Contextual Word Learning in Children with DLD

DLD 儿童的语境词汇学习

• 批准号: 10731614
• 负责人: Dawna Duff
• 金额: $ 20.85万
• 依托单位: STATE UNIVERSITY OF NY,BINGHAMTON
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-09-01 至 2026-08-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10731614
• 关键词: 13 year old; 8 year old; Achievement; Address; Adult; Age; Awareness; Child; Cognitive; Common Core; Complex; Comprehension; Consumption; Development; Disease; Educational Curriculum; Educational process of instructing; Effectiveness; Effectiveness of Interventions; Evidence based intervention; Evidence based practice; Evidence based treatment; Exposure to; Feedback; Future; Generations; Goals; Growth; Hearing; Instruction; Intervention; Knowledge; Language Development; Language Development Disorders; Language Disorders; Learning; Life; Linguistics; Link; Measures; Memory; Methods; Morphology; Nature; Orthography; Outcome; Participant; Population; Process; Randomized, Controlled Trials; Reading; Research; Rice; Semantics; Students; Testing; Time; Training; Vocabulary; Vocation; Work; design; effective intervention; effectiveness testing; evidence base; first grade; fourth grade; improved; innovation; intervention effect; lexical; lexical processing; novel; novel strategies; phonology; post intervention; programs; reading comprehension; skills; social; success; syntax; treatment effect; word learning

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.

项目摘要 词汇成绩影响重要的生活成果，如学业成功，职业选择， 盈利潜力发展性语言障碍是影响词汇学习的常见障碍， 当单词是直接教授的，当单词是在多次上下文接触后隐性学习的。 语境词汇学习是词汇学习中最常见的情况， 在阅读的时候。因此，提高语境词汇学习有效性的干预措施， 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儿童制定有效的干预措施， 发展性语言障碍，其目标是在阅读时学习上下文单词。其总体目标是 这项研究是为了测试一种干预措施的有效性，这种干预措施结合了两种已知有效的方法， 典型的发展：关于语义推理的元语言训练，以及使用具有高 语义多样性语义多样性是指包含小说的文本中语义内容的范围 话在目标1中，我们测试了这种新型干预措施对具有典型发育的儿童（n=50）的有效性， 目的2：评价其对50例发展性语言障碍儿童的治疗效果。参与者将 完成三次元语言干预，包括重复意义生成，解释 建议的含义，以及关于准确性的反馈。新词语的语义推断性 将在干预前和干预后测量未经治疗（未参与干预）的患者， 干预对语义推理技能的影响。保留语义的措施 干预中使用的词汇将在每次会议后一周进行，预计随着时间的推移， 暴露于元语言干预。在会话中，单词将以三种不同的语义呈现 多样性背景：无多样性（重复的故事），中等多样性（具有相同全球性的独特故事） 高度多样性（具有不同全球背景的独特故事）。根据先前的研究， 语义多样性对儿童和成人词汇学习影响，我们预测了 在高语义多样性条件下，预期干预中使用的词语的语义最高。 本研究的结果将用于支持一项具有充分把握度的随机对照试验的申请， 为DLD儿童提供上下文单词学习干预，并为DLD儿童提供最佳实践 典型的发展。该项目是创新的，因为我们将研究上下文单词学习， 发展性语言障碍，我们将以一种新的方式将联合收割机两种治疗方法结合起来， 我们不仅关注对被处理词的影响，而且关注语义推理技巧的泛化。