Treatment of Lexical Deficits in Young Children with SLI

SLI 幼儿词汇缺陷的治疗

• 批准号: 7853935
• 负责人: Shelley I, PHD, CCC-SLP Gray
• 金额: $ 13.05万
• 依托单位: ARIZONA STATE UNIVERSITY-TEMPE CAMPUS
• 依托单位国家: 美国
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-07-17 至 2010-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7853935
• 关键词: Age; Agreement; Child; Comprehension; Cues; Data; Development; Diagnosis; Gender; Goals; Growth; Individual; Instruction; Intervention; Language; Learning; Life; Longitudinal Studies; Maps; Methods; Morphology; Nature; Nursery Schools; Output; Performance; Preschool Child; Process; Production; Property; Qualifying; Research; Response Latencies; Retrieval; Schools; Semantics; Series; Specific qualifier value; Testing; Time; Treatment Efficacy; United States; Vocabulary; base; design; improved; kindergarten; lexical; lexical retrieval; literacy; phonology; programs; specific language impairment; success; syntax; therapy design

Approximately 8% of children in the United States are diagnosed with Specific Language Impairment (SLI). In addition to problems acquiring morphology and syntax, a significant number of children also demonstrate difficulty acquiring vocabulary. Vocabulary deficits are particularly devastating in young children because lexical acquisition is strongly associated with later language and literacy development. Currently we lack methods for diagnosing specific word learning problems in individual children and have little treatment efficacy data to guide intervention. The primary goals of this research are to develop methods for identifying the individual word-learning deficits of young children with SLI and to evaluate prescriptive treatments targeting those deficits. The research plan is based on the premise that word learning may be compromised by processing deficits in one or more lexical levels including the conceptual, lexical-semantic, or phonological. A series of four cross-sectional and one longitudinal study will test the hypothesis that phonological and/or semantic encoding or retrieval cues designed to improve the storage or retrieval of lexical-semantic or phonological level representations of words improves word learning in preschoolers with SLI. Specific Aims: (1) Document the effect that phonological or semantic encoding cues have on fast mapping and (2) word learning rate. (3) Document the effect that sequencing phonological then semantic encoding cues have on word production. (4) Document the effect that phonological or semantic retrieval cues have on word production. (5) Document, longitudinally, the efficacy of prescriptive treatments derived from studies 1-4for preschoolers receiving small-group instruction during the academic year preceding kindergarten. Significance: This research program that will increase our theoretical understanding of the underlying deficits of specific language impairment and will develop new treatments to help children reach their full potential by improving language growth, positively impacting children's qualify of life and significantly increasing their likelihood of school success.

美国约有8％的儿童被诊断出患有特定语言障碍 （SLI）。除了获得形态学和语法的问题外，还大量儿童 表现出难以获取词汇。年幼的孩子的词汇缺陷尤其是毁灭性的 因为词汇采集与以后的语言和扫盲的发展密切相关。目前我们 缺乏诊断单个孩子中特定单词学习问题的方法，几乎​​没有治疗 功效数据指导干预。这项研究的主要目标是开发识别的方法 SLI的幼儿的单词学习缺陷并评估规定治疗 针对这些赤字。 研究计划基于以下前提，即通过处理可能会损害单词学习 一个或多个词汇级别的缺陷，包括概念，词语语义或语音学。一系列 四个横截面和一项纵向研究将检验以下假设，即语音和/或语义 编码或检索提示，旨在改善词汇语义或语音的存储或检索 单词的级别表示可以改善SLI学龄前儿童中的单词学习。 具体目的：（1）记录语音或语义编码线索对快速的影响 映射和（2）单词学习率。 （3）记录测序语音然后语义的效果 编码线索在单词生产中具有。 （4）记录语音或语义检索的效果 提示具有单词生产。 （5）纵向文档，是规定治疗的功效 从研究1-4的研究中，学龄前儿童在学年之前接受小组教学 幼儿园。 意义：该研究计划将增加我们对基础的理论理解 特定语言障碍的缺陷，并将开发新的治疗方法，以帮助孩子们满足他们的全部 通过改善语言增长，积极影响儿童的生活资格，并显着影响潜力 增加他们学校成功的可能性。