Does language learning disability in school-age children affect semantic word learning when reading?

Steele, Sara C.

doi:10.3109/17549507.2014.979872

Cited by 6 publications

(13 citation statements)

References 52 publications

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“…The rate of word knowledge growth across three exposures did not differ according to participants' language ability. This finding conflicts with that of Steele (2015), who found that children with LLD, but not their typically developing ageor vocabulary-matched peers, benefited from additional exposure. However, our finding is consistent with that reported by Steele and Watkins (2010) indicating that groups of school-age children with LLD and typical language responded similarly to varying levels of exposure to novel words during silent reading.…”

Section: Effects Of Language Skillcontrasting

confidence: 80%

Word Learning During Reading: Effects of Language Ability in School-Age Children

Hill

Wagovich

Manfra

2017

Communication Disorders Quarterly

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Most vocabulary growth during the school-age years occurs incidentally. However, little is understood about the influence of language skills on word knowledge growth during reading. Using a pretest–posttest quasi-experimental design, we examined incidental word learning through reading, considering the presence/absence of supportive context and the role of language ability. Children with a range of language abilities ( N = 32), aged 10 years, 6 months to 16 years, 5 months, were exposed three times to rare nouns and verbs within stories or in isolation. Small but significant knowledge gains were found for rare words encountered in context, but not for words in isolation. Language skill predicted overall word knowledge but not rate of word knowledge growth. Findings suggest children with low oral language ability are at a disadvantage in acquiring vocabulary through reading; however, the word learning process may be qualitatively similar for children with varying language skill levels.

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Section: Effects Of Language Skillcontrasting

confidence: 80%

Word Learning During Reading: Effects of Language Ability in School-Age Children

Hill

Wagovich

Manfra

2017

Communication Disorders Quarterly

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“…There were only four studies that primarily investigated word learning in the written modality. For instance, Steele and colleagues presented novel word stimuli via an independent reading task and assessed how well children learned new word meanings (Steele , Steele and Watkins , Steele et al . ).…”

Section: Resultsmentioning

confidence: 99%

“…). Similarly, Steele and colleagues explored frequency effects on word learning in the written modality, presenting novel words in ‘low rate’ (two presentations in the text) and ‘high rate’ (five presentations) conditions (Steele , Steele and Watkins , Steele et al . ).…”

Section: Resultsmentioning

confidence: 99%

“…). These tasks were often scored according to the inclusion of component parts of a definition (Nash and Donaldson ), and in nine studies these were delivered dynamically, with graduated prompting provided depending on the completeness of the oral definition provided (e.g., contextual cues or forced choice prompts were given if required; Steele ).…”

Section: Resultsmentioning

confidence: 99%

“…Wolter and Apel () used a pseudoword generation task, requiring participants to spell all target items to dictation, and a pseudoword identification task (find the written word from three foils), as a measure of receptive orthographic knowledge. The remaining three (Steele , Steele and Watkins , Steele et al . ) provided written input and only used oral definition measures.…”

Section: Resultsmentioning

confidence: 99%

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The evaluation of word‐learning abilities in people with developmental language disorder: a scoping review

Jackson

Leitão

Claessen

et al. 2019

Intl J Lang & Comm Disor

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Background: The ability to learn new words is critical in the development of oral and written language, and significantly impacts engagement in social, academic and vocational situations. Many studies have evaluated the word-learning process in people with developmental language disorder (DLD). However, methodologies for assessment are heterogeneous, creating difficulties in synthesizing findings and identifying gaps in the knowledge base. Aims: To scope systematically the literature and identify key methodological parameters considered in evaluations of word learning in people with DLD; and to identify gaps in the literature to guide further research in this area. Methods & Procedures: Twelve databases were searched and a total of 70 studies that met eligibility criteria were identified. The studies were evaluated according to key parameters that researchers varied in their word-learning methodologies.Main contribution: Most research has focused on word learning in the oral modality, and specifically in children with DLD. Fewer studies have explored word learning in adults and adolescents with DLD, and in the written modality. Depending on the research question and theoretical perspective driving the investigation, methodologies for assessing word learning considered a range of parameters, including words being learned, learning context and cues to support learning in the tasks. Conclusions & Implications:This review aggregates a variety of methods used previously to assess word learning. Findings highlight the need for further research to explore areas such as: the learning of varied word types (e.g., adjectives and adverbs); learning in the written modality; and word learning (both oral and written) in adolescents and adults with DLD. Evaluation of word-learning abilities in people with DLD 743What are the potential or actual clinical implications of this work? While an abundance of word-learning assessment tasks has been used in research, to our knowledge these types of measures are seldom used in clinical practice by speech and language therapists (SLTs). Future research may focus on translating research to practice so that SLTs are equipped with resources to evaluate the word-learning process in clients with DLD.

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How Do Intermediate Grade Students With and Without Language-Based Learning Disabilities Use Noun Phrases in Narrative Writing?

Koutsoftas

Nicotera

2023

Am J Speech Lang Pathol

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Purpose: Noun phrase usage and elaboration is an important feature of literate language. In this study, we described noun phrase usage and elaboration in the narrative writing samples of intermediate grade students with and without language-based learning disabilities. Method: Narrative writing samples from 64 students in fourth through sixth grades were coded for five types of noun phrases using coding procedures adapted from prior research. Noun phrase ratios (NPR) were calculated for each type of noun phrase evaluated in the study. NPRs represented the proportion of noun phrases to total clauses produced in the sample. Results: Students in this study included all five types of noun phrases in their narrative writing to varying degrees. Between-group differences were observed in the frequency of complex noun phrase usage. Significant relationships between NPRs, analytic writing measures, and a standardized reading measure were observed. Conclusions: Noun phrase usage is an important consideration for both theoretical and clinical purposes. Findings from this study are related to theoretical models of writing and levels of language frameworks. The clinical relevance for noun phrase assessment and intervention for intermediate grade students with language-based learning disability is discussed.

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Does language learning disability in school-age children affect semantic word learning when reading?

Abstract: Results indicated that children with LLD show limitations gaining semantic knowledge of novel words during reading, which could negatively impact their overall rate of vocabulary acquisition.

Cited by 6 publications

References 52 publications

Word Learning During Reading: Effects of Language Ability in School-Age Children

Word Learning During Reading: Effects of Language Ability in School-Age Children

The evaluation of word‐learning abilities in people with developmental language disorder: a scoping review

How Do Intermediate Grade Students With and Without Language-Based Learning Disabilities Use Noun Phrases in Narrative Writing?

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