Word-Learning Trajectories Influence Long-Term Recall in Children with Developmental Language Disorder and Typical Development

2021 ◽  
pp. 106160
Author(s):  
Justin B. Kueser ◽  
Laurence B. Leonard ◽  
Patricia Deevy ◽  
Eileen Haebig ◽  
Jeffrey D. Karpicke
Keyword(s):  
Word Learning ◽  
Language Disorder ◽  
Typical Development ◽  
Learning Trajectories ◽  
Developmental Language Disorder

scholarly journals Word Learning by Preschool-Age Children With Developmental Language Disorder: Impaired Encoding and Robust Consolidation During Slow Mapping

2021 ◽  
pp. 1-21
Author(s):  
Katherine R. Gordon ◽  
Holly L. Storkel ◽  
Stephanie Uglow ◽  
Nancy B. Ohlmann
Keyword(s):  
Word Learning ◽  
Language Disorder ◽  
Preschool Age ◽  
Typical Development ◽  
Developmental Language Disorder ◽  
Preschool Age Children ◽  
Word Forms ◽  
Mapping Process ◽  
Long Term Retention

Purpose Learning novel words, including the specific phonemes that make up word forms, is a struggle for many individuals with developmental language disorder (DLD). Building robust representations of words includes encoding during periods of input and consolidation between periods of input. The primary purpose of the current study is to determine differences between children with DLD and with typical development (TD) in the encoding and consolidation of word forms during the slow mapping process. Method Preschool-age children (DLD = 9, TD = 9) were trained on nine form–referent pairs across multiple consecutive training days. Children's ability to name referents at the end of training days indicated their ability to encode forms. Children's ability to name referents at the beginning of training days after a period of overnight sleep indicated their ability to consolidate forms. Word learning was assessed 1 month after training to determine long-term retention of forms. Results Throughout training, children with DLD produced fewer forms correctly and produced forms with less phonological precision than children with TD. Thus, children with DLD demonstrated impaired encoding. However, children with and without DLD demonstrated a similar ability to consolidate forms between training days and to retain forms across a 1-month delay. Conclusions Difficulties with word form learning are primarily driven by deficits in encoding for children with DLD. Clinicians and educators can support encoding by providing children with adequate exposures to target words via robust training that occurs across multiple sessions. Supplemental Material https://doi.org/10.23641/asha.16746454

scholarly journals Spoken Word Learning Differences Among Children With Dyslexia, Concomitant Dyslexia and Developmental Language Disorder, and Typical Development

2019 ◽  
Vol 50 (4) ◽  
pp. 540-561 ◽  
Author(s):  
Mary Alt ◽  
Shelley Gray ◽  
Tiffany P. Hogan ◽  
Nora Schlesinger ◽  
Nelson Cowan
Keyword(s):  
Word Learning ◽  
Semantic Processing ◽  
Language Disorder ◽  
Visual Complexity ◽  
Spoken Word ◽  
Typical Development ◽  
Developmental Language Disorder ◽  
Learning Deficits ◽  
Learning Tasks ◽  
Lower Accuracy

Purpose The purpose of our study was to test the hypotheses (a) that children with dyslexia have spoken word learning deficits primarily related to phonology and (b) that children with dyslexia and concomitant developmental language disorder (DLD) have word learning deficits related to both phonology and semantic processing when compared to peers with typical development (TD). Method Second-graders with dyslexia ( n = 82), concomitant dyslexia and DLD (dyslexia + DLD; n = 40), and TD ( n = 167) learned names and semantic features for cartoon monsters in 5 carefully controlled word learning tasks that varied phonological and semantic demands. The computer-based tasks were played in 6 different word learning games. We analyzed results using Bayesian statistics. Results In general, the dyslexia + DLD group showed lower accuracy on tasks compared to the dyslexia and TD groups. As predicted, word learning tasks that taxed phonology revealed deficits in the dyslexia group, although there were some exceptions related to visual complexity. Word learning deficits in the dyslexia + DLD group were present in tasks that taxed phonology, semantic processing, or both. Conclusions The dyslexia + DLD group demonstrated word learning deficits across the range of word learning tasks that tapped phonology and semantic processing, whereas the dyslexia group primarily struggled with the phonological aspects of word learning. Supplemental Material https://doi.org/10.23641/asha.9807929

Exploring the Use of Parent and Teacher Questionnaires to Screen for Language Disorders in Bilingual Children

2020 ◽  
pp. 027112142094230
Author(s):  
Amy S. Pratt ◽  
Ashley M. Adams ◽  
Elizabeth D. Peña ◽  
Lisa M. Bedore
Keyword(s):  
Language Disorder ◽  
Bilingual Children ◽  
Second Grade ◽  
Typical Development ◽  
Developmental Language Disorder ◽  
English Bilingual ◽  
Language Knowledge ◽  
Teacher Reports ◽  
Report Measure

We explore the classification accuracy of a parent and teacher report measure, the Inventory to Assess Language Knowledge (ITALK), to screen for developmental language disorder (DLD) in bilingual children. Participants included 120 Spanish English bilingual children with typical development (TD) and 19 bilingual children with DLD, ranging in age from 5 to 8 years old. Parents’ and teachers’ reports correlated moderately with each other and significantly predicted children’s performance on language-specific measures of morphosyntax and semantics. Results yielded sensitivity of .90 and specificity of .63 when using a composite of parent and teacher reports in Spanish and English. Examination of structure loadings in follow-up analyses by grade showed that teachers’ report of English and parents’ report of Spanish were the strongest predictors of impairment in kindergarten. In second grade, the strongest predictors were parent and teacher reports in English. Implications for referral and identification are discussed.

scholarly journals The Impact of Dose and Dose Frequency on Word Learning by Kindergarten Children With Developmental Language Disorder During Interactive Book Reading

2019 ◽  
Vol 50 (4) ◽  
pp. 518-539 ◽  
Author(s):  
Holly L. Storkel ◽  
Rouzana Komesidou ◽  
Mollee J. Pezold ◽  
Adrienne R. Pitt ◽  
Kandace K. Fleming ◽  
...  
Keyword(s):  
Word Learning ◽  
Language Disorder ◽  
Intensity Variation ◽  
Kindergarten Children ◽  
Book Reading ◽  
Developmental Language Disorder ◽  
Dose Frequency ◽  
Response Variation ◽  
The Impact ◽  
Interactive Book

Purpose The goal was to determine whether interactive book reading outcomes for children with developmental language disorder (DLD) were affected by manipulation of dose (i.e., the number of exposures to the target word during a book reading session) and dose frequency (i.e., the number of repeated book reading sessions) and whether pretreatment factors predicted treatment response variation. Method Thirty-four kindergarten children with DLD (aged 5;0–6;2 [years;months]) were taught 1 set of words using the Dose 6 and Dose Frequency 6 format from a prior study ( Storkel, Voelmle, et al., 2017 ) and taught a different set of words using an alternative format, either Dose 4 × Dose Frequency 9 or Dose 9 × Dose Frequency 4, determined through random assignment. Word learning was tracked for each treatment via a definition task prior to, during, and after treatment. Results Results showed that children with DLD learned a significant number of words during treatment regardless of the dose and dose frequency format but that significant forgetting of newly learned words occurred in all formats once treatment was withdrawn. Individual differences in word learning were related to Clinical Evaluation of Language Fundamentals Core Language and Understanding Spoken Paragraphs scores. Conclusion When administered at an adequate intensity, variation in the dose and dose frequency of interactive book reading does not appear to influence word learning by children with DLD. Although interactive book reading continues to show promise as an effective word learning intervention for children with DLD, further development is needed to enhance the effectiveness of this treatment approach. Supplemental Material https://doi.org/10.23641/asha.9745181

Effects of Signs on Word Learning by Children With Developmental Language Disorder

2019 ◽  
Vol 62 (6) ◽  
pp. 1798-1812 ◽  
Author(s):  
Lian van Berkel-van Hoof ◽  
Daan Hermans ◽  
Harry Knoors ◽  
Ludo Verhoeven
Keyword(s):  
Word Learning ◽  
Language Disorder ◽  
Developmental Language Disorder

Developmental Language Disorder and the Assessment of Spoken Language

2021 ◽  
pp. 155-170
Author(s):  
Carol-Anne Murphy ◽  
Pauline Frizelle ◽  
Cristina McKean
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Best Practice ◽  
Language Disorder ◽  
Language Skills ◽  
Developmental Language Disorder ◽  
Language Abilities ◽  
Language Sample Analysis ◽  
Language Sample

Developmental language disorder (DLD), previously known as specific language impairment (SLI), is a long-term developmental disorder affecting approximately 7.5% of children. Language abilities in children with DLD are variable and can be challenging to ascertain with confidence. This chapter aims to discuss some of the challenges associated with assessing the language skills of children with DLD through an overview of different forms of language assessment including standardized language testing, language sample analysis, and observations. Uses and limitations of the different forms of assessment are considered, bearing in mind the different functions of assessment and the need to gain a full understanding of children’s profiles of strength and weakness and communicative functioning in context. The authors conclude with requirements for best practice in assessment and promising avenues of development in this area.

Compensation to Altered Auditory Feedback in Children With Developmental Language Disorder and Typical Development

2021 ◽  
pp. 1-14
Author(s):  
Caitlin Coughler ◽  
Emily Michaela Hamel ◽  
Janis Oram Cardy ◽  
Lisa M. D. Archibald ◽  
David W. Purcell
Keyword(s):  
Auditory Feedback ◽  
Auditory Processing ◽  
Language Disorder ◽  
Typical Development ◽  
Typically Developing ◽  
Developmental Language Disorder ◽  
Shift Condition ◽  
Vowel Space ◽  
Processing Component ◽  
Speech Motor

Purpose Developmental language disorder (DLD), an unexplained problem using and understanding spoken language, has been hypothesized to have an underlying auditory processing component. Auditory feedback plays a key role in speech motor control. The current study examined whether auditory feedback is used to regulate speech production in a similar way by children with DLD and their typically developing (TD) peers. Method Participants aged 6–11 years completed tasks measuring hearing, language, first formant (F1) discrimination thresholds, partial vowel space, and responses to altered auditory feedback with F1 perturbation. Results Children with DLD tended to compensate more than TD children for the positive F1 manipulation and compensated less than TD children in the negative shift condition. Conclusion Our findings suggest that children with DLD make atypical use of auditory feedback.

scholarly journals Association between CCC-2 and Structural Language, Pragmatics, Social Cognition, and Executive Functions in Children with Developmental Language Disorder

Children ◽  
2021 ◽  
Vol 8 (2) ◽  
pp. 123
Author(s):  
Clara Andrés-Roqueta ◽  
Irene Garcia-Molina ◽  
Raquel Flores-Buils
Keyword(s):  
Social Cognition ◽  
Executive Functions ◽  
Language Disorder ◽  
Spanish Version ◽  
Typical Development ◽  
Developmental Language Disorder ◽  
Pragmatic Skills ◽  
Child Assessments ◽  
Direct Child ◽  
Structural Language

(1) Background: Developmental Language Disorder (DLD) is diagnosed when the child experiences problems in language with no known underlying biomedical condition and the information required for its correct evaluation must be obtained from different contexts. The Children’s Communication Checklist (CCC-2) covers aspects of a child’s communication related to structural language and pragmatic skills, which are linked to social cognition or executive functions. The aim of this article is to examine parents’ reports using the Spanish version of the CCC-2 questionnaire and its association with different formal assessments related to communication. (2) Methods: 30 children with DLD (3; 10–9 years old) and 39 age-matched (AM) children with typical development were assessed using formal measures of structural language, pragmatics, social cognition, and executive functions. Parents of children with DLD answered the Spanish version of the CCC-2. (3) Results: The performance of children with DLD was lower in all the formal assessments in comparison to AM children. The CCC-2 was significantly correlated with all the direct child assessments, although only formal measures of structural language predicted both the structural language and pragmatics scales of the CCC-2. (4) Conclusions: The CCC-2 answered by parents was consistent with formal assessments in children with DLD, and structural language seemed to be the best predictor of all the subscales.

scholarly journals Spoken Word Learning in Children with Developmental Language Disorder or Dyslexia

2021 ◽  
Author(s):  
Suzanne Adlof ◽  
Lauren Baron ◽  
Bethany A Bell ◽  
Joanna Scoggins
Keyword(s):  
Word Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Retrieval Practice ◽  
Language Disorder ◽  
Learning Difficulties ◽  
Learning Task ◽  
Vocabulary Knowledge ◽  
Developmental Language Disorder ◽  
Learning Abilities

Purpose: Word learning difficulties have been documented in multiple studies involving children with dyslexia and developmental language disorder (DLD; see also specific language impairment (SLI)). However, no previous studies have directly contrasted word learning in these two frequently co-occurring disorders. We examined word learning in second grade students with DLD-only and dyslexia-only as compared to each other, peers with both disorders (DLD+dyslexia), and peers with typical development (TD). We hypothesized that children with dyslexia-only and DLD-only would show differences in word learning due to differences in phonological and semantic skills. Method: Children (N = 244) were taught eight novel pseudowords paired with unfamiliar objects. The teaching script included multiple exposures to the phonological form, the pictured object, a verbal semantic description of the object, and spaced retrieval practice opportunities. Word learning was assessed immediately after instruction with tasks requiring recall or recognition of the phonological and semantic information. Results: Children with dyslexia-only performed significantly better on existing vocabulary measures than their peers with DLD-only. On experimental word learning measures, children in the dyslexia-only and DLD+dyslexia groups showed significantly poorer performance than TD children on all word learning tasks. Children with DLD-only differed significantly from the TD group on a single word learning task assessing verbal semantic recall. Conclusions: Overall, results indicated that children with dyslexia display broad word learning difficulties extending beyond the phonological domain; however, this contrasted with their relatively strong performance on measures of existing vocabulary knowledge. More research is needed to understand relations between word learning abilities and overall vocabulary knowledge and how to close vocabulary gaps for children with both disorders.

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