scholarly journals Manipulating word properties: Targeting vocabulary learning for children with and without speech sound inaccuracies

2012 ◽  
Vol 28 (1) ◽  
pp. 101-121
Author(s):  
Kimberly D McDowell ◽  
Jeri Carroll
Keyword(s):  
Phonological Awareness ◽  
Word Learning ◽  
Oral Language ◽  
Speech Sound ◽  
Absolute Number ◽  
Neighborhood Density ◽  
Vocabulary Knowledge ◽  
Word Knowledge ◽  
Expressive Vocabulary ◽  
Phonotactic Probability

The purpose of this study was twofold: (1) to examine the relations between speech sound accuracy, vocabulary, and phonological awareness, and (2) to examine the effect of word properties of neighborhood density and phonotactic probability on word learning within a storybook context, for children with and without speech sound inaccuracies. Fifty K–1 children (aged 5–6 years; 25 with, 25 without speech sound inaccuracies) completed inclusionary measures of oral language, speech sound accuracy, hearing screening, oral–motor screening, and nonverbal intelligence. Participants completed study-specific measures of standardized receptive and expressive vocabulary, stimuli-specific vocabulary knowledge, and phonological awareness. Twice weekly, for 30 minutes, an 11-week storybook-based intervention took place, targeting word learning, with words selected based on density and probability. Storybooks were researcher generated to intentionally manipulate the word properties of the stimuli words. Each storybook contained two stimuli words, four exposures per word per reading. Results indicated that both speech sound accuracy and vocabulary predicted unique variance in phonological awareness in children with speech sound inaccuracies. No statistically significant differences in the absolute number of words children learned emerged. Group differences were noted in emerging word knowledge with typically developing children outperforming children with speech sound inaccuracies. Differences were noted in the types of words that children learned. Results suggest that children with speech sound inaccuracies may be at risk for later reading difficulties. Speech language pathologists need to be targeting words that promote change within a child’s phonological system (sublexical) and his/her lexical system.

scholarly journals Comparing Word Characteristic Effects on Vocabulary of Children with Cochlear Implants

2019 ◽  
Vol 24 (4) ◽  
pp. 424-434
Author(s):  
Emily Lund
Keyword(s):  
Cochlear Implants ◽  
Neighborhood Density ◽  
Vocabulary Knowledge ◽  
Chronological Age ◽  
Word Knowledge ◽  
Word Form ◽  
Expressive Vocabulary ◽  
Vocabulary Size ◽  
Phonotactic Probability ◽  
Density Results

Abstract Many studies have evaluated overall vocabulary knowledge of children who use cochlear implants, but there has been minimal focus on how word form characteristics affect this knowledge. This study evaluates the effects of neighborhood density and phonotactic probability on the expressive vocabulary of 81 children between five and seven years old (n = 27 cochlear implant users, n = 27 children matched for chronological age, and n = 27 children matched for vocabulary size). Children were asked to name pictures associated with words that have common and rare phonotactic probability and high and sparse neighborhood density. Results indicate that children with cochlear implants, similar to both groups of children with typical hearing, tend to know words with common probability/high density or with rare probability/ sparse density. Patterns of word knowledge for children with cochlear implants mirrored younger children matched for vocabulary size rather than age-matched children with typical hearing.

scholarly journals The influence of part-word phonotactic probability/neighborhood density on word learning by preschool children varying in expressive vocabulary

2010 ◽  
Vol 38 (3) ◽  
pp. 628-643 ◽  
Author(s):  
HOLLY L. STORKEL ◽  
JILL R. HOOVER
Keyword(s):  
Preschool Children ◽  
Probability Density ◽  
Word Learning ◽  
Picture Naming ◽  
Neighborhood Density ◽  
Expressive Vocabulary ◽  
Phonotactic Probability ◽  
Density Effects ◽  
Floor Effects

ABSTRACTThe goal of this study was to examine the influence of part-word phonotactic probability/neighborhood density on word learning by preschool children with normal vocabularies that varied in size. Ninety-eight children (age 2 ; 11–6 ; 0) were taught consonant-vowel-consonant (CVC) nonwords orthogonally varying in the probability/density of the CV (i.e. body) and VC (i.e. rhyme). Learning was measured via picture naming. Children with the lowest expressive vocabulary scores showed no effect of either CV or VC probability/density, although floor effects could not be ruled out. In contrast, children with low or high expressive vocabulary scores demonstrated sensitivity to part-word probability/density with the nature of the effect varying by group. Children with the highest expressive vocabulary scores displayed yet a third pattern of part-word probability/density effects. Taken together, word learning by preschool children was influenced by part-word probability/density but the nature of this influence appeared to depend on the size of the lexicon.

scholarly journals Lexical characteristics of words and phonological awareness skills of preschool children

2014 ◽  
Vol 36 (6) ◽  
pp. 1509-1531 ◽  
Author(s):  
J. MARC GOODRICH ◽  
CHRISTOPHER J. LONIGAN
Keyword(s):  
Preschool Children ◽  
Phonological Awareness ◽  
Word Frequency ◽  
Oral Language ◽  
Language Skills ◽  
Neighborhood Density ◽  
Lexical Representation ◽  
Phonotactic Probability ◽  
Oral Language Skills ◽  
Lexical Restructuring

ABSTRACTThe lexical restructuring model (LRM; Metsala & Walley, 1998) can be used to explain the development of phonological awareness (PA). According to LRM, as children's vocabularies increase, children develop a more refined lexical representation of the sounds comprising those words, and in turn children become more sensitive to the detection of specific phonemes. LRM identifies several lexical characteristics of words that influence lexical restructuring: age of acquisition (AoA), word frequency, neighborhood density, and phonotactic probability. In this study, the effects of these lexical characteristics on children's performance on PA tasks were evaluated, as well as moderation of these effects by children's oral language skills and ages, in two independent samples of preschool children who completed measures of PA and oral language. For both samples, AoA and word frequency were negatively related to PA skills, and phonotactic probability was positively related to PA skills. Children's ages and oral language skills were positive predictors of PA skills, and children's ages moderated the relations between AoA and PA skills for children in Sample 2. Children's oral language skills moderated the relations between AoA and PA skills for children in Sample 1. Implications are discussed.

scholarly journals The Effect of Incremental Changes in Phonotactic Probability and Neighborhood Density on Word Learning by Preschool Children

2013 ◽  
Vol 56 (5) ◽  
pp. 1689-1700 ◽  
Author(s):  
Holly L. Storkel ◽  
Daniel E. Bontempo ◽  
Andrew J. Aschenbrenner ◽  
Junko Maekawa ◽  
Su-Yeon Lee
Keyword(s):  
Multilevel Modeling ◽  
Word Learning ◽  
Full Range ◽  
Naming Task ◽  
Neighborhood Density ◽  
Affect Recognition ◽  
Long Term Memory ◽  
Phonotactic Probability ◽  
Sound Sequence

Purpose Phonotactic probability or neighborhood density has predominately been defined through the use of gross distinctions (i.e., low vs. high). In the current studies, the authors examined the influence of finer changes in probability (Experiment 1) and density (Experiment 2) on word learning. Method The authors examined the full range of probability or density by sampling 5 nonwords from each of 4 quartiles. Three- and 5-year-old children received training on nonword–nonobject pairs. Learning was measured in a picture-naming task immediately following training and 1 week after training. Results were analyzed through the use of multilevel modeling. Results A linear spline model best captured nonlinearities in phonotactic probability. Specifically, word learning improved as probability increased in the lowest quartile, worsened as probability increased in the mid-low quartile, and then remained stable and poor in the 2 highest quartiles. An ordinary linear model sufficiently described neighborhood density. Here, word learning improved as density increased across all quartiles. Conclusion Given these different patterns, phonotactic probability and neighborhood density appear to influence different word learning processes. Specifically, phonotactic probability may affect recognition that a sound sequence is an acceptable word in the language and is a novel word for the child, whereas neighborhood density may influence creation of a new representation in long-term memory.

Intraword Variability in French-Speaking Monolingual and Bilingual Children

2021 ◽  
pp. 1-19
Author(s):  
Margaret M. Kehoe ◽  
Emilie Cretton
Keyword(s):  
Word Frequency ◽  
Speech Processing ◽  
Sound Production ◽  
Speech Sound ◽  
Processing System ◽  
Neighborhood Density ◽  
Bilingual Children ◽  
Expressive Vocabulary ◽  
French Speaking ◽  
Phonological Complexity

Purpose This study examines intraword variability in 40 typically developing French-speaking monolingual and bilingual children, aged 2;6–4;8 (years;months). Specifically, it measures rate of intraword variability and investigates which factors best account for it. They include child-specific ones such as age, expressive vocabulary, gender, bilingual status, and speech sound production ability, and word-specific factors, such as phonological complexity (including number of syllables), phonological neighborhood density (PND), and word frequency. Method A variability test was developed, consisting of 25 words, which differed in terms of phonological complexity, PND, and word frequency. Children produced three exemplars of each word during a single session, and productions of words were coded as variable or not variable. In addition, children were administered an expressive vocabulary test and two tests tapping speech motor ability (oral motor assessment and diadochokinetic test). Speech sound ability was also assessed by measuring percent consonants correct on all words produced by the children during the session. Data were entered into a binomial logistic regression. Results Average intraword variability was 29% across all children. Several factors were found to predict intraword variability including age, gender, bilingual status, speech sound production ability, phonological complexity, and PND. Conclusions Intraword variability was found to be lower in French than what has been reported in English, consistent with phonological differences between French and English. Our findings support those of other investigators in indicating that the factors influencing intraword variability are multiple and reflect sources at various levels in the speech processing system.

scholarly journals Effect of Phonotactic Probability and Neighborhood Density on Word-Learning Configuration by Preschoolers With Typical Development and Specific Language Impairment

2014 ◽  
Vol 57 (3) ◽  
pp. 1011-1025 ◽  
Author(s):  
Shelley Gray ◽  
Andrea Pittman ◽  
Juliet Weinhold
Keyword(s):  
Word Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Neighborhood Density ◽  
Learning Context ◽  
Phonotactic Probability ◽  
Specific Language ◽  
Computer Based Learning ◽  
Word Forms ◽  
And Gender

Purpose In this study, the authors assessed the effects of phonotactic probability and neighborhood density on word-learning configuration by preschoolers with specific language impairment (SLI) and typical language development (TD). Method One hundred thirty-one children participated: 48 with SLI, 44 with TD matched on age and gender, and 39 with TD matched on vocabulary and gender. Referent identification and naming were assessed in a computer-based learning context. Results For referent identification, preschoolers with TD benefited from high phonotactic probability, and the younger group also benefited from low neighborhood density. In contrast, the SLI group benefited only from high neighborhood density. For naming, older preschoolers with TD benefited most from low-density words, younger preschoolers with TD benefited most from words with high phonotactic probability, and the SLI group showed no advantage. Conclusion Phonotactic probability and neighborhood density had different effects on each group that may be related to children's ability to store well-specified word forms and to the size of their extant lexicon. The authors argue that cross-study comparisons of word learning are needed; therefore, researchers should describe word, referent, and learner characteristics and the learning context and should situate their studies in a triggering → configuration + engagement model of word learning.

scholarly journals Triggering word learning in children with Language Impairment: the effect of phonotactic probability and neighbourhood density

2013 ◽  
Vol 41 (6) ◽  
pp. 1224-1248 ◽  
Author(s):  
CRISTINA MCKEAN ◽  
CAROLYN LETTS ◽  
DAVID HOWARD
Keyword(s):  
Word Learning ◽  
Language Impairment ◽  
Phonological Processing ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
Group Differences ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Phonotactic Probability ◽  
Phonological Representations

ABSTRACTThe effect of phonotactic probability (PP) and neighbourhood density (ND) on triggering word learning was examined in children with Language Impairment (3;04–6;09) and compared to Typically Developing children. Nonwords, varying PP and ND orthogonally, were presented in a story context and their learning tested using a referent identification task. Group comparisons with receptive vocabulary as a covariate found no group differences in overall scores or in the influence of PP or ND. Therefore, there was no evidence of atypical lexical or phonological processing. ‘Convergent’ PP/ND (High PP/High ND; Low PP/Low ND) was optimal for word learning in both groups. This bias interacted with vocabulary knowledge. ‘Divergent’ PP/ND word scores (High PP/Low ND; Low PP/High ND) were positively correlated with vocabulary so the ‘divergence disadvantage’ reduced as vocabulary knowledge grew; an interaction hypothesized to represent developmental changes in lexical–phonological processing linked to the emergence of phonological representations.

scholarly journals Nonword Repetition and Vocabulary Knowledge as Predictors of Children's Phonological and Semantic Word Learning

2017 ◽  
Vol 60 (3) ◽  
pp. 682-693 ◽  
Author(s):  
Suzanne M. Adlof ◽  
Hannah Patten
Keyword(s):  
Word Learning ◽  
Semantic Information ◽  
Vocabulary Knowledge ◽  
Nonword Repetition ◽  
Chronological Age ◽  
Typically Developing ◽  
Expressive Vocabulary ◽  
Typically Developing Children ◽  
New Words ◽  
Reading Impairments

Purpose This study examined the unique and shared variance that nonword repetition and vocabulary knowledge contribute to children's ability to learn new words. Multiple measures of word learning were used to assess recall and recognition of phonological and semantic information. Method Fifty children, with a mean age of 8 years (range 5–12 years), completed experimental assessments of word learning and norm-referenced assessments of receptive and expressive vocabulary knowledge and nonword repetition skills. Hierarchical multiple regression analyses examined the variance in word learning that was explained by vocabulary knowledge and nonword repetition after controlling for chronological age. Results Together with chronological age, nonword repetition and vocabulary knowledge explained up to 44% of the variance in children's word learning. Nonword repetition was the stronger predictor of phonological recall, phonological recognition, and semantic recognition, whereas vocabulary knowledge was the stronger predictor of verbal semantic recall. Conclusions These findings extend the results of past studies indicating that both nonword repetition skill and existing vocabulary knowledge are important for new word learning, but the relative influence of each predictor depends on the way word learning is measured. Suggestions for further research involving typically developing children and children with language or reading impairments are discussed.

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