Word Learning in Children With Vocabulary Deficits

Marysia Nash · Morag L. Donaldson

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Language Development and Disorders Reading and Literacy Development Neurobiology of Language and Bilingualism

Abstract

Word learning in 16 children with specific language impairment (SLI) was compared with that of chronological-age controls (CAC) and vocabulary-age controls (VAC), to examine the extent and nature of word-learning deficits in the children with SLI. The children were exposed to novel words in a story and an explicit teaching context. Five tasks assessed how much the children had learned about the words' phonological form and semantic properties after 6 repetitions (Time 1) and again after 12 repetitions (Time 2) of the words in each context. The SLI group performed significantly worse than the CAC group at both Time 1 and Time 2 on all measures of the words presented in both contexts. They performed similarly to the VAC group (who were on average 21/2 years younger) on Time 1 and Time 2 measures from both contexts, except for the Naming task at Time 2, on which their performance was significantly lower. These findings suggest that children with vocabulary deficits have difficulties with both phonological and semantic aspects of word learning.

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References

2018Wechsler Intelligence Scale for Children 2014Children with Specific Language Impairment 1997Children with Specific Language Impairment 1990Phonological memory deficits in language disordered children: Is there a causal connection?1980Age-of-acquisition, imagery, concreteness, familiarity, and ambiguity measures for 1,944 words 1998Language-Impaired Preschoolers 1996Nonword Repetition as a Behavioural Marker for Inherited Language Impairment: Evidence From a Twin Study 1992The Underlying Nature of Specific Language Impairment

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