Treatment of Lexical Deficits in Young Children with SLI

美国约8%的儿童被诊断为特定语言障碍 (SLI)。除了获得词法和句法方面的问题外，相当数量的儿童还 表现出掌握词汇的困难。词汇缺陷在幼儿中尤其严重。 因为词汇习得与后来的语言和识字发展密切相关。目前我们 缺乏诊断个别儿童特定单词学习问题的方法，而且几乎没有治疗方法 用于指导干预的疗效数据。这项研究的主要目标是开发识别 系统性红斑狼疮患儿的个体化词汇学习障碍及处方治疗评价 瞄准这些赤字。 研究计划基于这样一个前提，即词汇学习可能会因加工而受到影响 一个或多个词汇层面的缺陷，包括概念、词汇语义或语音方面的缺陷。一系列 四项横向研究和一项纵向研究将检验语音和/或语义的假设 编码或检索线索，旨在改善词汇-语义或语音的存储或检索 词汇的水平表征改善了SLI学龄前儿童的词汇学习。 具体目标：(1)记录语音或语义编码线索对FAST的影响 映射和(2)单词学习率。(3)记录语音优先于语义排序的效果 编码线索对单词的产生有影响。(4)记录语音或语义检索的效果 暗示对词语的产生有影响。(5)纵向记录处方疗法的疗效 来自前一学年接受小组教学的学龄前儿童的研究1-4 幼儿园。 意义：这项研究计划将增加我们对潜在理论的理解 并将开发新的治疗方法来帮助儿童充分发挥他们的能力 通过改善语言增长的潜力，积极影响儿童的生活质量，并显著 增加了他们在学校取得成功的可能性。

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.