能力。发育性语言障碍是一种影响词汇学习的常见障碍，两者都 当直接教授单词时，以及在多次语境接触后内隐地学习单词时。 语境单词学习是学习单词最常见的情况，这种情况通常会发生 边看边看。因此，增加上下文单词学习有效性的干预措施具有 有可能有意义地改变词汇增长的轨迹。 这项研究计划的长期目标是为患有糖尿病的儿童开发有效的干预措施 发育性语言障碍，其目标是在阅读时学习上下文单词。这样做的总体目标是 这项研究旨在测试将两种已知有效的方法结合在一起的干预措施的有效性 典型发展：关于语义推理的元语言学培训，以及使用多个具有高 语义多样性。语义多样性是指包含小说的文本中的语义内容的范围 字里行间。在目标1中，我们测试了这种新的干预措施在具有典型发育的儿童(n=50)中的有效性。 在目标2中，我们评估了它对发育性语言障碍儿童(n=50)的疗效。参与者将 完成三次元语言干预，包括重复的意义生成，解释关于 提出的含义，以及对准确性的反馈。新词语义推理的性质 未治疗(未参与干预)的患者将在干预前和干预后作为一项措施进行测量 干预对语义推理技能的影响。的语义保留的度量 干预中使用的词汇将在每一次会议后一周进行，预计随着时间的增加，干预中使用的词汇将会增加 暴露于元语言干预。在会议中，单词将以三种不同的语义呈现 多样性语境：没有多样性(重复的故事)，媒介多样性(具有相同全球范围的独特故事 背景)和高度多样性(具有不同全球背景的独特故事)。基于先前关于该问题的研究 语义多样性对儿童和成人词汇学习的影响，我们预测 在语义多样性较高的情况下，干预中使用的词语的语义性最高。 这项研究的结果将用于支持一项完全有效的随机对照试验的申请 针对DLD儿童的上下文单词学习干预，并将为患有DLD的儿童提供最佳实践 典型发展。该项目具有创新性，因为我们将在 发展性语言障碍，我们将以一种新的方式结合两种治疗方法，因为 我们不仅关注对处理词的影响，还关注语义推理技巧的泛化。

PROJECT ABSTRACT Vocabulary achievement impacts important life outcomes such as academic success, vocational options, and earning potential. Developmental language disorder is a common disorder which impacts word learning, both when words are directly taught and when words are learned implicitly after multiple contextual encounters. Contextual word learning is the most common situation in which words are learned, and this typically occurs while reading. As such, interventions which increase the effectiveness of contextual word learning have the potential to meaningfully alter the trajectory of vocabulary growth. The long term objective of this research program is to develop effective interventions for children with developmental language disorder, which target contextual word learning while reading. The overall aim of this study is to test the effectiveness of an intervention which combines two approaches known to be effective in typical development: metalinguistic training about semantic inferencing, and use of multiple texts with high semantic diversity. Semantic diversity refers to the range of semantic content in texts which contain the novel words. In Aim 1, we test the effectiveness of this novel intervention in children with typical development (n=50), and in Aim 2, we evaluate its effect in children with developmental language disorder (n=50). Participants will complete a three session metalinguistic intervention involving repeated meaning generation, explanation about proposed meanings, and feedback about accuracy. The quality of semantic inferencing about novel words which are untreated (not involved in the intervention) will be measured pre- and post-intervention as a measure of the effect of intervention on the skill of semantic inferencing. Measures of retention of the semantics of words used in intervention will be taken one week after each session, and are expected to increase with more exposure to the metalinguistic intervention. Within sessions, words will be presented in three different semantic diversity contexts: no diversity (repeated stories), medium diversity (unique stories with the same global context), and high diversity (unique stories with different global contexts). Based on prior research about the effect of semantic diversity on word learning in children and adults, we predict that measures of retention of the semantics of words used in intervention are expected to be highest in the high semantic diversity condition. Results from this study will be used to support an application for a fully powered randomized controlled trial of a contextual word learning intervention for children with DLD, and will inform best practices for children with typical development. The project is innovative because we will examine contextual word learning in developmental language disorders, we will combine two treatment approaches in a novel way, and because we focus not only on the effect on treated words, but also on generalization of the skill of semantic inferencing.