Initial Acquisition of Mental Graphemic Representations in Children with Language Impairment

Julie A. Wolter · Kenn Apel

68 citations0/0 files storedJournal of Speech Language and Hearing Research

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Reading and Literacy Development Language Development and Disorders Hearing Impairment and Communication

Abstract

PURPOSE: The authors examined initial acquisition of mental graphemic representations (MGRs) for a set of pseudowords in children with language impairment (LI). They also determined whether the linguistic properties of the words (i.e., phonotactic and orthotactic probabilities) influenced MGR learning and whether the ability to acquire initial MGRs was related to performance on reading and spelling measures. The authors compared these children's initial acquisition of MGRs to a group of children with typical language (TL) skills. METHOD: A written fast mapping procedure was administered to 25 kindergarten children with LI and 31 with TL. During the procedure, the children were exposed to novel pseudowords varying in phonotactic and orthotactic probabilities in a computer-based, storybook reading task and then were asked to generate and identify those pseudoword spellings. Additionally, reading and spelling tasks were administered. RESULTS: Children with LI acquired some initial MGRs as evidenced by their ability to identify some pseudowords; however, their ability to identify and generate pseudowords was significantly poorer than that of the comparison group. Similar to their TL peers, the ability to identify pseudoword spellings by children with LI was affected by the linguistic properties of words, and written fast mapping performance was related to spelling performance. However, unlike the comparison group, written fast mapping performance of children with LI was not related to performance on a reading composite measure. CONCLUSIONS: The authors propose that children with LI are less robust at developing initial MGRs than are children with TL and that this poor ability to acquire initial MGRs likely places them at risk for later literacy deficits.

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References

1985Conceptual Change in Childhood 2004Computing the Meanings of Words in Reading: Cooperative Division of Labor Between Visual and Phonological Processes.1981Cognitive processes in spelling 2012Kaufman Brief Intelligence Test 1990A Prospective Study of the Relationship between Specific Language Impairment, Phonological Disorders and Reading Retardation 1978Acquiring a Single New Word 2002A Longitudinal Investigation of Reading Outcomes in Children With Language Impairments 2014Woodcock Reading Mastery Tests–Revised

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2010Linking Characteristics Discovered in Spelling Assessment to Intervention Goals and Methods 2012Is weak oral language associated with poor spelling in school-age children with specific language impairment, dyslexia or both?2015Evaluating the Effectiveness of a Morphological Awareness Intervention 2010Kindergarten Children's Initial Spoken and Written Word Learning in a Storybook Context 2013Phonological recoding, rapid automatized naming, and orthographic knowledge

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