Learning word meanings during reading: Effects of phonological and semantic cues on children with language impairment

Steele, Sara C.; Willoughby, Lisa M.; Mills, Monique T.

doi:10.3109/17549507.2012.700322

Cited by 11 publications

(12 citation statements)

References 51 publications

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“…One of the many ways that vocabulary has been effectively addressed in school-age children is through dynamic assessment (Steele & Mills, 2011). Dynamic assessment of vocabulary has yielded improved word learning skills in TD African American children from low-income backgrounds (Steele, Willoughby, & Mills, 2013). …”

Section: Discussionmentioning

confidence: 99%

Narrative Performance of Gifted African American School-Aged Children From Low-Income Backgrounds

Mills

2015

Am J Speech Lang Pathol

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Purpose This study investigated classroom differences in the narrative performance of school-age African American English (AAE)-speaking children in gifted and general education classrooms. Method 43 children, grades 2 through 5, each generated fictional narratives in response to the Frog, Where Are You? book (Mayer, 1969). Differences in performance on traditional narrative measures (total number of C-units, number of different words, and mean length of utterance in words) and on AAE production (dialect density measure) between children in gifted- and general education classrooms were examined. Results Classroom-based differences in TNCU, NDW, and MLU-w did not exist. Children in gifted education classrooms produced narratives with lower DDM than did children in general educated classrooms. Direct logistic regression assessed whether narrative DDM scores offered additional information about giftedness beyond scores on the PPVT-4—a standard measure of language ability. Results indicated that a model with only PPVT-4 scores best discriminated children in the two classrooms. Conclusion African American children across gifted and general education classrooms produce fictional narratives of similar length, lexical diversity, and syntax complexity. However, African American children in gifted education classrooms may produce lower rates of AAE and perform better on standard measures of vocabulary than children in general education classrooms.

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Section: Discussionmentioning

confidence: 99%

Narrative Performance of Gifted African American School-Aged Children From Low-Income Backgrounds

Mills

2015

Am J Speech Lang Pathol

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“…This finding should be interpreted with caution and warrants further investigation of the specific morphosyntactic features of AAE used by children with higher scores and children with lower scores on the three language measures. It is encouraging that vocabulary is an area of language that is malleable and responsive to direct instruction in school-age African American children from low-SES backgrounds (Steele, Willoughby, & Mills, 2012). …”

Section: Limitationsmentioning

confidence: 99%

Structural and Dialectal Characteristics of the Fictional and Personal Narratives of School-Age African American Children

Mills

Watkins

Washington

2013

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Purpose To report preliminary comparisons of developing structural characteristics associated with fictional and personal narratives in school-age African American children. Method Forty-three children, grades two through five, generated a fictional and a personal narrative in response to a wordless-book elicitation task and a story-prompt task, respectively. Narratives produced in these two contexts were characterized for macrostructure, microstructure, and dialect density. Differences across narrative type and grade level were examined. Results Statistically significant differences between the two types of narratives were found for both macrostructure and microstructure but not for dialect density. There were no grade-related differences in macrostructure, microstructure, or dialect density. Conclusion The results demonstrate the complementary role of fictional and personal narratives for describing young children's narrative skills. Use of both types of narrative tasks and descriptions of both macrostructure and macrostructure may be particularly useful for characterizing the narrative abilities of young school-age African American children, for whom culture-fair methods are scarce. Further study of additional dialect groups is warranted.

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“…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 . ). Similarly, Wolter and Apel () presented kindergarten children with a written fast mapping task, where they viewed an image and written sentences containing the target words.…”

Section: Resultsmentioning

confidence: 97%

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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Learning word meanings during reading: Effects of phonological and semantic cues on children with language impairment

Cited by 11 publications

References 51 publications

Narrative Performance of Gifted African American School-Aged Children From Low-Income Backgrounds

Narrative Performance of Gifted African American School-Aged Children From Low-Income Backgrounds

Structural and Dialectal Characteristics of the Fictional and Personal Narratives of School-Age African American Children

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

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